LEARNING WITH VIRTUAL MENTORS: HOW TO MAKE E-LEARNING INTERACTIVE AND EFFECTIVE?

Persistent Link:
http://hdl.handle.net/10150/195384
Title:
LEARNING WITH VIRTUAL MENTORS: HOW TO MAKE E-LEARNING INTERACTIVE AND EFFECTIVE?
Author:
Cao, Jinwei
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation studies how information technologies, such as automatic question answering (QA), can add interactivity into a multimedia-based e-learning system and turn it into a "virtual mentor" to provide students with interactive, one-on-one instruction. It also explores the key factors of making such a "virtual mentor" as effective as a real mentor.Based on a review of multiple learning theories and technologies, an exploratory model for studying the effectiveness of interactive e-learning, named "Learning with Virtual Mentors (LVM)", is proposed and a prototype system is developed to implement the LVM model. A series of studies, including controlled experiments and surveys have been conducted to explore the relationships among the core constructs of the LVM model: learning phases, system interactivity, learner characteristics, learning activity and learning outcomes.Findings indicate that learning phases and some learner characteristics such as learning style affect students' behaviors, performance, and perceptions in e-learningpartly as we expected. Furthermore, the virtual interaction impacts student behaviors, encouraging students to interact more and increasing student satisfaction with the learning process. However, the correlation between virtual interaction and actual learning performance is limited. Consequently, the LVM model needs to be further explored and developed.
Type:
text; Electronic Dissertation
Keywords:
Management Information Systems
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Management Information Systems; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Nunamaker, Jr., Jay F
Committee Chair:
Nunamaker, Jr., Jay F

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleLEARNING WITH VIRTUAL MENTORS: HOW TO MAKE E-LEARNING INTERACTIVE AND EFFECTIVE?en_US
dc.creatorCao, Jinweien_US
dc.contributor.authorCao, Jinweien_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation studies how information technologies, such as automatic question answering (QA), can add interactivity into a multimedia-based e-learning system and turn it into a "virtual mentor" to provide students with interactive, one-on-one instruction. It also explores the key factors of making such a "virtual mentor" as effective as a real mentor.Based on a review of multiple learning theories and technologies, an exploratory model for studying the effectiveness of interactive e-learning, named "Learning with Virtual Mentors (LVM)", is proposed and a prototype system is developed to implement the LVM model. A series of studies, including controlled experiments and surveys have been conducted to explore the relationships among the core constructs of the LVM model: learning phases, system interactivity, learner characteristics, learning activity and learning outcomes.Findings indicate that learning phases and some learner characteristics such as learning style affect students' behaviors, performance, and perceptions in e-learningpartly as we expected. Furthermore, the virtual interaction impacts student behaviors, encouraging students to interact more and increasing student satisfaction with the learning process. However, the correlation between virtual interaction and actual learning performance is limited. Consequently, the LVM model needs to be further explored and developed.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectManagement Information Systemsen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineManagement Information Systemsen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorNunamaker, Jr., Jay Fen_US
dc.contributor.chairNunamaker, Jr., Jay Fen_US
dc.contributor.committeememberBurgoon, Judee K.en_US
dc.contributor.committeememberZhao, J. Leonen_US
dc.identifier.proquest1196en_US
dc.identifier.oclc137354320en_US
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