DTheses (Athabasca University)
Not a member yet
487 research outputs found
Sort by
Ontology-driven Methodology for Constructing Software Systems
Get PDFOntologies and Ontology-based systems are key building-blocks of intelligent Internet enabled software systems. Ontology-driven Software Construction, where the software construction process itself is driven by the Ontology, is appropriate for the development of intelligent systems. This paper explores what approach to Ontology-driven Software Construction would be suited for the development of intelligent systems. Athabasca University’s eAdvisor intelligent academic advising system is used as an application example of an intelligent, Ontology-based software system. The methodology proposed in this paper synthesizes documented learnings and guidelines related to Ontology development and Ontology driven Software Construction, to provide a method that is usable by the Development Team while being able to meet Sponsor needs by being able to fit within typical project governance frameworks. A literature review of research related to eAdvisor, intelligent systems, software development methodologies, Ontologies, Ontology development and Ontology-driven Software Construction was used to develop a baseline Ontology-driven Software Construction methodology incorporating documented best practices and guidelines. This methodology baseline was reviewed with technical experts in focused interviews and, following qualitative analysis of the interviews, the methodology baseline was updated to incorporate input and address concerns raised during the course of the interviews.2006-1
The Effect of Group Interaction, Study Schedule, Tutor Support and Student Attributes on Persistence and Achievement in Distance Education
No full textThe purpose of this study was to investigate the problem of high non-completion rates of students enrolled in undergraduate distance education courses. Attrition rates had always been an issue for educational institutions offering distance learning courses. A review of literature had shown various hypotheses that have advanced to explain persistence or dropout in higher education. This study involved a convenient sample of 58 students enrolled in an undergraduate course at Athabasca University. The students were part of a quasi-experiment and were randomly assigned to one of three groups. The effect of three levels of instructional approach (group interaction, study schedule, no treatment) were studied to determine if there were a significant difference among these three groups on persistence and achievement. It was determined that there was no significant difference among the three groups. The number of Call Centre contacts (requests for tutor support/academic assistance) was analysed. The Call Centre contact was found to be significantly related to persistence. This finding was consistent to that of Weinsheimer (1998) who had found that peer tutoring had a significant impact on retention and Wimbish (2001) who had found that student-teacher interaction had a significant impact on course completion. In contrast, finding for Call Centre contact and achievement were found to not be significant. A telephone survey was administered to all students to gather additional quantitative and qualitative data which helped to gain some insight on factors that influence student success in distance education. Student attributes such as marital status, dependants, status of employment (full-time or part-time), source of financial assistance, prior distance education experience, and enrolment in a program of study were analysed to determine whether there was any relationship among these attributes to persistence and achievement. The findings were not significant. In addition to the quantitative analysis, a review and analysis of students survey comments were undertaken. This helped identify the options that institutions have to help students succeed in distance education. The emerging themes were that students desired contact, encouragement, and interaction from their tutors/instructors and peers.200
Perceptions of E-Learning Utility-Towards a Canadian Forces Strategy
No full textThis qualitative research examines the perceptions of e-learning stakeholders within the Canadian Department of Defence and makes strategy recommendations that may support e-learning adoption. A review of the literature describes the diffusion of educational technology as a slow and evolutionary process that may take twenty-five years or more to be realized in educational settings. Adoption is more successful if the technologies are easily integrated, not too complex and offer obvious advantage over existing practices. A review of distance education systems suggests a return to the basics. Large distance education systems thrive using print as the media of choice to support learning. Leading theories of distance education inform the reader of the essential requirements to support learning at a distance including the requirement for interaction and communication. The Canadian Forces (CF) are aligned with the Advanced Distributed Learning (ADL) and the Shareable Content Object Reference Model (SCORM). As one of only two ADL colabs located outside the United States, learning objects, contrary perspectives to the learning object paradigm, and notions about the SCORM standard are explored. Moreover, many complex notions embedded in the learning object concept have led some to ask where is the learning in learning objects and complex standards. Two related themes that have recently gained momentum are the convergence of knowledge management with e-learning and the rapid development of e-learning. These notions seem to support a shift from course-based learning to just-in-time and informal learning constructs. Elements of a strategic plan including the requirement for vision and leadership are examined as critical components to adoption. There is no shortage of educational technology. However, vision, leadership, and pedagogical practices have not kept pace with technological development. Hence, strategy and vision must be able to withstand the constant barrage and challenge of implementing new technologies. The Chapter Four, “findings,” provides a rich description of the challenges of implementing advanced technology applications, in the words of the candidates who were interviewed. The Chapter Five, “conclusion,” provides strategic recommendations that may be considered for implementation.200
The Framework for the Rational Analysis of Mobile Education (Frame) Model: An Evaluation of Mobile Devices for Distance Education
No full textMobile technology is a new and promising area of research in distance education. Currently, there are few if any descriptive models of mobile learning that can be used to develop appropriate pedagogical practices. This thesis has two main purposes: to develop a theoretical model of mobile learning and to use the model to evaluate a set of mobile devices. The Framework for the Rational Analysis of Mobile Education (FRAME) model describes mobile learning as a process resulting from the convergence of mobile technologies, human learning characteristics, and social interaction. The devices included in this study were equipped with wireless networking capacity, but varied in size, weight, processing power, interface design, portability, as well as input and output capabilities. This study is both theoretical and evaluative, relying on a small panel of experts to review the devices. During the first phase of data collection, the experts individually evaluated each device. In the second phase, they shared their observations in a face-to-face discussion. All questionnaires and discussion questions were based on the FRAME model. The study culminates in a discussion of some of the most significant factors likely to affect mobile device usability in distance education. It also outlines other areas of research suggested by the FRAME model.200
Safety Critical Software Certification Using Design Patterns
No full textThe purpose of this research is to illustrate the development of safety critical, Reusable Software Component (RSC) using Design Patterns. The research essay demonstrates the process and issues of certification using DO-178B airworthiness assurance standard. The DO-178B standard is restricted to procedural programming languages, which results in a hindrance for using the Object-Oriented principles in aerospace applications. The three High-Level domains pursued in the research are Design Patterns, DO-178B assurance standard and a sample component, which is developed as a reusable sample component. The sample component illustrates the integration of the domains to give a notion for developing critical software design. All the entities in the sample component are portrayed as self-sufficient components, which interact via their exposed interfaces to meet the objective of reuse. The design of the sample component uses Object-Oriented principles and the guidance rules specified in the Object-Oriented Technology in Aviation (OOTiA) Handbook. The rules, which are relevant to the planning and the design phase, are considered throughout the development of the component. The sample component illustrates the incorporation of patterns in the design to ease the process of certification. The research essay can be used as a reference for organizations planning to utilize Design Patterns and Object-Oriented software in the aerospace projects. The maximum benefit to any project can be achieved by reviewing this research in the initial phases, as it provides information on integration of Design Patterns, certification information and development approach to create a safety critical Reusable Software Component (RSC).2005-0
Impact of Distance/Distributed Project Management on Different Software Development Methodologies
No full text2005-0
Factors Affecting Users’ Decisions to Migrate from Initial Use of Information Technology to Continuing Use
No full textCommunity college teachers completed survey and interview questions designed to elicit data on reasons for continuing use of web-based educational technology. The data were analyzed in relationship to two models of innovative technology evaluation. The research sample was small. Nonetheless, the data demonstrated a good relationship with the Technology Acceptance Model (TAM). Responses concerning “usefulness” and “ease of use” rated high among the identified influences. The data did not relate as well with the innovation attributes identified by the “Diffusion of Innovations” model. The results point to the value of continuing research. Two limitations in this study point to the necessity of conducting such research. One of these was the small sample; the other was the concentration on continuing users rather than the inclusion of subjects who stopped using the system after their first trial.200
Participant Perceptions Of The Importance Of Situated Learning Design In The Delivery Of On-Line Training
Get PDFABSTRACT Situated learning has been recognized as an important approach to the design of programs for professional training and development programs. Knowledge is gained in the context of problem situations that are representative of the group’s professional practice. Participants gain knowledge and interact with program content that reflects the day-today reality of their experience. The intent of this study was to explore the perceptions of members of the addictions counseling profession in Canada, relative to the situated learning design features they felt were important elements in training programs delivered on-line. A case study approach was employed in this study, utilizing two questionnaires and a telephone interview to ascertain which situated learning elements they perceived as being important in their program delivery. There were nine situated learning elements that they considered. The feedback from the sample group suggested that on-line training programs should consider including the “provision of authentic context” and that facilitation should ensure “coaching and scaffolding at critical times”. These were deemed as being very important instructional design elements that should be present in their training programs. A number of other design elements were also indicated as being of importance, including: “promotion of articulation, provide access to expert performance, promote reflection, provision of multiple perspectives and the provision of authentic activities”. The situated learning elements least valued by the addiction counselors were: “provision of collaborative construction of knowledge and the provision of integrated assessment of knowledge”. The ongoing formative and summative evaluation of programs delivered on-line training might consider gaining participant feedback on the design elements that they feel are important to their situated learning.200
Agents as Web Services
No full textThis essay focuses on two important technologies, Web services and agent based computing. It presents the state of the art of both technologies and then brings light on advantages that agent based computing has over Web services. Based on the research that has been done and the information collected, an agent based architecture for consuming Web services is proposed. It is worth mentioning that the work presented in this essay has two main objectives: to clearly explain the benefits and advantages of using agent based technologies and to propose a solution that supports these key benefits. The essay also tackles the issue of standardization and possible obstacles that these emerging technologies are facing and suggests for future research work that can be done. On personal level, working in this research area was an amazing experience for me. The benefits were multi-fold. I have learned how to collect, organize and filter the information. On the technical side I went through hundreds of relevant articles and the learning experience was unique. My writing skills are also improved a lot since all the time I had to think on how to present my thoughts in an easy to read and follow manner.2005-0
Factors Influencing the Process of Critical Thinking Among Health Professionals During Computer Conferencing: A Case Study
No full textDespite the growing amount of research evidence regarding effective clinical interventions, rehabilitation health professionals face many barriers in applying this new information to practice. Computer conferencing among health professionals can create new learning environments for critical thinking, specifically, structured reflection, case application, and peer consultations, which are considered important strategies in research utilization. This case study of 10 rehabilitation health professionals who had successfully completed a graduate level course on reasoning and decision making used content analysis from three data sources: computer transcripts, semi-structured interviews and learner journals. These analyses were designed to explore how health professionals use computer conferencing to integrate new knowledge to practice, how instructors facilitate critical thinking in computer conferences and whether the learners felt this technology would be useful in helping health professionals to apply new knowledge to practice. The results indicate that instructor facilitation and instructional design are important factors in fostering critical thinking among health professionals during computer conferencing, and peer discussions are important during all phases of critical thinking and research utilization. All learners felt the technology would be useful in helping health professionals apply research to practice. They found the asynchronicity allowed time for deeper and more thoughtful reflection than face-to-face situations, and the act of writing helped to make the implicit of their reasoning explicit and understandable to others. Learners, however, felt that a skilled facilitator, peers with similar clinical backgrounds, and individual motivation were also important factors for success.200