Dissertation submitted in fulfilment of the requirements for the degree

This thesis is dedicated to my wife Gail and my children, Mark and Lauren. They have watched me spend endless hours at the computer instead of with them. They have shared in my journey and always helped me when the road was hard. They have sacrificed as much, if not more, than I have. I hope this work justifies their support. ii This study examines the ability of online distance education courses using CMC and constructivist assessment tools to support cognitive presence and deep learning. Four online focus groups were conducted, three among graduate students and one among instructors who have respectively taken and delivered online courses in the Master of Distance Education program at Athabasca University. Transcripts of the focus groups were analyzed with the objective of developing a grounded conceptual model. The learning experiences, as described by the participants themselves, have shown that deep learning and

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In this paper we present the architecture of an Adaptive Educational Hypermk'9 System name INSPIRE. This particularsystem throughout its interaction with the learner,dynam,7//k generates lessons that gradually lead to theaccomK:7E//9 t of the learning goals selected by the learner. The lessons are generated according to the learner's knowledge level, learning style and follow his/her progress. The adaptive behavior of thesystem the functionality of the variousm dules and the opportunities o#ered to learners for intervention are presented.

Abstract not found

Cognitive styles gained prominence in organizational behavior and management literature during the last decades. Researchers studied cognitive styles in relationship to various concepts and from various points of view. Different authors developed their own instruments of assessment to identify differences in cognitive styles. However, this theoretical and empirical pluralism makes the field of cognitive styles rather confusing and leads to inconsistent measurement results. Several authors try to create order in the diverse field by integration of the different theories. With this state of affairs in mind, the purpose of this article is twofold. Firstly, we attempt to demarcate and define succintly the field of cognitive style research. Secondly, we want to present our research on cognitive styles, which led tot the development of the Cognitive Style Inventory (CoSI). We are currently finalising the validation and crossvalidation of our self-report questionnaire. The theoretical background of the questionnaire is presented. Because of the usefulness of the cognitive style concept for organizations, clarification of the research field and the development of a useful questionnaire to measure individual differences in cognitive styles are necessary. 3

and colours of the Nigerian and Finnish flags.

Abstract not found

LEARNING IS A NATURAL process, a set of activities which occurs within the individual at both conscious and unconscious levels. It begins in response to a need to be met, a problem to be solved, specific life conditions to be coped with, a desire to be achieved, or just plain curiosity. It can initiate change or be a response to inner or outer changes in the physical, social, emotional, mental, or physiological aspects of daily life. Learning results in changes in the meanings an individual uses to make sense of life experiences; in the skills and strategies she or he uses for acting on, reacting to and interacting with other persons and life events; and in the values and attitudes which affect actions and intentions. Learning involves a sequence of cyclical and repetitive activities, some of which can be observed by others but most of which can be experienced and known only by the individual learner. ' Learning, as described in this article, is assumed to be a process under the control and direction of the learner, but influenced by interactions with others. Librarians, for example, have a unique opportunity to influence learning activities by providing the material resources and human services to assist learners as they extract information and ideas through reading, hearing or seeing the meanings and values which others have given to life experiences. This description of learning offers a number of basic ideas which are fundamental to understanding the learner-centered approaches proposed in other articles in this journal. Descriptions of learning which