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An Action Research Approach to the Design, Development and Evaluation of an Interactive ELearning Tutorial in a Cognitive Domain

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dc.contributor.author De Villiers, M.R. (Ruth)
dc.date.accessioned 2014-02-12T13:23:19Z
dc.date.available 2014-02-12T13:23:19Z
dc.date.issued 2007
dc.identifier.citation Journal of Information Technology Education Volume 6, 2007 en
dc.identifier.uri http://hdl.handle.net/10500/13201
dc.description.abstract The teaching and learning of a complex section in Theoretical Computer Science 1 in a distanceeducation context at the University of South Africa (UNISA) has been enhanced by a supplementary e-learning application called Relations, which interactively teaches mathematical skills in a cognitive domain. It has tutorial and practice functionality in a classic computer-aided instruction (CAI) style and offers considerable learner control. A participative action research approach was used to design, develop, evaluate, and refine the application over a longitudinal period. In this process the application was formatively and summatively evaluated by different methods – questionnaire surveys, interviews, heuristic evaluation and a post-test. This article explains the purpose, structure, and operation of Relations and notes how the various evaluation methods resulted in iterative refinements to its functionality, learning content, and usability. The findings lead to reflection. en
dc.language.iso en en
dc.subject Action research en
dc.subject cognitive domain en
dc.subject computer-aided instruction en
dc.subject e-learning en
dc.subject humancomputer interaction en
dc.subject learner control en
dc.subject theoretical computer science en
dc.subject triangulated evaluation methods en
dc.subject usability evaluation en
dc.title An Action Research Approach to the Design, Development and Evaluation of an Interactive ELearning Tutorial in a Cognitive Domain en
dc.type Article en
dc.description.department Computing en


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