{"id":{"repo_id":"eit-nz","oai_identifier":"oai:null:10652/5668"},"canonical_url":"https://search.dev.ndltd.org/etd/eit-nz/oai:null:10652/5668","repository":{"repo_id":"eit-nz","name":"Eastern Institute of Technology","base_url":"https://www.researchbank.ac.nz/server/oai/request"},"display":{"title":"Case study analysis of blended-delivery and cloud-based learning elements and resources for an IT degree programme","abstract":"RESEARCH QUESTION: How ready are the courses in an NZ case study IT degree program to be delivered via Moodle online and/or remotely? ABSTRACT Advances in web and cloud technologies have made it easier for higher education institutions to use interactive technologies. Indicators for engagement and achievement include the time students spend in the online learning environment and how frequently they communicate. Effective and well-structured interactive activities that fit with the educational outcomes of the courses may improve student retention. Pedagogy and curriculum design are becoming increasingly important to educators and researchers in blended and online learning, as these are expected to influence students’ engagement and performance. This research report makes a new contribution by focusing specifically on one case study undergraduate computing programme – the design of the courses, and its influence on the learning behavior of students. This research report also aims to look at online and cloud-based learning resources in the New Zealand context at a tertiary institute. The initial literature review is related to cloud-based education articles, as well as reviewing videos and tutorials that either suggests best practices or deliver key course knowledge. The research approach is a mixed-method case study, including both qualitative and quantitative approaches. The methods include content analysis of course websites and documents, as a qualitative immersion and reflection, in addition to descriptive statistics related to the same courses. The findings of this study suggest that curriculum design and online learning elements are key to predicting student success, especially in courses lined up for faster and remote delivery.","abstract_html":"RESEARCH QUESTION: How ready are the courses in an NZ case study IT degree program to be delivered via Moodle online and/or remotely? ABSTRACT Advances in web and cloud technologies have made it easier for higher education institutions to use interactive technologies. Indicators for engagement and achievement include the time students spend in the online learning environment and how frequently they communicate. Effective and well-structured interactive activities that fit with the educational outcomes of the courses may improve student retention. Pedagogy and curriculum design are becoming increasingly important to educators and researchers in blended and online learning, as these are expected to influence students’ engagement and performance. This research report makes a new contribution by focusing specifically on one case study undergraduate computing programme – the design of the courses, and its influence on the learning behavior of students. This research report also aims to look at online and cloud-based learning resources in the New Zealand context at a tertiary institute. The initial literature review is related to cloud-based education articles, as well as reviewing videos and tutorials that either suggests best practices or deliver key course knowledge. The research approach is a mixed-method case study, including both qualitative and quantitative approaches. The methods include content analysis of course websites and documents, as a qualitative immersion and reflection, in addition to descriptive statistics related to the same courses. The findings of this study suggest that curriculum design and online learning elements are key to predicting student success, especially in courses lined up for faster and remote delivery.","abstract_has_math":false,"creators":["Navaneethakrishnan, Saranya Devi"],"institution":"Eastern Institute of Technology (EIT)","degree_name":"Master of Information Technology","degree_level":"Masters","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021","date_published":"2021","updated_at":"2026-07-24T02:14:55Z","subjects":["New Zealand","computing education","information technology (IT) courses","online learning","e-learning","Moodle","educational technology","higher education","student experience","blended learning"],"languages":["en"],"rights":["All rights reserved"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10652/5668","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Navaneethakrishnan, Saranya Devi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-04-25T23:12:32Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-04-25T23:12:32Z"]},{"key":"dc:date.issued","label":"Date","values":["2021"]},{"key":"dc:type","label":"Dc Type","values":["Masters Dissertation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Information Technology"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Institute of Technology (EIT)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["New Zealand","computing education","information technology (IT) courses","online learning","e-learning","Moodle","educational technology","higher education","student experience","blended learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10652/5668"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["RESEARCH QUESTION: How ready are the courses in an NZ case study IT degree program to be delivered via Moodle online and/or remotely? ABSTRACT Advances in web and cloud technologies have made it easier for higher education institutions to use interactive technologies. Indicators for engagement and achievement include the time students spend in the online learning environment and how frequently they communicate. Effective and well-structured interactive activities that fit with the educational outcomes of the courses may improve student retention. Pedagogy and curriculum design are becoming increasingly important to educators and researchers in blended and online learning, as these are expected to influence students’ engagement and performance. This research report makes a new contribution by focusing specifically on one case study undergraduate computing programme – the design of the courses, and its influence on the learning behavior of students. This research report also aims to look at online and cloud-based learning resources in the New Zealand context at a tertiary institute. The initial literature review is related to cloud-based education articles, as well as reviewing videos and tutorials that either suggests best practices or deliver key course knowledge. The research approach is a mixed-method case study, including both qualitative and quantitative approaches. The methods include content analysis of course websites and documents, as a qualitative immersion and reflection, in addition to descriptive statistics related to the same courses. The findings of this study suggest that curriculum design and online learning elements are key to predicting student success, especially in courses lined up for faster and remote delivery."]},{"key":"dc:title","label":"Title","values":["Case study analysis of blended-delivery and cloud-based learning elements and resources for an IT degree programme"]}]}],"canonical_facts":{"dc:creator":["Navaneethakrishnan, Saranya Devi"],"dc:date.accessioned":["2022-04-25T23:12:32Z"],"dc:date.available":["2022-04-25T23:12:32Z"],"dc:date.issued":["2021"],"dc:description.abstract":["RESEARCH QUESTION: How ready are the courses in an NZ case study IT degree program to be delivered via Moodle online and/or remotely? ABSTRACT Advances in web and cloud technologies have made it easier for higher education institutions to use interactive technologies. Indicators for engagement and achievement include the time students spend in the online learning environment and how frequently they communicate. Effective and well-structured interactive activities that fit with the educational outcomes of the courses may improve student retention. Pedagogy and curriculum design are becoming increasingly important to educators and researchers in blended and online learning, as these are expected to influence students’ engagement and performance. This research report makes a new contribution by focusing specifically on one case study undergraduate computing programme – the design of the courses, and its influence on the learning behavior of students. This research report also aims to look at online and cloud-based learning resources in the New Zealand context at a tertiary institute. The initial literature review is related to cloud-based education articles, as well as reviewing videos and tutorials that either suggests best practices or deliver key course knowledge. The research approach is a mixed-method case study, including both qualitative and quantitative approaches. The methods include content analysis of course websites and documents, as a qualitative immersion and reflection, in addition to descriptive statistics related to the same courses. The findings of this study suggest that curriculum design and online learning elements are key to predicting student success, especially in courses lined up for faster and remote delivery."],"dc:identifier.uri":["https://hdl.handle.net/10652/5668"],"dc:language.iso":["en"],"dc:rights":["All rights reserved"],"dc:subject":["New Zealand","computing education","information technology (IT) courses","online learning","e-learning","Moodle","educational technology","higher education","student experience","blended learning"],"dc:title":["Case study analysis of blended-delivery and cloud-based learning elements and resources for an IT degree programme"],"dc:type":["Masters Dissertation"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Information Technology"],"thesis:institution_name":["Eastern Institute of Technology (EIT)"]},"updated_at":"2026-07-24T02:14:55Z"}