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    Teacher professional learning for technology integration in mathematics classrooms through online learning communities : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information Technology at Massey University, Albany, New Zealand
    (Massey University, 2018) Abidin, Zaenal
    The new school curricula in Indonesia emphasise the integration of technology into instructional practices. The infusion of technology in mathematics education requires teachers to align their teaching practices with ongoing technological innovations. Integrating technology into mathematics classrooms requires teachers to have a good knowledge of mathematics content, technology and pedagogy. Teachers also need to consider their school environments. Existing teacher professional development programmes are seen to be failing to meet teacher needs regarding content delivery that sometimes does not match the existing school conditions. The premise underlying this research is that the use of an online learning community (OLC) may present a possible solution to the current challenges. Thus, the intention of this study was to investigate the potential of OLCs to help develop teachers’ learning to fulfil their professional needs in integrating technology with the teaching of mathematics. An ethnographic approach was used to investigate the phenomenon of teacher learning within an OLC and the implementation of the new knowledge acquired in their mathematics teaching practices. Empirical data from five case studies were used to examine how participation in the OLC affected teaching practices for five teachers. The results revealed that teacher participation in an OLC offered opportunities and challenges. Teachers de-privatized their practices as they actively engaged in social learning interactions to share knowledge and help each other with the appropriate use of technology in teaching mathematics. Teachers also faced some challenges, which impeded them. These challenges included differences in school policies, such as restrictions on using social media and limited technical infrastructure, which hindered teachers from fully leveraging the OLC. Teachers with less experience in teaching with technology and with low levels of technology skills tended to be passive in the OLC. Cultural contexts revealed that lack of experience and caution about expressing opinions made teachers feel ewuh pakewuh, a shyness in openly expressing their thoughts. Despite these barriers, the study provided evidence that teachers improvised and dealt with situations as they rose. The findings of this study provided evidence that participation in the OLC had significant impacts on teachers’ professional learning. Teachers altered their mode of using technology either as a partner or as an extension of self as they gained more confidence in their own learning. The teachers gradually transformed their participation from peripheral to full participation in promoting the use of technology for teaching mathematics. The research provides new insights into ways teachers can be helped to develop their professional learning in the use of technology for teaching mathematics through participation in OLCs. Particularly for Indonesia, the findings of this research provide an OLC-based model that could be implemented in other contexts that share similar technology landscapes and sociocultural heritages.
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    Hijau : a mediation between conscious consumption and the contemporary media activism : a thesis presented in partial fulfilment of the requirements for a Master in Design at Massey University, Wellington, New Zealand
    (Massey University, 2019) Shari, Syamim
    The research project thus examines psychographic data to design for change to enable southeast iGen Asians become conscious consumers by using social media frameworks and techniques. iGens Asian are high consumer of fast fashion with limited knowledge of conscious consumerism. There is an identified gap in the sustainable fashion movement to address conscious consumerism. After outlining iGens’ key pain points and needs, the investigation examines the significant role of social media as a critical shaper in sharing collective knowledge, personal beliefs, desires, and hopes. It then explores how micro-narrative design can be employed to prompt a shift in attitudes towards sustainable fashion. The end goal is to elicit a long-term change starting with small habits. The methodology used in this one-year post-graduate research study encompassed naturalistic observation, in-depth semi structure interview and Instagram innovation. The design output in the form of face- filters provide an accessible platform for iGens in Malaysia to engage with conscious consumption. Furthermore, the flow of the project has been tested with three key participants. The study would be extended before the live release of the filters on Instagram.
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    An investigation of groups composing music in a computer learning culture using micro-processor based midi systems : a thesis presented in partial fulfilment of the requirements of the degree of Master of Education, Massey University
    (Massey University, 1991) Pegler, Philip
    Composing music appears to have been marginalised in many secondary school music programmes. Music research on composition and student learning fares no better. The advent of information processing technologies and knowledge based systems offer powerful compositional tools with the potential for transforming the face of music education. However, if the context for this change is overlooked these tools may be wasted. By themselves micro-processor based MIDI systems can do nothing. When viewed as part of a learning culture, computers, teachers and students interact together to enhance student learning. Cognitive gains may depend on the type, extent, and quality of interaction taking place within the computer learning culture which surrounds the use of educational software tools. The role of the teacher is to create socially interactive and reflective learning environments. This study explores how groups compose music with computers in such an environment. It aims to observe what happens - or can be made to happen - under natural conditions where powerful roles are played by the cultural, social, and institutional contexts. The emotional aspects of student learning, attribution theory and metacognition are discussed in more depth. It is not enough, however, to simply use composition tools in the classroom. Effective thinking and learning should be accompanied by direct teaching of efficient strategies and problem solving techniques. Recently several researchers have drawn attention to the importance of social factors in the development of thinking skills. The following research follows this line of enquiry.
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    A story environment for learning object annotation and collection : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University, Palmerston North, New Zealand
    (Massey University, 2005) Chen, Tianjiao
    With the increase in computer power, network bandwidth and availability, e-learning is used more and more widely. In practice e-learning can be applied in a variety of ways, such as providing electronic resources to support teaching and learning, developing computer based tutoring programs or building computer supported collaborative learning environments. Nowadays e-learning becomes significantly important because it can improve the quality of learning through using interactive computers, online communications and information systems in ways that other teaching methods cannot achieve. The important advantage of e-learning is that it offers learners a large amount of sharable and reusable learning resources. The current approaches such as Internet search and learning object repository does not effectively help users to search for appropriate learning objects. The original story concept introduces a new semantic layer between collections of learning objects and learning material. The basic idea of the story concept is to add an interpretative, semantically rich layer, informally called 'Story' between learning objects and learning material that links learning objects according to specific themes and subjects (Heinrich & Andres, 2003a). One motivation behind this approach is to put a more focused, semantic layer on top of untargeted metadata that are commonly used to describe a single learning object. Speaking from an e-learning context the stories build on learning objects and become information resources for learning material. The overall aim of this project was to design and build a story environment to realize the above story concept. The development of the story environment includes story metadata, story environment components, the story browsing and authoring processes, and tools involved in story browsing and authoring. The story concept suggests different types of metadata should be used in a story. This project developed those different metadata specifications to support story environment. Two prototypes of tools have been designed and implemented in this project to allow users to evaluate the story concept and story environment. The story browser helps story readers to read the story narrative and look at a story from different perspectives. The story authoring tool is used by the story authors to author a story. The future work of this project has been identified in the area of adding features of current tools, user testing and further implementation of the story environment.
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    The QTKanji project : an analysis of the relationship between computer assisted language learning (CALL) and the development of autonomous language learners : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Japanese at Massey University, Palmerston North, New Zealand
    (Massey University, 2002) Corder, Deborah Mary
    An analysis of the relationship between computer Assisted Language Learning (CALL) and the development of autonomous language learners Computer assisted language learning (CALL) software is being introduced into tertiary language programmes for a number of reasons. Research has indicated that CALL is effective for language learning, that it caters for individual learning needs and that it promotes independent learning. By providing structured learning, students can study in their own time without a teacher. Whilst it is now commonly accepted that CALL material must be carefully integrated into the curriculum for it to be effective, there is a move in CALL research away from just evaluation of software to a greater focus on the learner. It is maintained that understanding different learning styles and learner preferences is essential in the creation of CALL packages, and that packages are sufficiently flexible to cater for learners of different ability to manage their own learning. However, while an attraction of CALL is that it fosters independent learning, it is not clear what learners do when they are in the process of becoming independent learners, what CALL environments will foster the development of independent learning skills, and the type of learner who will benefit. This thesis examines the in-house development and trialling of kanji software at the Auckland University of Technology, taking into account the direction of current research into CALL. It provides an initial evaluation of the software design and use, within the framework of research into second language acquisition, learner differences and independent learning. Findings from this initial study will be used to modify the software where necessary and to provide the basis for further research into CALL and language learning.
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    Online cooperation learning environment : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Computer Science at Massey University, Albany, New Zealand
    (Massey University, 2005) Shang, Jun
    This project aims to create an online cooperation learning environment for students who study the same paper. Firstly, the whole class will be divided into several tutorial peer groups. One tutorial group includes five to seven students. The students can discuss with each other in the same study group, which is assigned by the lecturer. This is achieved via an online cooperation learning environment application (OCLE), which consists of a web based J2EE application and a peer to peer (P2P) java application, cooperative learning tool (CLT). It can reduce web server traffic significantly during online tutorial discussion time.
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    Notebook technology-- an information communication technology innovation in action : a case study of notebook computer enhanced education at a boys independent secondary school in New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, Massey University, Palmerston North, New Zealand
    (Massey University, 2002) McQueen, Duncan Andrew
    The use of notebook computers within educational institutions has been a relatively recent innovation. There is only limited research into the impact of this Information Communication Technology (ICT) innovation within secondary schools, particularly within the New Zealand context. The implementation of a school wide notebook programme at a New Zealand secondary school has been the setting for this research. After completing a comprehensive literature review, a two phase case study research approach was used employing both quantitative and qualitative data collection. This study investigates the perceptions of the three key stakeholder groups, staff, students and parents, who participated in a notebook enhanced teaching and learning environment. Written surveys were conducted with samples of each of the different stakeholder groups. Areas such as participant attitudes, preferences and ICT utilisation were investigated. Possible differences attributable to student academic ability were also considered. These surveys were followed by focus group discussions with two groups of staff and also a student group. The data was analysed and examined in the context of previous related ICT research and specifically with reference to other portable computer studies in the field of education. The findings suggest that the notebook programme has, in general, had a limited impact on the teaching and learning at the school. However for some individuals ubiquitous notebook usage has been a positive experience, while for others it has been a negative experience. In general participant perceptions were diverse and for the most part reflected their own experience within a notebook enhanced learning environment. There is a complex interaction between a number of variables, some of which appear to be beyond the control and influence of the participants. These issues include: staff and student ICT literacy and motivation, appropriate classroom usage of the technology, opportunities and support for staff professional development, notebook computer reliability and functionality. The findings from this study have the potential to assist those in educational institutions considering or currently involved in similar notebook enhanced programmes. In addition the research has provided the particular school with an in depth case study of the recently implemented notebook programme at the Year 9 level. The study presents a series of possible recommendations and avenues for further research. It highlights the key factors and barriers to an effective student notebook programme. The findings of the research suggest that the notebook programme was generally considered a worthwhile and effective innovation within the unique setting of the school environment investigated.
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    The impact of an aesthetic online course design template on the learner user experience : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand
    (Massey University, 2017) Jacoby, Jean Margaret
    Online learning is becoming ubiquitous, and increasing numbers of higher education providers use online delivery, usually managed through learning management systems, as part of their core business of education. A substantial body of literature exists in areas of online learning such as theoretical approaches or general principles of course design. However, there is little research that explores the user experience of online learners accessing their learning through learning management systems, and in particular, how the presentation or layout of the online courses impacts the learner user experience. As a result, online courses are often designed according to the preferences of the individuals responsible for their delivery, rather than as the end result of an evidence-based approach. This mixed-methods study sought to evaluate the impact of a course template, designed to create an aesthetic learning experience, on the learner user experience. The study was conducted in one college of a New Zealand university. Data was collected, using an online questionnaire and semi-structured interviews, from staff facilitating and students enrolled in first-year courses. Findings indicate that the use of a template that incorporated evidence-based design principles had a significant positive effect on learner user experience. Narrative was shown to be an important aesthetic construct, and the use of the aesthetic template was found to reduce the extraneous cognitive load of courses, increasing learners’ sense of engagement and, motivation, and self-efficacy.
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    An investigation into teaching description and retrieval for constructed languages : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University
    (Massey University, 2004) Hoang, Son
    The research presented in this thesis focuses on an investigation on teaching concepts for constructed languages, and the development of a teaching tool, called VISL, for teaching a specific constructed language. Constructed languages have been developed for integration with computer systems to overcome ambiguities and complexities existing in natural language in information description and retrieval. Understanding and using properly these languages is one of the keys for successful use of these computer systems Unfortunately, current teaching approaches are not suitable for users to learn features of those languages easily. There are different types of constructed languages. Each has specific features adapted for specific uses but they have in common explicitly constructed grammar. In addition, a constructed language commonly embeds a powerful query engine that makes it easy for computer systems to search for correct information from descriptions following the conditions of the queries. This suggests new teaching principles that should be easily adaptable to teach any specific structured language's structures and its specific query engine. In this research, teaching concepts were developed that offer a multi-modal approach to teach constructed languages and their specific query engines. These concepts are developed based on the efficiencies of language structure diagrams over the cumbersome and non-transparent nature of textual explanations, and advantages of active learning strategies in enhancing language understanding. These teaching concepts then were applied successfully for a constructed language, FSCL, as an example The research also explains howr the concepts developed can be adapted for other constructed languages. Based on the developed concepts, a Computer Aided Language Learning (CALL) application called VISL is built to teach FSCL. The application is integrated as an extension module in PAC, the computer system using FSCL for description and retrieval of information in qualitative analysis. In this application, users will learn FSCL through an interconnection of four modes: FSCL structures through the first two modes and its specific query engine through the sccond two modes After going through four modes, users will have developed full understanding for the language. This will help users to construct a consistent vocabulary database, produce descriptive sentences conducive to retrieval, and create appropriate query sentences for obtaining relevant search results.
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    A model of user acceptance of learning management systems : a study within tertiary institutions in New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Information Systems at Massey University, New Zealand
    (Massey University, 2006) Nanayakkara, Charith
    Digital technologies are revolutionizing the practices of teaching and learning at colleges and universities all around the world. With the emergence of internet and web technologies, tertiary institutions are increasingly exploring the potential use of e-learning technologies to cater for the ever growing demands of flexible teaching needs in distance education. The teaching institutions are making significant efforts in e-learning development and investing significantly in associated information technology infrastructure with the expectation of high return on their investment. However, in spite of this effort and investment the teachers and faculty do not always use the technology as expected and more often e-learning systems continue to be underutilised. This research investigates the factors that influence or inhibit the adoption of e-learning systems in the universities, institutes of technology and polytechnics in New Zealand. A cross section of teaching staff from different tertiary institutions was surveyed to ascertain their views on adopting learning management systems (LMS) in their teaching process. The survey questionnaire is based on factors that are being advocated by well known practitioners and academics, which were identified through a literature review. The study reveals three key groups of factors: individual, system and organisational, affecting the adoption of e-learning systems in the tertiary institutions. The report introduces a theoretical framework for user acceptance of e-learning systems and presents a detailed analysis for factors relating to: (a) individual characteristics (b) individual perceptions (c) LMS system characteristics (d) external system characteristics (e) organisational support and (f) organisational characteristics. The results show that whilst individual factors have significant contribution to the LMS adoption, the system and organisational factors are most crucial for user acceptance in e-learning systems. The users ranked that release time for staff, the ease of use of LMS, perceived usefulness of LMS, training and support to develop online content and the reliability of information and communication technology infrastructure are the five most essential factors for staff uptake in e-learning systems.