Ronnie Shroff

Abstract: Outcomes Based Learning (OBL) approaches to specifying curriculum, assessment, and teaching in higher education are intended to clarify and improve higher education students' outcomes. OBL is a major initiative being implemented in universities, worldwide, with widespread backing by governments and standards bodies.

ABSTRACT Thesis (Ph.D.)--City University of Hong Kong, 2006. Includes bibliographical references (leaves 188-210) "Submitted to Department of Information Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy"

ABSTRACT Thesis (Ph.D.)--City University of Hong Kong, 2006. Includes bibliographical references (leaves 188-210) "Submitted to Department of Information Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy"

... Conclusions are drawn and extension to use of mobile devices for ubiquitous e-learning is ... The interview questions were generated using the constructs in the literature review. Individualstudents with acceptable English skills were selected to be interviewed from the ISV5003 ...

ABSTRACT Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional classroom environments without technological support. In order to investigate the phenomenon of intrinsic motivation in technology-supported learning environments, this paper examines factors that support individual student intrinsic motivation in online discussions. A research model is presented based on research into motivation, and the specific areas of self-determination and curiosity provide a framework for the model. A qualitative research methodology is used to validate the model. Results from the study indicate that five factors; perceived competence, perceived challenge, feedback, perceived interest and perceived curiosity, were strongly supported, with partial support for the construct of perceived choice. (Contains 4 tables and 2 figures.)

... Murali Mohan NARASIPURAM * Department of Information Systems City University of Hong Kong 83 Tat Chee Avenue, Kowloon Tong Hong Kong ismohan@cityu.edu.hk ... Over the years teaching and learning practices have moved from instructor-centric to student-centric. ...

Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning ap-proach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper assesses the effect of blended learning on perceived individual student interest, utilizing a blend of online and face-to-face discussions. The study employed a quasi-experimental design consisting of two differ-ent treatment groups, online discussions versus face-to-face discussions. Data were analyzed using the t-test technique. Results from the study suggest that there was no statistical differ-ence in subjects' perception of interest in both the online and face-to-face discussions. How-ever, from observation, subjects in the online discussions were eager to engage in textual dia-logue and therefore, participated more in the discussions compared to the face-to-face discussions.

ABSTRACT Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional classroom environments without technological support. In order to investigate the phenomenon of intrinsic motivation in technology-supported learning environments, this paper examines factors that support individual student intrinsic motivation in online discussions. A research model is presented based on research into motivation, and the specific areas of self-determination and curiosity provide a framework for the model. A qualitative research methodology is used to validate the model. Results from the study indicate that five factors; perceived competence, perceived challenge, feedback, perceived interest and perceived curiosity, were strongly supported, with partial support for the construct of perceived choice. (Contains 4 tables and 2 figures.)