• Login
    View Item 
    •   Home
    • Doctoral Degree Granting Institutions
    • SUNY Polytechnic Institute
    • SUNY Polytechnic Institute Master's Theses and Projects
    • SUNY Polytechnic Institute Information Design + Technology (IDT) Program Theses and Projects
    • View Item
    •   Home
    • Doctoral Degree Granting Institutions
    • SUNY Polytechnic Institute
    • SUNY Polytechnic Institute Master's Theses and Projects
    • SUNY Polytechnic Institute Information Design + Technology (IDT) Program Theses and Projects
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of SUNY Open Access RepositoryCommunitiesPublication DateAuthorsTitlesSubjectsDepartmentThis CollectionPublication DateAuthorsTitlesSubjectsDepartmentAuthor ProfilesView

    My Account

    LoginRegister

    Campus Communities in SOAR

    Alfred State CollegeBrockportBroomeCantonDownstateEmpireFashion Institute of TechnologyFredoniaMaritimeNew PaltzOneontaOptometryOswegoPlattsburghSUNY Polytechnic InstituteSUNY PressUpstate Medical

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    E-Learning: How Constructivist Learning Theory Guides Module Learning

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks

     
    Thumbnail
    Name:
    text-gcannarelli-finalthesis.pdf
    Size:
    656.5Kb
    Format:
    PDF
    Description:
    Thesis/Project Main Text
    Download
    Thumbnail
    Name:
    slides-gcannarelli-presentation.pdf
    Size:
    52.83Kb
    Format:
    PDF
    Description:
    Slides Used For Thesis Presentation
    Download
    Thumbnail
    Name:
    video-gcannarelli-presentation.mp4
    Size:
    54.63Mb
    Format:
    MPEG-4 video
    Description:
    Video of Thesis Presentation
    Download
    Thumbnail
    Name:
    video-gcannarelli-presentation ...
    Size:
    32.32Mb
    Format:
    audio/mp4
    Description:
    Supplementary Video for Thesis
    Download
    View more filesView fewer files
    Average rating
     
       votes
    Cast your vote
    You can rate an item by clicking the amount of stars they wish to award to this item. When enough users have cast their vote on this item, the average rating will also be shown.
    Star rating
     
    Your vote was cast
    Thank you for your feedback
    Author
    Cannarelli, Gabriella
    Kahn, Russell; Advisor
    Schneider, Steven; Reviewer
    Keyword
    Constructivism
    E-Learning
    Module Based Learning
    Learning Modules
    Learning Management Systems
    Online Learning
    Instructional Design
    Date Published
    2016-12-01
    
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/20.500.12648/968
    Abstract
    This paper will review the theory behind constructivism and how it connects to module based e-learning. Social and cognitive constructivism have similar views, but they are very different. Constructivism calls for a student to learn based off of previous experiences and building on that knowledge to make new assumptions. People argue the effectiveness of module learning, but many find it to be the up and coming way of learning. Technology usage is getting greater and greater all the time so why not shift how we do education? e-learning is the way of the future. Learning modules utilizing learning management systems offer a direct route to both successful learning, but also connects to the theory around constructivism.
    Description
    A Master's Project Presented to the School of Arts and Science, SUNY Polytechnic Institute, Utica NY. Presented in partial fulfillment of the requirements of the Master of Science Degree.
    Collections
    SUNY Polytechnic Institute Information Design + Technology (IDT) Program Theses and Projects

    entitlement

     

    Related items

    Showing items related by title, author, creator and subject.

    • Thumbnail

      Inclusion or Self-Contained Reading: Where Do Learning Disabled Students Learn Better?

      Begy, Gerald; McAdoo, Kristin Lynne; The College at Brockport (1999-08-01)
      The purpose of this study was to determine in which type of classroom learning disabled students are more successful at learning to read. Some school districts believe that total inclusion is better for special education children's learning, while others believe that reading should be taught to students classified as learning disabled in self-contained classrooms. The subjects involved in this study were twelve sixth grade learning disabled students in a rural Orleans County school district. These twelve students included all sixth grade learning disabled students enrolled in the district for the duration of the study. Six students, along with thirteen non-classified students, participated in the inclusion reading class taught by one regular education teacher and one special education teacher. Six other students were taught in the self-contained reading class by the same special education teacher. According to achievement test scores listed on the students' Individualized Education Plans, students in both classes had comparable ability levels. The t-test of repeated measures was used to compare the self-contained reading class to the inclusion reading class on both the Degrees of Reading Power test and the Bader Informal Reading Inventory Graded Word List. The man growth was compared for each class on each assessment. Using a 95% confidence level and a critical t of 2.571, there was no statistically significant difference between the two classes on either test. The null hypothesis failed to be rejected. These results show that learning disabled students are successful at learning to read in either type of class. Both groups showed acceptable growth in one school year, yet there was no statistically significant difference between the two groups.
    • Thumbnail

      Evaluating Variant Deep Learning and Machine Learning Approaches for the Detection of Cyberattacks on the Next Generation 5G Systems

      Kholidy, Hisham A.; Borgesen, Michael E.; Kholidy, Hisham A.; Advisor (SUNY Polytechnic Institute, 2020)
      5G technology promises to completely transform telecommunication networks, introducing a wealth of benefits such as faster download speeds, lower download times, low latency, high network capacity. These benefits will pave the way for additional new capabilities and support connectivity for applications like smart homes and cities, industrial automation, autonomous vehicles, telemedicine, and virtual/augmented reality. However, attackers use these resources in their advantages to speed up the attacking process. This report evaluates four different machine learning and deep learning approaches namely the Naïve Bayes model, the logistic regression model, the decision tree model, and the random forest model. The performance evaluation and the validation of these approaches are discussed in details in this report.
    • Thumbnail

      Using cooperative learning strategies to increase students' participation and positive learning outcomes

      Aldosari, Abdulmajeed (2016-05)
      There is a need for high-quality education in Saudi Arabia for the next generation to equip them for facing the challenges of the developed world, and traditional learning techniques are unable to perform well. One of the most powerful ways to increase student participation in class is through the creation of a cooperative learning environment. Research into the general effectiveness of cooperative learning techniques suggests that cooperative learning is superior to traditional learning in terms of academic achievement. Many schools in the United States and other developed countries are effectively implementing cooperative learning techniques to increase students’ classroom participation and positive learning outcomes. This study was conducted during the summer of 2015 in Saudi Arabia. The participants of this study were 24 students in the fifth-grade. The research was at a school in Sulail City of the Riyadh. The selected model consisted of pre-test and post-test activities. A quantitative approach was used in this study to gather empirical evidence on the effectiveness of cooperative learning strategies in math class. The students were divided into two groups, the experimental group and the control group. Each student's participation was analyzed individually. All students were tested by the same pre-test and post-test. According to the results, there was an increase in the student participation and learning outcomes by the experimental group as compared to the control group. This research indicates the need for further development of teachers’ pedagogical skills in Saudi Arabia.

    DSpace software (copyright © 2002 - 2023)  DuraSpace
    Quick Guide | Contact Us
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.