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1.
Kompella, Varun Raj.
Slowness learning for curiosity-driven agents.
Degree: 2014, Università della Svizzera italiana
URL: http://doc.rero.ch/record/234698
► In the absence of external guidance, how can a robot learn to map the many raw pixels of high-dimensional visual inputs to useful action sequences?…
(more)
▼ In the absence of external guidance, how can a robot
learn to map the many raw pixels of high-dimensional visual inputs
to useful action sequences? I study methods that achieve this by
making robots self-motivated (curious) to continually build compact
representations of sensory inputs that encode different aspects of
the changing environment. Previous curiosity-based agents acquired
skills by associating intrinsic rewards with world model
improvements, and used reinforcement
learning (RL) to learn how to
get these intrinsic rewards. But unlike in previous
implementations, I consider streams of high-dimensional visual
inputs, where the world model is a set of compact low-dimensional
representations of the high-dimensional inputs. To learn these
representations, I use the slowness
learning principle, which
states that the underlying causes of the changing sensory inputs
vary on a much slower time scale than the observed sensory inputs.
The representations learned through the slowness
learning principle
are called slow features (SFs). Slow features have been shown to be
useful for RL, since they capture the underlying transition process
by extracting spatio-temporal regularities in the raw sensory
inputs. However, existing techniques that learn slow features are
not readily applicable to curiosity-driven
online learning agents,
as they estimate computationally expensive covariance matrices from
the data via batch processing. The first contribution called the
incremental SFA (IncSFA), is a low-complexity,
online algorithm
that extracts slow features without storing any input data or
estimating costly covariance matrices, thereby making it suitable
to be used for several
online learning applications. However,
IncSFA gradually forgets previously learned representations
whenever the statistics of the input change. In open-ended
online
learning, it becomes essential to store learned representations to
avoid re-
learning previously learned inputs. The second
contribution is an
online active modular IncSFA algorithm called
the curiosity-driven modular incremental slow feature analysis
(Curious Dr. MISFA). Curious Dr. MISFA addresses the forgetting
problem faced by IncSFA and learns expert slow feature abstractions
in order from least to most costly, with theoretical guarantees.
The third contribution uses the Curious Dr. MISFA algorithm in a
continual curiosity-driven skill acquisition framework that enables
robots to acquire, store, and re-use both abstractions and skills
in an
online and continual manner. I provide (a) a formal analysis
of the working of the proposed algorithms; (b) compare them to the
existing methods; and (c) use the iCub humanoid robot to
demonstrate their application in real-world environments. These
contributions together demonstrate that the
online implementations
of slowness
learning make it suitable for an open-ended
curiosity-driven RL agent to acquire a repertoire of skills that
map the many raw pixels of high-dimensional images to multiple sets
of action sequences.
Advisors/Committee Members: Schmidhuber, Jürgen (Dir.).
Subjects/Keywords: Online learning
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APA (6th Edition):
Kompella, V. R. (2014). Slowness learning for curiosity-driven agents. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/234698
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kompella, Varun Raj. “Slowness learning for curiosity-driven agents.” 2014. Thesis, Università della Svizzera italiana. Accessed March 04, 2021.
http://doc.rero.ch/record/234698.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kompella, Varun Raj. “Slowness learning for curiosity-driven agents.” 2014. Web. 04 Mar 2021.
Vancouver:
Kompella VR. Slowness learning for curiosity-driven agents. [Internet] [Thesis]. Università della Svizzera italiana; 2014. [cited 2021 Mar 04].
Available from: http://doc.rero.ch/record/234698.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kompella VR. Slowness learning for curiosity-driven agents. [Thesis]. Università della Svizzera italiana; 2014. Available from: http://doc.rero.ch/record/234698
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Massey University
2.
Sasai, Lalida.
The relationship between self-regulated learning and the use of online portfolios in an online learning environment.
Degree: PhD, Education, 2015, Massey University
URL: http://hdl.handle.net/10179/7182
► Self-Regulated Learning (SRL) theory provides an explanation for how learners control and direct their thoughts, feelings, and actions in relation to their learning goals and…
(more)
▼ Self-Regulated Learning (SRL) theory provides an explanation for how learners control and direct their thoughts, feelings, and actions in relation to their learning goals and is considered to be an important requirement for successful learning. Using online portfolios is believed to enhance SRL skills. This longitudinal study conducted over one academic year examined postgraduate students’ SRL skills in relation to their use of online portfolios within an online learning environment, and how they perceived the value of online portfolios. Factors that affected students’ self-efficacy beliefs and perceptions of their ability to be successful in using online portfolios were also studied.
A mixed methods research design with an explanatory sequential approach involving three phases was used in the study. In the first phase, at the start of academic year, a questionnaire was used to assess students’ initial SRL skills and their perceptions of the usefulness of online portfolios. Sixty-four students participated in this phase. Two SRL groups comprising students with high and low SRL scores were drawn from this sample. A three-person sub-sample of each SRL group was interviewed in the second phase in order to examine in greater depth the nature of SRL skills for those with high and low SRL scores. For the third phase, a follow-up questionnaire was used towards the end of the academic year to examine whether students’ SRL skills and their perceptions of the usefulness of online portfolios changed over the period of their enrolment in the postgraduate course. For this third phase, 92 students participated.
The results revealed that SRL had a strongly positive relationship with students’ perceptions of the usefulness of online portfolios and the relationship between the two variables over time was reciprocal that is, both constructs influenced each other. The
results also showed a significant increase in students’ reported SRL skills and in their positive perceptions of the value of online portfolios over the year.
Students attributed the increase in these two variables to using online portfolios to help set their own learning goals, control their own learning, and reflect on their learning. They identified a range of factors, including course support, motivation, peer support, and lecturer support, as helping them to construct and use their online portfolios. However, they identified lack of technology skills and time constraints as the main problems in constructing and using their online portfolios.
The findings of the present study indicated that students’ skills across the three aspects (forethought, performance, and self-reflection) of SRL, the three stages of the use of online portfolios (collection, selection, and reflection), and the three elements of learning (personal, behavioural, and environmental) were interrelated. Such findings have important implications for students and university course coordinators to make better use of online portfolios, and for teaching and learning in a university online learning…
Subjects/Keywords: Selr-regulated learning;
Online learning;
Online portfolios;
Online learning environment;
Learning
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sasai, L. (2015). The relationship between self-regulated learning and the use of online portfolios in an online learning environment. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/7182
Chicago Manual of Style (16th Edition):
Sasai, Lalida. “The relationship between self-regulated learning and the use of online portfolios in an online learning environment.” 2015. Doctoral Dissertation, Massey University. Accessed March 04, 2021.
http://hdl.handle.net/10179/7182.
MLA Handbook (7th Edition):
Sasai, Lalida. “The relationship between self-regulated learning and the use of online portfolios in an online learning environment.” 2015. Web. 04 Mar 2021.
Vancouver:
Sasai L. The relationship between self-regulated learning and the use of online portfolios in an online learning environment. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10179/7182.
Council of Science Editors:
Sasai L. The relationship between self-regulated learning and the use of online portfolios in an online learning environment. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7182

University of Georgia
3.
Edwards, Jennifer Leigh Cook.
Adjusting online delivery to meet student learning styles.
Degree: 2016, University of Georgia
URL: http://hdl.handle.net/10724/35185
► This action research study examined student perceptions and achievement of online course materials when designed and delivered to meet different learning styles. The Felder-Silverman (1988)…
(more)
▼ This action research study examined student perceptions and achievement of online course materials when designed and delivered to meet different learning styles. The Felder-Silverman (1988) model of learning styles guided the design,
development, and delivery of selected instructional learning modules. Prior to the delivery of course content, students’ individual learning styles were assessed with the Felder and Soloman’s (1998) Index of Learning Styles Survey. Students completed a
demographics questionnaire providing personal information, and responded to a survey describing their perceptions of previous online courses. Using the cyclical, iterative process of action research, the first cycle involved a unit of study administered
in a traditional, asynchronous, online teaching format; all content was readily available with deadlines clearly communicated and marked. Data from Pre-Satisfaction surveys, Written Narratives, homework, and a unit quiz were gathered and analyzed at the
end of the first cycle. This data served as a baseline of how students performed in a traditional, self-directed online teaching design and also revealed that verbal learners performed best compared to other learning styles. Student perceptions of this
method were determined, which indicated moderate to low levels of satisfaction. The next cycle identified the types and distribution of students’ learning preferences. The second cycle consisted of a unit of study containing assignments and activities
designed to meet visual learners which were the predominant student learning preference and the lowest performers from the previous cycle. Results of the second cycle were used to identify the learning style with the least academic improvement, active
and reflective learners, which led to a third phase. The third cycle incorporated activities designed to meet learning style needs of both active and reflective learners. A fourth and final cycle attempted to meet all learning styles by allowing students
to choose from a variety of assignment designs posted in the online course. Student academic performance was average when course content was delivered with no consideration to learning styles. However, achievement scores improved among all learner groups
when instructional content was designed and delivered to meet learning styles. Significant improvements in course satisfaction were also noted when individual learning styles were met or when the course was delivered in an attempt to meet all learning
styles.
Subjects/Keywords: online learning, online teaching; student learning styles; online achievement; online satisfaction
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APA ·
Chicago ·
MLA ·
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CSE |
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Edwards, J. L. C. (2016). Adjusting online delivery to meet student learning styles. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35185
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Edwards, Jennifer Leigh Cook. “Adjusting online delivery to meet student learning styles.” 2016. Thesis, University of Georgia. Accessed March 04, 2021.
http://hdl.handle.net/10724/35185.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Edwards, Jennifer Leigh Cook. “Adjusting online delivery to meet student learning styles.” 2016. Web. 04 Mar 2021.
Vancouver:
Edwards JLC. Adjusting online delivery to meet student learning styles. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10724/35185.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Edwards JLC. Adjusting online delivery to meet student learning styles. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35185
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oklahoma State University
4.
Lambeth, Krista.
Digital Communication Applications in the Online Learning Environments.
Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University
URL: http://hdl.handle.net/11244/7472
► The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online…
(more)
▼ The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online class instructors have incorporated digital communication applications to try and provide learner-centered online learning environments, and to examine students' perceptions of the use of digital communication applications in achieving learning outcomes. The study consisted of four online courses where the online class instructors used various types of digital communication applications including: Wimba, GoogleTalk, VoiceThread, online content videos, instructor-made videos, avatars, Skype, a Blog and a digital workbook in order to try and create learner-centered online learning environments. The study consisted of interviewing the four online class instructors and five online students, observing nine online students use of the applications in the four online courses, electronic journaling, observations and reviewing the online courses' artifacts. In answeri
Subjects/Keywords: online learning; education
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lambeth, K. (2011). Digital Communication Applications in the Online Learning Environments. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7472
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lambeth, Krista. “Digital Communication Applications in the Online Learning Environments.” 2011. Thesis, Oklahoma State University. Accessed March 04, 2021.
http://hdl.handle.net/11244/7472.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lambeth, Krista. “Digital Communication Applications in the Online Learning Environments.” 2011. Web. 04 Mar 2021.
Vancouver:
Lambeth K. Digital Communication Applications in the Online Learning Environments. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/11244/7472.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lambeth K. Digital Communication Applications in the Online Learning Environments. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7472
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wollongong
5.
Al-Ismaiel, Omar Abdulwahab.
Collaborative blended learning with higher
education students in an Arabic context.
Degree: Doctor of
Philosophy, Faculty of Education, 2013, University of Wollongong
URL: ;
https://ro.uow.edu.au/theses/3983
► In Saudi Arabia, online learning is still a relatively new concept in higher education. There is limited research investigating online collaborative learning environments which…
(more)
▼ In Saudi Arabia, online
learning is still a relatively new concept in higher
education. There is limited research investigating online
collaborative learning environments which examine social
interactions between students. The purpose of this study
was to investigate student collaboration in Saudi higher
education through the use of online collaborative tools,
which were selected to compliment the face-to-face
experiences traditionally offered. This study examined
how these online tools may support student learning
through group tasks orchestrated and completed within an
online learning environment.
Throughout the two iterations of this study,
particular attention was paid to contextual and cultural
factors that may potentially support or hinder student
learning in blended learning environments. Two cohorts of
fifteen male education students in a first year IT class
at King Faisal University (KFU) in Saudi Arabia
participated in this study over two iterations (each
bound by a teaching semester of fifteen weeks).
A design-based research approach (Reeves, 2000,
2006) was used to organise and report on the two
iterations. Qualitative research which included
observations and interviews, as well as action research,
were employed to collect and analyse data from the two
cohorts. The students were observed to examine their
interactions while completing the two collaborative tasks
in the online learning context. They were also
interviewed (preliminary, second, and post interviews) by
a Teaching Assistant to explore their cultural/social
backgrounds and beliefs regarding technology, and to
investigate difficulties with technology and
collaboration, and personal factors that have affected
their use of technology. This study
revealed that the participants found it difficult to
deeply engage in the processes of online collaboration to
complete their tasks. They did not make meaning or
demonstrate understanding of the tasks within their
discussions through their engagement with the online
tools. The discussion forum was the most used tool,
followed by the chat tool and then the email
tool. Cultural and contextual factors
affected student learning in the online environment.
Cultural factors were found that limited students’
meaning-making and engagement in collaboration. These
factors included their preference for face-to-face
learning, and a lack of experience in engaging in
collaborative learning and using online tools for
learning. Contextual factors that limited student
collaboration and interaction through the…
Subjects/Keywords: collaborative learning; blended learning; online learning; collaborative online learning
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Al-Ismaiel, O. A. (2013). Collaborative blended learning with higher
education students in an Arabic context. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/3983
Chicago Manual of Style (16th Edition):
Al-Ismaiel, Omar Abdulwahab. “Collaborative blended learning with higher
education students in an Arabic context.” 2013. Doctoral Dissertation, University of Wollongong. Accessed March 04, 2021.
; https://ro.uow.edu.au/theses/3983.
MLA Handbook (7th Edition):
Al-Ismaiel, Omar Abdulwahab. “Collaborative blended learning with higher
education students in an Arabic context.” 2013. Web. 04 Mar 2021.
Vancouver:
Al-Ismaiel OA. Collaborative blended learning with higher
education students in an Arabic context. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2021 Mar 04].
Available from: ; https://ro.uow.edu.au/theses/3983.
Council of Science Editors:
Al-Ismaiel OA. Collaborative blended learning with higher
education students in an Arabic context. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: ; https://ro.uow.edu.au/theses/3983

Cornell University
6.
Karampatziakis, Nikolaos.
Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning.
Degree: PhD, Computer Science, 2012, Cornell University
URL: http://hdl.handle.net/1813/31116
► This thesis studies three problems in online learning. For all the problems the proposed solutions are simple yet non-trivial adaptations of existing online machine learning…
(more)
▼ This thesis studies three problems in
online learning. For all the problems the proposed solutions are simple yet non-trivial adaptations of existing
online machine
learning algorithms. For the task of sequential prediction, a modified multiplicative update algorithm that produces small and accurate models is proposed. This algorithm makes no assumption about the complexity of the source that produces the given sequence. For the task of
online learning when examples have varying importances, the proposed algorithm is a version of gradient descent in continuous time. Finally, for the task of efficient
online active
learning, the implementation we provide makes use of many shortcuts. These include replacing a batch
learning algorithm with an
online one, as well as a creative use of the aforementioned continuous time gradient descent to compute the desirability of asking for the label of a given example. As this thesis shows,
online machine
learning algorithms can be easily adapted to many new problems.
Advisors/Committee Members: Kozen, Dexter Campbell (chair), Hooker, Giles J. (committee member), Joachims, Thorsten (committee member), Kleinberg, Robert David (committee member).
Subjects/Keywords: machine learning; online learning; active learning
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Karampatziakis, N. (2012). Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/31116
Chicago Manual of Style (16th Edition):
Karampatziakis, Nikolaos. “Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning.” 2012. Doctoral Dissertation, Cornell University. Accessed March 04, 2021.
http://hdl.handle.net/1813/31116.
MLA Handbook (7th Edition):
Karampatziakis, Nikolaos. “Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning.” 2012. Web. 04 Mar 2021.
Vancouver:
Karampatziakis N. Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning. [Internet] [Doctoral dissertation]. Cornell University; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1813/31116.
Council of Science Editors:
Karampatziakis N. Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning. [Doctoral Dissertation]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31116

University of Georgia
7.
Hong, Sunjoo.
Factors and issues supporting learning communities among distance learners.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/21531
► The purpose of this study was to investigate sources and processes that impacted community building among distance learners enrolled in an online cohort program within…
(more)
▼ The purpose of this study was to investigate sources and processes that impacted community building among distance learners enrolled in an online cohort program within the context of higher education. Sub-purposes were threefold. First, this
study identified the existence of a community in the online cohort program. Next, it identified factors and issues that supported the creation and sustained the community in the online cohort. A third purpose was to describe the processes of individual
participants’ involvement in the community throughout the period of the cohort program. A qualitative case study design was appropriate, given the research questions. The case was an online, four semester-long, non-degree program based on a cohort model
offered in a large southeastern university. Data were primarily gathered through two phases of open-ended questionnaires to self-selected participants. Another source of data was the postings on the course bulletin boards made by the four primary
participants during the last three semesters. Data were inductively analyzed and interpreted searching for themes and patterns. Those indicators that supported the development of a community extracted from related literature were also found in the data.
These indicators included shared goals and practice, support, and feelings of belonging. In this study, the students of the cohort shared the communal goal of pursuing additional credential to their education certification. Through interaction,
engagement, and alignment, the students showed that they supported each other’s learning, developed shared practice, and felt a sense of belonging. Community building in this online cohort was a result of the interaction of students, instructors, and
circumstances of this particular program. Interaction, engagement, and alignment among the students; assistance and facilitation by the instructors; course structure; and the use of a cohort model appeared to have had an impact on community building.
Although the students belonged to the same community, they revealed diverse experiences in it. They engaged in the community differently depending on their individual needs, desire, and situations. The individual students reported different concepts of a
community, different levels of involvement in the community, and different way of connecting with others in the community.
Subjects/Keywords: Online learning; Distance learning; Learning communities; Community
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hong, S. (2014). Factors and issues supporting learning communities among distance learners. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21531
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hong, Sunjoo. “Factors and issues supporting learning communities among distance learners.” 2014. Thesis, University of Georgia. Accessed March 04, 2021.
http://hdl.handle.net/10724/21531.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hong, Sunjoo. “Factors and issues supporting learning communities among distance learners.” 2014. Web. 04 Mar 2021.
Vancouver:
Hong S. Factors and issues supporting learning communities among distance learners. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10724/21531.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hong S. Factors and issues supporting learning communities among distance learners. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21531
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

San Jose State University
8.
Christensen, Kallan Kay.
The Effects of Online Course Pedagogies on Learning and Cognitive Workload.
Degree: MA, Psychology, 2016, San Jose State University
URL: https://doi.org/10.31979/etd.pzu7-bk78
;
https://scholarworks.sjsu.edu/etd_theses/4683
► The use of recorded lecture video is a common online practice, although the implementation of this pedagogy varies and may have differential impacts on…
(more)
▼ The use of recorded lecture video is a common online practice, although the implementation of this pedagogy varies and may have differential impacts on learning depending on the extent to which it increases cognitive workload. This study compared two different online statistics lecture formats: interactive and non-interactive. The interactive lecture video stopped approximately every minute and the participant had to answer a question regarding the material before moving on to the next section of the video. The non-interactive lecture video was the exact same video edited to remove all interactive breaks in the video. Cognitive workload was measured using the NASA Task Load Index and learning was assessed using performance on a quiz. Seventy participants from the San Jose State research pool were included in the analysis. The researcher predicted that cognitive workload would be a mediating variable in the relationship between online pedagogy and learning, such that an interactive pedagogy would be associated with lower cognitive workload and result in larger learning gains compared to a non-interactive pedagogy. The researcher concluded that cognitive workload was not a mediating variable for online pedagogy and learning. Online pedagogy did not predict learning. However, the type of pedagogy had an effect on cognitive workload, such that the non-interactive group had lower cognitive workload scores. Developers of online pedagogy should recognize that cognitive workload differs across pedagogies and the impact on learning should remain the final assessment of any given approach.
Subjects/Keywords: cognitive workload; learning; online education; online pedagogy
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Christensen, K. K. (2016). The Effects of Online Course Pedagogies on Learning and Cognitive Workload. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683
Chicago Manual of Style (16th Edition):
Christensen, Kallan Kay. “The Effects of Online Course Pedagogies on Learning and Cognitive Workload.” 2016. Masters Thesis, San Jose State University. Accessed March 04, 2021.
https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683.
MLA Handbook (7th Edition):
Christensen, Kallan Kay. “The Effects of Online Course Pedagogies on Learning and Cognitive Workload.” 2016. Web. 04 Mar 2021.
Vancouver:
Christensen KK. The Effects of Online Course Pedagogies on Learning and Cognitive Workload. [Internet] [Masters thesis]. San Jose State University; 2016. [cited 2021 Mar 04].
Available from: https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683.
Council of Science Editors:
Christensen KK. The Effects of Online Course Pedagogies on Learning and Cognitive Workload. [Masters Thesis]. San Jose State University; 2016. Available from: https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683

Delft University of Technology
9.
Zattoni Scroccaro, Pedro (author).
Online Convex Optimization with Predictions: Static and Dynamic Environments.
Degree: 2020, Delft University of Technology
URL: http://resolver.tudelft.nl/uuid:ce13b0da-fb0a-4e9f-b5a4-ef9b0dadf29b
► In this thesis, we study Online Convex Optimization algorithms that exploit predictive and/or dynamical information about a problem instance. These features are inspired by recent…
(more)
▼ In this thesis, we study Online Convex Optimization algorithms that exploit predictive and/or dynamical information about a problem instance. These features are inspired by recent developments in the Online Mirror Decent literature. When the Player's performance is compared with the best fixed decision in hindsight, we show that it is possible to achieve constant regret bounds under perfect gradient predictions and optimal minimax bounds in the worst-case, generalizing previous results from the literature. For dynamic environments, we propose a new algorithm, and show that it achieves dynamic regret bounds that exploit both gradient predictions and knowledge about the dynamics of the action sequence that the Player's performance is being compared with. We present results for both convex and strongly convex costs. Finally, we provide numerical experiments that corroborate our theoretical results.
Mechanical Engineering | Systems and Control
Advisors/Committee Members: Mohajerin Esfahani, P. (mentor), Grammatico, S. (graduation committee), Atasoy, B. (graduation committee), Sharifi Kolarijani, A. (graduation committee), Delft University of Technology (degree granting institution).
Subjects/Keywords: Online Convex Optimization; Prediction; Online Learning
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zattoni Scroccaro, P. (. (2020). Online Convex Optimization with Predictions: Static and Dynamic Environments. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:ce13b0da-fb0a-4e9f-b5a4-ef9b0dadf29b
Chicago Manual of Style (16th Edition):
Zattoni Scroccaro, Pedro (author). “Online Convex Optimization with Predictions: Static and Dynamic Environments.” 2020. Masters Thesis, Delft University of Technology. Accessed March 04, 2021.
http://resolver.tudelft.nl/uuid:ce13b0da-fb0a-4e9f-b5a4-ef9b0dadf29b.
MLA Handbook (7th Edition):
Zattoni Scroccaro, Pedro (author). “Online Convex Optimization with Predictions: Static and Dynamic Environments.” 2020. Web. 04 Mar 2021.
Vancouver:
Zattoni Scroccaro P(. Online Convex Optimization with Predictions: Static and Dynamic Environments. [Internet] [Masters thesis]. Delft University of Technology; 2020. [cited 2021 Mar 04].
Available from: http://resolver.tudelft.nl/uuid:ce13b0da-fb0a-4e9f-b5a4-ef9b0dadf29b.
Council of Science Editors:
Zattoni Scroccaro P(. Online Convex Optimization with Predictions: Static and Dynamic Environments. [Masters Thesis]. Delft University of Technology; 2020. Available from: http://resolver.tudelft.nl/uuid:ce13b0da-fb0a-4e9f-b5a4-ef9b0dadf29b

University of North Texas
10.
Samruayruen, Buncha.
Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.
Degree: 2013, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc271889/
► The purpose of this study was to identify the existing level of self-regulated learning (SRL) among Thai online learners, to examine the relationship between SRL…
(more)
▼ The purpose of this study was to identify the existing level of self-regulated
learning (SRL) among Thai
online learners, to examine the relationship between SRL and academic achievement based on a) course completion and b) course grades, and to investigate differences in SRL as they correlate to demographic factors. A mixed-methods research design with modified MSLQ
online surveys and semi-structured interviews was used during the process of data collection. One hundred eighty-eight of the 580
online learners enrolled in the certificate programs of the Thailand Cyber University Project responded to the surveys; 7 of these also participated in the interview process. The findings indicated that Thai
online learners reported high levels of SRL characteristics. Independent sample t-test results revealed that successful learners were higher in SRL
learning strategies than those who did not succeed the course. Results from multiple regression analyses indicated that critical thinking and time/study environmental management were significant predictors of academic course grade with a small effect size (R2 = .113). Comparison of mean differences revealed that some SRL characteristics were different among demographic subgroups determined by factors including gender, age range, marital status, and Internet use; female reported a significantly higher level of task value than male; younger learners had a significantly higher level of test anxiety than older learners; married learners reported a significantly higher level of self-efficacy and task value than single learners;
online learners who had more Internet experience reported a significantly higher level of self-efficacy, metacognitive self-regulation, and time/study environmental management than those who had less Internet experience. In addition, the qualitative findings confirmed that participants reported the use of
learning strategies in four categories, with a high number of references to metacognitive self-regulation and elaboration, and a low number of references to critical thinking and time/study environmental management. Furthermore, the qualitative results revealed that Thai
online learners used different tools for social and personal activities, communication, and information searching.
Advisors/Committee Members: Knezek, Gerald A., Warren, Scott, Lin, Lin.
Subjects/Keywords: Self-regulated learning; self-regulation; online learning; online learning in Thailand
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Indiana University
11.
Xu, Shuya.
Investigating an Online Community of Self-Directed Language Learners at The Mixxer
.
Degree: 2019, Indiana University
URL: http://hdl.handle.net/2022/22983
► The present study investigated The Mixxer language exchange site (https://www.language-exchanges.org/) as a typical informal online community of self-directed language learners with a focus on how…
(more)
▼ The present study investigated The Mixxer language exchange site (https://www.language-exchanges.org/) as a typical informal
online community of self-directed language learners with a focus on how learners interact with each other. Learners’ perception was also studied regarding how their language
learning was impacted by their participation in the community. An exploratory sequential mixed methods design was adopted for this work. Data collection started with the iterative feature analysis of The Mixxer website and document analysis of website posts and records, along with an interview with the website administrator. Eight English learners and eight native speakers of English were then interviewed regarding their language
learning experiences at The Mixxer after an initial understanding of The Mixxer environment was obtained. Data from interviews with learners were analyzed thematically to inform the development of the survey questionnaire for the last stage of data collection. During the last phase, a survey was distributed to over 12,000 users of The Mixxer. Importantly, more than 500 total responses were received. Of that total, 396 responses were analyzed in SPSS and MS Excel to reveal the interaction patterns and related experiences of all learners at The Mixxer. Analysis results showed that learners conducted conversational language exchange and writing corrections at The Mixxer. The user profile and search system as well as the messaging/chat tool of The Mixxer facilitated the connection of language partners. Learners used Skype or other communication tools to meet with their partners. Meanwhile, a smaller group of learners engaged in writing correction activities in the forum-style Writing section of The vii Mixxer. The Mixxer learners had one to four language partners on average. Among the 71.21% learners who had language exchange experiences at The Mixxer, they typically had one to four 31- to 60-minute exchanges each month. Ordinary learners attempted to arrange equal language practice opportunities for both parties during the exchange. They liked to chat casually with partners, ask each other questions, and teach basic knowledge of the language. They also corrected each other’s mistakes or gave other types of feedback. Some other learners had more structured activities for their language exchange engagement, such as reviewing different types of
learning materials together or designing meaningful activities for language practice. Learner’s preferences of language partners were also discussed. Analysis of qualitative and quantitative data with the Community of Inquiry (CoI) framework suggested a strong social presence in The Mixxer community with a variety of indicators and examples. Cognitive presence was identified from learners’ regular language input and output practices during the exchange. Teaching presence in The Mixxer community was largely performed by learners themselves in the categories of design and organization and direct instruction. Evidence was also found for
learning presence that…
Advisors/Committee Members: Bonk, Curtis J (advisor).
Subjects/Keywords: online language learning community;
self-directed online learning;
informal online language learning;
language exchange
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Xu, S. (2019). Investigating an Online Community of Self-Directed Language Learners at The Mixxer
. (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/22983
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Xu, Shuya. “Investigating an Online Community of Self-Directed Language Learners at The Mixxer
.” 2019. Thesis, Indiana University. Accessed March 04, 2021.
http://hdl.handle.net/2022/22983.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Xu, Shuya. “Investigating an Online Community of Self-Directed Language Learners at The Mixxer
.” 2019. Web. 04 Mar 2021.
Vancouver:
Xu S. Investigating an Online Community of Self-Directed Language Learners at The Mixxer
. [Internet] [Thesis]. Indiana University; 2019. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2022/22983.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Xu S. Investigating an Online Community of Self-Directed Language Learners at The Mixxer
. [Thesis]. Indiana University; 2019. Available from: http://hdl.handle.net/2022/22983
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta
12.
Saumure, Kristie.
Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program.
Degree: PhD, Department of Psychology and the School of Library and
Information Studies, 2010, University of Alberta
URL: https://era.library.ualberta.ca/files/n870zs421
► Online learning is a wonderful opportunity for students who cannot attend classes at conventional times and places to further their education. However, to some extent,…
(more)
▼ Online learning is a wonderful opportunity for
students who cannot attend classes at conventional times and places
to further their education. However, to some extent, accessing and
sharing information is often quite different and potentially more
difficult for this particular group (e.g., they may lack access to
the campus library). For this reason, it is important to appreciate
both how the students are seeking and sharing information in this
environment, as well as what drives these information behaviours.
Understanding these processes will better enable instructors,
librarians, and other relevant parties to facilitate information
access to this population (e.g., through in-depth database training
and/or better technology tools). With that in mind, this research
asked: 1) In what types of information seeking and sharing
behaviours do online learning students engage? 2) What motivates
online learning students to both seek and share information? 3) Can
a theoretical model of students’ motivational orientations as they
apply to their information behaviours be developed? To answer these
questions, the Teacher-Librarianship by Distance Learning Program
was examined as an in-depth case study. A grounded theory approach
was employed to enable the development of the motivational theory.
Data were collected exclusively through in-depth, semi-structured
interviews, though with two distinct groups of people: 15 students
and 3 key informants. The students were asked to reflect on their
experiences accessing and sharing information in the online setting
as well as what they thought drove their information behaviours,
while the key informants provided context around the program itself
and offered their insights into how they believe the students
interact with information. Overall, this study revealed that both
electronic and local resources are key to these students’
information seeking successes. Furthermore, the results suggest
that personally or professionally relevant assignments provide
students with the greatest motivation to seek information for their
coursework. Students in this online learning environment were
inclined to share professional, academic, and personal information
with others because they believed that this online learning
environment fostered a culture of sharing.
Subjects/Keywords: information behaviours; motivation; online learning
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Saumure, K. (2010). Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/n870zs421
Chicago Manual of Style (16th Edition):
Saumure, Kristie. “Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program.” 2010. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/n870zs421.
MLA Handbook (7th Edition):
Saumure, Kristie. “Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program.” 2010. Web. 04 Mar 2021.
Vancouver:
Saumure K. Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/n870zs421.
Council of Science Editors:
Saumure K. Motivation and the information behaviours of online learning
students: the case of a professionally-oriented, graduate
program. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/n870zs421

University of Alberta
13.
Wu, Yifan.
Online Learning under Partial Feedback.
Degree: MS, Department of Computing Science, 2016, University of Alberta
URL: https://era.library.ualberta.ca/files/cvd66w003h
► In an online learning problem a player makes decisions in a sequential manner. In each round, the player receives some reward that depends on his…
(more)
▼ In an online learning problem a player makes decisions
in a sequential manner. In each round, the player receives some
reward that depends on his action and an outcome generated by the
environment while some feedback information about the outcome is
revealed. The goal of the player can be various. In this thesis we
investigate several variants of online learning problems with
different feedback models and objectives. First we consider the
pure exploration problem with multi-action probes. We design
algorithms that can find the best one or several actions with high
probability while using as few probes as possible. Then we study
the side observation model in the regret minimization scenario. We
derive a novel finite time distribution dependent lower bound and
design asymptotically optimal and minimax optimal algorithms. Last
we investigate the conservative bandit problem where the objective
is to minimize the regret while maintaining the cumulative reward
above a baseline. We design algorithms for several variants of the
problem and derive a lower bound. In each of the three variants of
the online learning problem we consider, our problem setting
generalizes some previous work. The theoretical results
successfully recover existing results in special cases as well as
propose novel perspectives in the more general
settings.
Subjects/Keywords: online learning; partial feedback; bandits
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wu, Y. (2016). Online Learning under Partial Feedback. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cvd66w003h
Chicago Manual of Style (16th Edition):
Wu, Yifan. “Online Learning under Partial Feedback.” 2016. Masters Thesis, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/cvd66w003h.
MLA Handbook (7th Edition):
Wu, Yifan. “Online Learning under Partial Feedback.” 2016. Web. 04 Mar 2021.
Vancouver:
Wu Y. Online Learning under Partial Feedback. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/cvd66w003h.
Council of Science Editors:
Wu Y. Online Learning under Partial Feedback. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cvd66w003h

Nelson Mandela Metropolitan University
14.
Olamijulo, Christianah.
An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.
Degree: Faculty of Arts, 2012, Nelson Mandela Metropolitan University
URL: http://hdl.handle.net/10948/d1020149
► This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in…
(more)
▼ This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.
Subjects/Keywords: Online social networks; Blended learning
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Olamijulo, C. (2012). An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020149
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed March 04, 2021.
http://hdl.handle.net/10948/d1020149.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Web. 04 Mar 2021.
Vancouver:
Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10948/d1020149.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1020149
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Exeter
15.
Alghamdi, F.
The role of social media in developing online learning communities.
Degree: PhD, 2019, University of Exeter
URL: http://hdl.handle.net/10871/39495
► The purpose of this study was to examine the role of social media in develop-ing learning communities in both formal and informal learning contexts. The…
(more)
▼ The purpose of this study was to examine the role of social media in develop-ing learning communities in both formal and informal learning contexts. The study was based on a theoretical framework to examine online learning communities from three levels: individual, interactional and group. This study selected two cases: the first case was a formal learning group that used networked learning via Twitter and WhatsApp within a blended learning environment in an academic module; this for-mal learning group was controlled by the teacher of the module. The second case was an informal learning group that used Twitter and WhatsApp to learn and prac-tise English as a second language; this group was created and informally organised by an active member on Twitter who was interested in teaching and practising Eng-lish. Semi-structured interviews, focus groups and WhatsApp discussion samples were the three main data collection methods of this study. The data were analysed using three procedures. Firstly, a thematic analysis of the interviews was conducted to generate a thematic research map and create a coding scheme for analysing the content of the WhatsApp discussions. Secondly, a social network analysis (SNA) was applied to the WhatsApp group discussions to map out the interactions among group members and select the sample of WhatsApp discussion for the third data analysis procedure. The third procedure was content analysis (CA), which was ap-plied to the WhatsApp conversations that occurred during the selected sample (the three most active and connected weeks). Findings from the SNA and CA were used to triangulate the results of the thematic analysis. The findings revealed that the ex-istence of similar learning needs, interactive communication among members and using appropriate communication tools are the main factors that develop online learning communities on social media. Also, it showed that the main function of us-ing Twitter for learning purposes was to develop the academic and social presence of the students/learners, while the main learning function of using WhatsApp was to provide an instant and open communication environment for online learning com-munity members. However, there were different uses of these applications in formal and informal learning contexts, which were described in the study.
Subjects/Keywords: 370; Online learning communities
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Alghamdi, F. (2019). The role of social media in developing online learning communities. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/39495
Chicago Manual of Style (16th Edition):
Alghamdi, F. “The role of social media in developing online learning communities.” 2019. Doctoral Dissertation, University of Exeter. Accessed March 04, 2021.
http://hdl.handle.net/10871/39495.
MLA Handbook (7th Edition):
Alghamdi, F. “The role of social media in developing online learning communities.” 2019. Web. 04 Mar 2021.
Vancouver:
Alghamdi F. The role of social media in developing online learning communities. [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10871/39495.
Council of Science Editors:
Alghamdi F. The role of social media in developing online learning communities. [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/39495

Texas A&M University
16.
Perez Guarda, Paola.
Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.
Degree: PhD, Educational Psychology, 2014, Texas A&M University
URL: http://hdl.handle.net/1969.1/153222
► This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students.…
(more)
▼ This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students. Therefore, it is necessary to provide opportunities for teachers to develop and grow professionally according to their professional context and needs. This study focuses on professional development of rural teachers in Chile. These teachers work in schools that present unique characteristics, which demand professional development to be supportive and related to teachers’ practices in rural settings.
Through a mixed method study implemented through an
online survey and later interviews, rural teachers from Chile were asked about their preferences for topics to learn, the importance of participating in activities based on the adult learner paradigm, their preference for delivery methods, and their expectations of professional development for rural teachers. The study also explores the potential use of
online systems and
online learning communities, by asking teachers about their perceptions of the usefulness of
online systems and the perceived benefits as well as obstacles to their implementation in rural areas.
The findings of this study suggest that rural teachers tend to favor professional development that provides ongoing support for their teaching practices, foster collaboration, and reflection and addresses their rural context and needs. Technology is perceived as a tool to overcome isolation and to collaborate and reflect with peers; however, this study identified the lack or unstable access to Internet as an obstacle to the use of
online systems in professional development.
More research is needed to identify the design and
learning principles that currently guide professional development for rural teachers. It is also recommended to identify the role of higher education in the integration of technology and education in the training of future teachers. Finally, it is suggested to research about the relationship between current professional development programs for teachers and students
learning outcomes in rural areas.
Advisors/Committee Members: Zellner, Ronald (advisor), Hall, Robert (advisor), Dooley, Kim (committee member), Gazi, Yakut (committee member).
Subjects/Keywords: professional development; online learning communities
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Perez Guarda, P. (2014). Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153222
Chicago Manual of Style (16th Edition):
Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Doctoral Dissertation, Texas A&M University. Accessed March 04, 2021.
http://hdl.handle.net/1969.1/153222.
MLA Handbook (7th Edition):
Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Web. 04 Mar 2021.
Vancouver:
Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1969.1/153222.
Council of Science Editors:
Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153222

Texas A&M University
17.
Tabor, Joshua Wayne.
Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.
Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University
URL: http://hdl.handle.net/1969.1/174317
► Online learning has become a vital part of post-secondary education. Over one quarter of college students will register for at least one online course each…
(more)
▼ Online learning has become a vital part of post-secondary education. Over one quarter of college students will register for at least one
online course each semester they attend school (Smith, 2016). This significant growth in post-secondary education has created a trickle-down effect, shown through the growth of enrollments in secondary
online learning programs (Herring, 2016). This fast-paced growth has created a vacuum of research concerning which methods of
online learning are the most effective, specifically at the secondary level. Through this mixed methods study, I examined administrators, parents, and students’ perspectives on the effectiveness of
online learning. I reviewed assignment scores to determine which
online teaching methods successfully engaged high school students. Using pre-interviews, observations, and post-interviews, I determined which methods were the most successful in drawing high school students into the
learning process. The results showed all stakeholders believe the
online learning method can be effective, for many students but not all, when engaging students. Student engagement varied by lessons, but most were engaged in their coursework an average of eight minutes. No matter levels of engagement, all received credit for their work with scores between 90- 100. Using post-interview data, most students found the work to be simple and easy. The lessons that engaged students were short, usually included videos and some level of questioning to make sure the student focused on the lesson. The main difficulty faced was forcing themselves to sit down and complete the work. The results of this study will help school districts understand what attracts high school students’ focus and retains their attention in
online learning environments, which will help curriculum designers create more focused and effective
online curricula.
Advisors/Committee Members: Capraro, Mary (advisor), Yalvac, Bugrahan (advisor), Irby, Beverly (committee member), Singleton, Julie (committee member).
Subjects/Keywords: online learning; effective curriculum
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MLA ·
Vancouver ·
CSE |
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to Zotero / EndNote / Reference
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APA (6th Edition):
Tabor, J. W. (2018). Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174317
Chicago Manual of Style (16th Edition):
Tabor, Joshua Wayne. “Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 04, 2021.
http://hdl.handle.net/1969.1/174317.
MLA Handbook (7th Edition):
Tabor, Joshua Wayne. “Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.” 2018. Web. 04 Mar 2021.
Vancouver:
Tabor JW. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1969.1/174317.
Council of Science Editors:
Tabor JW. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174317

University of Vermont
18.
Schrenzel, Allison.
Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance.
Degree: Nutrition and Food Sciences, 2015, University of Vermont
URL: https://scholarworks.uvm.edu/hcoltheses/82
► Objective: To evaluate knowledge retention among students who had taken an online Science of Energy Balance course over a one to two year follow…
(more)
▼ Objective: To evaluate knowledge retention among students who had taken an
online Science of Energy Balance course over a one to two year follow up period.
Design: This study used a validated knowledge assessment from the
online course The Science of Energy Balance. The assessment was delivered using LimeSurvey. The data were analyzed using MS Excel.
Setting: This study was conducted at the University of Vermont.
Participants: Twenty-three students who had previously taken the
online Science of Energy Balance course were recruited as study participants. Ten students who had never taken a nutrition course were recruited as control participants.
Intervention(s): Participants were asked to complete an
online validated knowledge assessment.
Main Outcome Measure(s): Original scores act as the covariant and the newest scores are the dependent variable. All scores were calculated out of a maximum score of 25.
Analysis: Two experimental group differences were analyzed using ANCOVA. T-tests were performed to analyze experimental group scores against control group scores as well as experimental group original scores against new scores.
Results: There was no significant difference between experimental group new scores and the control group new scores. There was no significant difference between the new scores of 1 year and 2 year post course. The pooled experimental group had a significant decrease from old score to new score.
Conclusions and Implications: Due to the small sample size and the unexpectedly high control group mean scores, we were not able to show a significant knowledge retention among students who had previously taken the
online Science of Energy Balance.
Advisors/Committee Members: Stephen Pintauro PhD.
Subjects/Keywords: Nutrition; Nutrition Education; Online Learning
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Schrenzel, A. (2015). Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/hcoltheses/82
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Schrenzel, Allison. “Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance.” 2015. Thesis, University of Vermont. Accessed March 04, 2021.
https://scholarworks.uvm.edu/hcoltheses/82.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Schrenzel, Allison. “Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance.” 2015. Web. 04 Mar 2021.
Vancouver:
Schrenzel A. Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance. [Internet] [Thesis]. University of Vermont; 2015. [cited 2021 Mar 04].
Available from: https://scholarworks.uvm.edu/hcoltheses/82.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Schrenzel A. Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance. [Thesis]. University of Vermont; 2015. Available from: https://scholarworks.uvm.edu/hcoltheses/82
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen
19.
Borotea, Bella Boglárka.
Az oktatási piac virtuális környezetben, piacelemzés
.
Degree: DE – TEK – Informatikai Kar, 2012, University of Debrecen
URL: http://hdl.handle.net/2437/129839
► A diplomamunkában részletesen bemutatásra kerül az oktatási piac jelenlegi helyzete keresleti és kínálati szempontból is megvizsgálva. Megismerhetjük a hálózatok elterjedésének köszönhetően kialakult online oktatási lehetőségeket.…
(more)
▼ A diplomamunkában részletesen bemutatásra kerül az oktatási piac jelenlegi helyzete keresleti és kínálati szempontból is megvizsgálva. Megismerhetjük a hálózatok elterjedésének köszönhetően kialakult
online oktatási lehetőségeket. Láthatjuk, hogy a továbbképzés céljából az egyetemek hogyan használják a hálózat bővülésének köszönhető új technológiákat. A Second Life virtuális világának segítségével betekintést nyerhetünk egy konkrét virtuális környezetben zajló, világszintű,
online oktatásba. Majd kimutatások segítségével elemezzük, hogy milyen a felhasználói érdeklődés és elégedettség a virtuális világban zajló oktatás iránt.
Advisors/Committee Members: Kun, András István (advisor).
Subjects/Keywords: e-learning;
online oktatás
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Borotea, B. B. (2012). Az oktatási piac virtuális környezetben, piacelemzés
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/129839
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Borotea, Bella Boglárka. “Az oktatási piac virtuális környezetben, piacelemzés
.” 2012. Thesis, University of Debrecen. Accessed March 04, 2021.
http://hdl.handle.net/2437/129839.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Borotea, Bella Boglárka. “Az oktatási piac virtuális környezetben, piacelemzés
.” 2012. Web. 04 Mar 2021.
Vancouver:
Borotea BB. Az oktatási piac virtuális környezetben, piacelemzés
. [Internet] [Thesis]. University of Debrecen; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2437/129839.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Borotea BB. Az oktatási piac virtuális környezetben, piacelemzés
. [Thesis]. University of Debrecen; 2012. Available from: http://hdl.handle.net/2437/129839
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boston College
20.
Smith, Kara N.
Online Teacher Professional Development: The Importance of
Training to Deliver PD Online.
Degree: PhD, Educational Research, Measurement, and
Evaluation, 2010, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:101779
► The most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional…
(more)
▼ The most recent reauthorization of the Elementary and
Secondary Education Act, the No Child Left Behind Act, focuses on
the continued importance of teacher professional development. There
are a great deal of challenges involved with delivering
high-quality teacher professional development to all teachers,
however, such as time, geography, and available resources.
Online
professional development is emerging in the literature as a viable
alternative to traditional face-to-face
online professional
development. With the recent emergence of such a trend, however,
very little research had been conducted on the quality of the
individuals providing the
online PD to teachers. The aim of this
study was to examine one
online facilitator-training program which
was designed to train facilitators in the skills and best practices
associated with delivering high quality PD to teachers across eight
states. Using survey data collected over a two-year period, this
dissertation explored the relationship between facilitator trainee
ratings of training workshop quality and teacher outcomes of
interest through a set of five regression equations. While only
three of the relationships were found to be statistically
significant, all provided valuable insight nonetheless.
Specifically, the significant contributions include; a better
insight into the relationship between training facilitators to
deliver PD specifically in an
online format and teacher perception
of course quality, a series of tools to measure this relationship
with other facilitator training programs in the future and, a
contribution to the sparse literature currently available on this
topic.
Advisors/Committee Members: Joseph Pedulla (Thesis advisor).
Subjects/Keywords: Online Learning; Professional Development; Training
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Smith, K. N. (2010). Online Teacher Professional Development: The Importance of
Training to Deliver PD Online. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101779
Chicago Manual of Style (16th Edition):
Smith, Kara N. “Online Teacher Professional Development: The Importance of
Training to Deliver PD Online.” 2010. Doctoral Dissertation, Boston College. Accessed March 04, 2021.
http://dlib.bc.edu/islandora/object/bc-ir:101779.
MLA Handbook (7th Edition):
Smith, Kara N. “Online Teacher Professional Development: The Importance of
Training to Deliver PD Online.” 2010. Web. 04 Mar 2021.
Vancouver:
Smith KN. Online Teacher Professional Development: The Importance of
Training to Deliver PD Online. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2021 Mar 04].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779.
Council of Science Editors:
Smith KN. Online Teacher Professional Development: The Importance of
Training to Deliver PD Online. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779

Halmstad University
21.
Markus, Marcia.
Politeness in Interaction : An analysis of politeness strategies in online learning and teaching.
Degree: Humanities (HUM), 2011, Halmstad University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446
Teaching and learning online has become widespread but for some teachers there are a number of challenges involved. This study looks at politeness strategies used in teacher-student and student-student interaction, to what extent they are used and what effects these politeness strategies have on the communication as a whole.
Subjects/Keywords: Interaction; Politeness; Online learning; Teaching
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Markus, M. (2011). Politeness in Interaction : An analysis of politeness strategies in online learning and teaching. (Thesis). Halmstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Markus, Marcia. “Politeness in Interaction : An analysis of politeness strategies in online learning and teaching.” 2011. Thesis, Halmstad University. Accessed March 04, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Markus, Marcia. “Politeness in Interaction : An analysis of politeness strategies in online learning and teaching.” 2011. Web. 04 Mar 2021.
Vancouver:
Markus M. Politeness in Interaction : An analysis of politeness strategies in online learning and teaching. [Internet] [Thesis]. Halmstad University; 2011. [cited 2021 Mar 04].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Markus M. Politeness in Interaction : An analysis of politeness strategies in online learning and teaching. [Thesis]. Halmstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of New Mexico
22.
Cooley, Mary.
Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online.
Degree: Organization, Information & Learning Sciences, 2014, University of New Mexico
URL: http://hdl.handle.net/1928/24545
► While the construct of emotional intelligence (EI), has been researched and discussed for nearly 25 years, most research of this variable has been done within…
(more)
▼ While the construct of emotional intelligence (EI), has been researched and discussed for nearly 25 years, most research of this variable has been done within traditional
learning and workplace environments, namely face-to-face settings (Rudestam & Schoenholtz-Read, 2009), not the
online learning environment, where, over the last ten plus years, education has largely been focused (Allen & Seaman, 2013). Mortiboys (2012), along with Powell and Kusuma-Powell (2010), found that successful college faculty tend to possess high levels of trait EI in traditional or face-to-face classroom settings, and yet, to date, very few similar studies have been conducted with faculty teaching in an
online setting. This study sought to determine whether a relationship existed between self- assessed EI scores of university faculty members teaching at least one course
online and their own job satisfaction levels. This study also sought to explore EI and job vii satisfaction scoring differences tied to the gender of the
online instructors, utilizing the Trait Emotional Intelligence Questionnaire short form (Petrides and Furnham, 2004) and the Job Satisfaction Survey (Spector, 1985). A sample of 72 faculty members that taught at least one course in an
online format agreed to complete a self-report instrument. Data was analyzed using simple correlations and grounded theory principles (Glaser and Strauss, 1967). Deductive reasoning was applied to the original research questions and quantitative results and inductive reasoning to assess the qualitative responses. Results indicated that trait emotional intelligence is only slightly, positively linked to faculty job satisfaction levels, more so for females than males. An analysis of statistically signi cant correlations at the factor level was also conducted. The study concludes with a discussion of results, limitations and implications for future research in this area.
Advisors/Committee Members: Boverie, Patricia, Grassberger, Robert, Smith, Bruce, Taylor, Scott.
Subjects/Keywords: Emotional intelligence; faculty; online learning
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cooley, M. (2014). Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24545
Chicago Manual of Style (16th Edition):
Cooley, Mary. “Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online.” 2014. Doctoral Dissertation, University of New Mexico. Accessed March 04, 2021.
http://hdl.handle.net/1928/24545.
MLA Handbook (7th Edition):
Cooley, Mary. “Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online.” 2014. Web. 04 Mar 2021.
Vancouver:
Cooley M. Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1928/24545.
Council of Science Editors:
Cooley M. Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24545

University of Melbourne
23.
Toniolo, Antoine.
Comics go global: evaluating an online collaborative project using the community of inquiry framework.
Degree: 2017, University of Melbourne
URL: http://hdl.handle.net/11343/219196
► This thesis examines the feasibility of evaluating online collaborative education programs, specifically, it explore the question, to what extent does Comics Go Global (CGG), an…
(more)
▼ This thesis examines the feasibility of evaluating online collaborative education programs, specifically, it explore the question, to what extent does Comics Go Global (CGG), an extra-curricular, online collaborative arts based project, represent a positive educational experience from the perspective of its students, as defined by the Community of Inquiry as a framework (Arbaugh, 2008). In exploring this question this study addresses how the promise of collaborative online learning for education might be delivered through projects such as “Comics Go Global” (CCG). The role of the “Community of Inquiry” (CoI) framework was to serve as a tool for gathering and measuring empirical research. This helped identify the extent to which students perceived the CGG program as a positive experience and also explore what promise online collaborative learning has for education.
In this feasibility study the two mentor/teachers who I selected to participate in the study received two professional development sessions in July 2016, under my direction. These focused on delivering the Comics Go Global project within a CoI framework as well as establishing norms and expectations of student behaviours and the monitoring of technical issues. Later, in order to gather qualitative and quantitative data about their experiences and viewpoint with respect to the CGG program and student involvement, I interviewed them at the end of week four and eight. The interviews enabled mentor/teachers to share their views with me; they reported that the students had a positive learning experience in the CGG program. These interviews were also designed to provide data to identify what promise online collaborative learning has for education and how that promise might be delivered.
In order to assess the extent to which students perceived themselves to have had positive experience as per the set criteria identified by the Community of Inquiry framework, five of the six students who participated in the study were surveyed, using the CoI Survey Instrument. This survey has been validated in large-scale trials. Participant surveys were analysed using descriptive strategies and the Wilcoxon Signed-Rank Test “a non-parametric test designed for comparing pairs of results that may not represent a normal distribution or be derived from an equal-interval scale”. The results of the CoI survey confirmed that students perceived the program to be a positive experience. These positive findings were echoed in the transcripts provided by the eight weeks of online classes and the mid and post program semi-structured interviews.
To build on the findings of this research, further work needs to be conducted to demonstrate whether the experiences in a full scale study, students and teachers could be replicated, or improved, if greater numbers of teachers utilising the CoI framework model could work with larger numbers of students exploring fields other than CGG visual narratives. For example, alternative online collaborative classes might cover subjects and activities…
Subjects/Keywords: online teaching and learning
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Toniolo, A. (2017). Comics go global: evaluating an online collaborative project using the community of inquiry framework. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/219196
Chicago Manual of Style (16th Edition):
Toniolo, Antoine. “Comics go global: evaluating an online collaborative project using the community of inquiry framework.” 2017. Masters Thesis, University of Melbourne. Accessed March 04, 2021.
http://hdl.handle.net/11343/219196.
MLA Handbook (7th Edition):
Toniolo, Antoine. “Comics go global: evaluating an online collaborative project using the community of inquiry framework.” 2017. Web. 04 Mar 2021.
Vancouver:
Toniolo A. Comics go global: evaluating an online collaborative project using the community of inquiry framework. [Internet] [Masters thesis]. University of Melbourne; 2017. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/11343/219196.
Council of Science Editors:
Toniolo A. Comics go global: evaluating an online collaborative project using the community of inquiry framework. [Masters Thesis]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/219196

University of Limerick
24.
Morris, Fidelma.
An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers.
Degree: 2013, University of Limerick
URL: http://hdl.handle.net/10344/3884
► non-peer-reviewed
This study is carried out in the Professional Development Unit (PDU) of the Irish National Teachers; Organisation (INTO). The focus of the study is…
(more)
▼ non-peer-reviewed
This study is carried out in the Professional Development Unit (PDU) of the Irish National Teachers; Organisation (INTO). The focus of the study is the setting up of short-term online professional learning communities for primary teachers. The study aims to examine the feasibility of this provision and to discover, through action research, the approaches that will make it a successful form of CPD provision in the PDU. Themes from the literature include Professional Learning Communities (PLCs), online learning, Continuing Professional Development (CPD), teachers engagement with CPD and methods of analysis for online transcripts. Research instruments used include questionnaires, web analysis tools, interviews and ongoing consultation with a cohort of critical friends who help to guide the process. Action Research (AR) is the chosen methodology as it most closely aligns with the aims of the study. The study found that it was difficult to stimulate teachers to join the online PLCs, despite extensive advertisement. Those who joined responded positively to the experience. While many resources were shared PLC participant interactions remained at a surface level, with no evidence of reflection or collaboration. Processes of facilitation and interaction on online forums are areas for further examination going forwards.
Advisors/Committee Members: O'Brien, Maureen.
Subjects/Keywords: INTO; primary teachers; online learning
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Morris, F. (2013). An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/3884
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Morris, Fidelma. “An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers.” 2013. Thesis, University of Limerick. Accessed March 04, 2021.
http://hdl.handle.net/10344/3884.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Morris, Fidelma. “An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers.” 2013. Web. 04 Mar 2021.
Vancouver:
Morris F. An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers. [Internet] [Thesis]. University of Limerick; 2013. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10344/3884.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Morris F. An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers. [Thesis]. University of Limerick; 2013. Available from: http://hdl.handle.net/10344/3884
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
25.
Coombe, Peter.
ONLINE LEARNING IN A RURAL SCHOOL SETTING.
Degree: Doctor of Education (EdD), Educational Policy Studies, 2017, Georgia State University
URL: https://scholarworks.gsu.edu/eps_diss/165
► Background: Online learning is a growing delivery model for education; however, there exists a void in the literature regarding the adoption of online learning…
(more)
▼ Background:
Online learning is a growing delivery model for education; however, there exists a void in the literature regarding the adoption of
online learning models in rural K-12 school systems. Purpose: To provide pertinent data to the rural school administrator so that they may make an informed decision in regards to the potential implementation of asynchronous
online learning within their school and/or district. Literature Review: Explores the history, impact on student outcomes, graduation rates, cost effectiveness and student engagement factors in regards to
online learning. Research Design: A quantitative ex-post facto, causal-comparative design was used while embracing Rogers’ Diffusion of Innovation Theory. Data Collection and Analysis: Student achievement data were collected from a rural high school where some students participated in an asynchronous
online learning environment while other students participated in the traditional face-to-face environment. Results: Students participating in asynchronous
online learning environments performed below students in traditional
learning environments for all four subjects (a) English Language Arts, (b) mathematics, (c) science, and (d) social studies, on both metrics, test score and percentile rank. Conclusion: Although this study would probably not result in the exclusion of
online learning in rural settings, it may assist school boards and principals to consider the inclusion of
online learning carefully, before extensive financial input occurs. The results also assist with identifying key pitfalls to avoid when establishing
online learning environments.
Advisors/Committee Members: Dr. Nicholas J. Sauers, Dr. James Kahrs, Dr. Bob Heaberlin.
Subjects/Keywords: Asynchronous online learning; Student achievement
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Coombe, P. (2017). ONLINE LEARNING IN A RURAL SCHOOL SETTING. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/165
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Coombe, Peter. “ONLINE LEARNING IN A RURAL SCHOOL SETTING.” 2017. Thesis, Georgia State University. Accessed March 04, 2021.
https://scholarworks.gsu.edu/eps_diss/165.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Coombe, Peter. “ONLINE LEARNING IN A RURAL SCHOOL SETTING.” 2017. Web. 04 Mar 2021.
Vancouver:
Coombe P. ONLINE LEARNING IN A RURAL SCHOOL SETTING. [Internet] [Thesis]. Georgia State University; 2017. [cited 2021 Mar 04].
Available from: https://scholarworks.gsu.edu/eps_diss/165.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Coombe P. ONLINE LEARNING IN A RURAL SCHOOL SETTING. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/eps_diss/165
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Virginia Tech
26.
Ondin, Zerrin.
Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.
Degree: PhD, Curriculum and Instruction, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/64393
► Accessibility is a very important criterion to make online learning inclusive to students with different abilities. According to Burgstahler, Corrigan and McCarter (2004) unless design…
(more)
▼ Accessibility is a very important criterion to make
online learning inclusive to students with different abilities. According to Burgstahler, Corrigan and McCarter (2004) unless design of the courses are accessible to all students, including those with disabilities, the ultimate goal of distance
learning to make education available to everyone cannot be accomplished. However, accessibility is rarely a priority for
online course developers and students with disabilities are not considered as a large group (Treviranus and Roberts, 2006). This exploratory case study investigated the experiences of the students with visual impairment in
online learning environments with regards to media used in their courses with the intent of providing suggestions for accessible media design. Media included text, visuals (pictures, diagrams, charts, and graphs), audio, and multimedia (video and animation) used in
online learning environments. This study used a purposive sampling technique and participants who are visually impaired, who had an
online course experience, and who are older than 18 years old were included in the study. A semi-structured interview protocol was developed and participants were asked about challenges they experienced and what worked well for them in terms of media in
online learning environment. Because of the lack of scientific research examining design of
online learning for students with visual impairment, this dissertation fills an important research gap and also makes contributions to the field of Instructional Design and Technology by providing students' perspectives and suggestions for accessible design. Suggestions provided in this study is valuable in terms of designing accessible
online courses and that there is a lack of information and guidance for answering the needs of students with visual impairment in
online learning environments.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Asselin, Susan B. (committee member), Burton, John Knox (committee member).
Subjects/Keywords: Accessibility; Online Learning; Visual Impairment
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ondin, Z. (2015). Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64393
Chicago Manual of Style (16th Edition):
Ondin, Zerrin. “Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/64393.
MLA Handbook (7th Edition):
Ondin, Zerrin. “Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.” 2015. Web. 04 Mar 2021.
Vancouver:
Ondin Z. Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10919/64393.
Council of Science Editors:
Ondin Z. Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64393

Ohio University
27.
Mao, Ding.
Chinese Parents’ Perceptions of their Children’s Learning in
Online Class in the U.S.
Degree: PhD, Instructional Technology (Education), 2020, Ohio University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584978232779761
► The fast progress of online learning raises the problem of understanding and adequate perception of this process by parents of students because they may influence…
(more)
▼ The fast progress of
online learning raises the
problem of understanding and adequate perception of this process by
parents of students because they may influence choices made by
students concerning their education, which may be either
online or
faceto-face. The cultural background of the parents may have a
considerable impact on the perception of
online learning, in this
case, Chinese. The purpose of the current study was to find out the
attitude of Chinese parents regarding their children’s
online
learning; particularly in how they perceive
online learning and
what benefits of
online learning they can find compared to
face-to-face
learning. The current study involved 59 participants,
who responded to questionnaires. The questions focused on the
attitudes of participants towards
online learning, their experience
of
online learning, and the overall perception of
online learning.
The major finding of the current study was that the participants
preferred face-to-face
learning compared to
online learning despite
lacking a full understanding of the potential of
online learning
and how the process of
online learning occurs. Their cultural
background was revealed to have a considerable impact on the
perception of education and priorities they have in the
learning
process. One of the main priorities of Chinese culture regarding
education is the direct communication and interaction between
students and their educators to acquire important social
experiences and to learn in the way, which they believe to be,
successfully.
Advisors/Committee Members: Kessler, Greg (Committee Chair).
Subjects/Keywords: Educational Technology; Online Learning
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mao, D. (2020). Chinese Parents’ Perceptions of their Children’s Learning in
Online Class in the U.S. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584978232779761
Chicago Manual of Style (16th Edition):
Mao, Ding. “Chinese Parents’ Perceptions of their Children’s Learning in
Online Class in the U.S.” 2020. Doctoral Dissertation, Ohio University. Accessed March 04, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584978232779761.
MLA Handbook (7th Edition):
Mao, Ding. “Chinese Parents’ Perceptions of their Children’s Learning in
Online Class in the U.S.” 2020. Web. 04 Mar 2021.
Vancouver:
Mao D. Chinese Parents’ Perceptions of their Children’s Learning in
Online Class in the U.S. [Internet] [Doctoral dissertation]. Ohio University; 2020. [cited 2021 Mar 04].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584978232779761.
Council of Science Editors:
Mao D. Chinese Parents’ Perceptions of their Children’s Learning in
Online Class in the U.S. [Doctoral Dissertation]. Ohio University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584978232779761

University of Texas – Austin
28.
Zhou, Yonghan.
Factors affecting faculty technology adoption of online teaching in higher education : literature review.
Degree: MA, Curriculum and Instruction, 2012, University of Texas – Austin
URL: http://hdl.handle.net/2152/ETD-UT-2012-05-5715
► Online teaching and learning has grown rapidly in current educational contexts. Whereas once, the role of faculty was primarily a classroom instructor, in online classrooms,…
(more)
▼ Online teaching and
learning has grown rapidly in current educational contexts. Whereas once, the role of faculty was primarily a classroom instructor, in
online classrooms, the role has been expanded to one of facilitator, organizer, and supporter. The more efficiently that faculty can adopt
online technology and apply it to their teaching and instruction, the better students academic results will achieve (Goktalay & Huguet, 2006). The purpose of this literature review is to help faculty members to adopt new
online technologies more effectively and successfully.
This literature review identifies important factors that contribute to faculty members’ adoption of technology in higher education. Among these factors are: reliability of
online technology, faculty’s perceived usefulness of technology, institutional support of
online technology, time constraints in implementing
online technology to instructional methods and developing effective goals for the use of technology, and then provides recommendations based on these affecting factors.
Advisors/Committee Members: Liu, Min, Ed. D. (advisor), Resta, Paul (committee member).
Subjects/Keywords: Online teaching; Online learning; Online technology; Technology adoption models; Higher education
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zhou, Y. (2012). Factors affecting faculty technology adoption of online teaching in higher education : literature review. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5715
Chicago Manual of Style (16th Edition):
Zhou, Yonghan. “Factors affecting faculty technology adoption of online teaching in higher education : literature review.” 2012. Masters Thesis, University of Texas – Austin. Accessed March 04, 2021.
http://hdl.handle.net/2152/ETD-UT-2012-05-5715.
MLA Handbook (7th Edition):
Zhou, Yonghan. “Factors affecting faculty technology adoption of online teaching in higher education : literature review.” 2012. Web. 04 Mar 2021.
Vancouver:
Zhou Y. Factors affecting faculty technology adoption of online teaching in higher education : literature review. [Internet] [Masters thesis]. University of Texas – Austin; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5715.
Council of Science Editors:
Zhou Y. Factors affecting faculty technology adoption of online teaching in higher education : literature review. [Masters Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5715

University of Alberta
29.
Zolghadr, Navid.
Probe-Efficient Learning.
Degree: MS, Department of Computing Science, 2013, University of Alberta
URL: https://era.library.ualberta.ca/files/kh04dq13n
► This work introduces the “online probing” problem: In each round, the learner is able to purchase the values of a subset of features for the…
(more)
▼ This work introduces the “online probing” problem: In
each round, the learner is able to purchase the values of a subset
of features for the current instance. After the learner uses this
information to produce a prediction for this instance, it then has
the option of paying for seeing the full loss function for this
instance that he is evaluated against. Either way, the learner pays
for the errors of its predictions, and the cost of observing the
features and loss function. We consider two variations of this
problem, depending on whether the learner can observe the label for
free. We provide algorithms and upper and lower bounds of the
regret for both variants. We show that the paying a positive cost
for the label significantly increases the regret of the problem. At
the end we also convert the online algorithms to variants for batch
settings.
Subjects/Keywords: Online Learning; Machine Learning; Costly Observations
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zolghadr, N. (2013). Probe-Efficient Learning. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/kh04dq13n
Chicago Manual of Style (16th Edition):
Zolghadr, Navid. “Probe-Efficient Learning.” 2013. Masters Thesis, University of Alberta. Accessed March 04, 2021.
https://era.library.ualberta.ca/files/kh04dq13n.
MLA Handbook (7th Edition):
Zolghadr, Navid. “Probe-Efficient Learning.” 2013. Web. 04 Mar 2021.
Vancouver:
Zolghadr N. Probe-Efficient Learning. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2021 Mar 04].
Available from: https://era.library.ualberta.ca/files/kh04dq13n.
Council of Science Editors:
Zolghadr N. Probe-Efficient Learning. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/kh04dq13n

University of Victoria
30.
Azami, Sajjad.
Exploring fair machine learning in sequential prediction and supervised learning.
Degree: Department of Computer Science, 2020, University of Victoria
URL: http://hdl.handle.net/1828/12098
► Algorithms that are being used in sensitive contexts such as deciding to give a job offer or giving inmates parole should be accurate as well…
(more)
▼ Algorithms that are being used in sensitive contexts such as deciding to give a job offer or giving inmates parole should be accurate as well as being non-discriminatory. The latter is important especially due to emerging concerns about automatic decision making being unfair to individuals belonging to certain groups. The machine
learning literature has seen a rapid evolution in research on this topic. In this thesis, we study various problems in sequential decision making motivated by challenges in algorithmic fairness. As part of this thesis, we modify the fundamental framework of prediction with expert advice. We assume a
learning agent is making decisions using the advice provided by a set of experts while this set can shrink. In other words, experts can become unavailable due to scenarios such as emerging anti-discriminatory laws prohibiting the learner from using experts detected to be unfair. We provide efficient algorithms for this setup, as well as a detailed analysis of the optimality of them. Later we explore a problem concerned with providing any-time fairness guarantees using the well-known exponential weights algorithm, which leads to an open question about a lower bound on the cumulative loss of exponential weights algorithm. Finally, we introduce a novel fairness notion for supervised
learning tasks motivated by the concept of envy-freeness. We show how this notion might bypass certain issues of existing fairness notions such as equalized odds. We provide solutions for a simplified version of this problem and insights to deal with further challenges that arise by adopting this notion.
Advisors/Committee Members: Mehta, Nishant (supervisor).
Subjects/Keywords: Machine Learning; Online Learning; Algorithmic Fairness
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Azami, S. (2020). Exploring fair machine learning in sequential prediction and supervised learning. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/12098
Chicago Manual of Style (16th Edition):
Azami, Sajjad. “Exploring fair machine learning in sequential prediction and supervised learning.” 2020. Masters Thesis, University of Victoria. Accessed March 04, 2021.
http://hdl.handle.net/1828/12098.
MLA Handbook (7th Edition):
Azami, Sajjad. “Exploring fair machine learning in sequential prediction and supervised learning.” 2020. Web. 04 Mar 2021.
Vancouver:
Azami S. Exploring fair machine learning in sequential prediction and supervised learning. [Internet] [Masters thesis]. University of Victoria; 2020. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/1828/12098.
Council of Science Editors:
Azami S. Exploring fair machine learning in sequential prediction and supervised learning. [Masters Thesis]. University of Victoria; 2020. Available from: http://hdl.handle.net/1828/12098
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