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 Department: Department of Learning Technologies
 Language: English
 Collection: UNT Theses and Dissertations
The Affect of Mobile Performance Support Devices on Anxiety and Self-Efficacy of Hospital Float Staff

The Affect of Mobile Performance Support Devices on Anxiety and Self-Efficacy of Hospital Float Staff

Date: May 2012
Creator: McKee, Megan Riley
Description: Floating describes the act of staff moving from one unit to another based on the needs of the patients in a hospital. Many staff who float to different units express negative feelings, including anxiety and lack in self-efficacy. However, floating is both an economical and efficient method to use staff across the hospital, especially with current staffing shortages in the United States. This study investigated how the use of mobile performance support devices may help reduce anxiety and increase self-efficacy for those staff who float to different units. with access to multiple resources available on the mobile device, Bandura's social learning theory and self-efficacy concept set the framework through modeling, observing, and imitating others in order to reproduce certain behaviors and tasks and believe in one's capability to perform. a quantitative study incorporating the retrospective pretest-posttest design was conducted using the population of float staff, including both nurses and respiratory therapists, from Children's Medical Center of Dallas. Both the State-Trait Anxiety Inventory and General Self-Efficacy Scale, along with a basic demographic tool, were used to explore anxiety and self-efficacy in relation to the usage of mobile performance support devices. Findings can be used to impact the negative feelings of staff ...
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Analyzing Learner Characteristics, Undergraduate Experience and Individual Teamwork Knowledge, Skills and Abilities: Toward Identifying Themes to Promote Higher Workforce Readiness

Analyzing Learner Characteristics, Undergraduate Experience and Individual Teamwork Knowledge, Skills and Abilities: Toward Identifying Themes to Promote Higher Workforce Readiness

Date: August 2009
Creator: Frederick, Consuelo V.
Description: With the world amidst globalization and economic flux affecting business, industry, and communities the need to work together becomes increasingly important. Higher education serves an important role in developing the individual teaming capabilities of the workforce. This environment is the time and place - opportunity for student personnel to develop these capabilities. This multiple case study utilized the analysis phase (learner, setting and job) of an instructional design model to analyze learner characteristics, the higher education environment/undergraduate experience, and the job/skills associated with individual teamwork knowledge, skills, and abilities of students from a senior cohort of the TRiO - SSS Project at a public student-centered research institution. The results yielded themes to promote the development of target populations individual teamwork KSAs which should increase their readiness to meet the teaming demands of today's employers. With an engaging undergraduate experience, inclusive of interaction with faculty members and collaborative learning with their peers, structured opportunities to practice individual teamwork KSAs in a work setting or internship, these underrepresented students may be an asset that is needed to meet the global workforce needs and fill civic capacities in their home communities.
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Analyzing Visitors’ Discourse, Attitudes, Perceptions, and Knowledge Acquisition in an Art Museum Tour After Using a 3D Virtual Environment

Analyzing Visitors’ Discourse, Attitudes, Perceptions, and Knowledge Acquisition in an Art Museum Tour After Using a 3D Virtual Environment

Date: May 2012
Creator: D’ Alba, Adriana
Description: The main purpose of this mixed methods research was to explore and analyze visitors’ overall experience while they attended a museum exhibition, and examine how this experience was affected by previously using a virtual 3dimensional representation of the museum itself. The research measured knowledge acquisition in a virtual museum, and compared this knowledge acquired between a virtual museum versus a real one, employing a series of questionnaires, unobtrusive observations, surveys, personal and group interviews related to the exhibition and the artist. A group of twenty-seven undergraduate students in their first semester at the College of Architecture and Design of the Autonomous University of the State of Mexico participated in the research, and were divided in two groups, one of which used a 3D virtual representation previous to the museum visit. Results show that participants who experienced the virtual museum concurred that using it was a positive experience that prepared them to go to the real museum because they knew already what they were going to find. Most of the participants who experienced the virtual museum exhibited an increased activity during their museum visit, either agreeing, being more participative, concurring and showing acceptance, asking questions, or even giving their opinion and ...
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Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning

Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning

Date: May 2012
Creator: Royal, Joy
Description: The 21st century is now in the second decade and the need for 21st century skills is discussed at all levels of education as necessary for student success in the future. Federal, state, and districts are addressing this need and have written technology plans to address 21st century skills needed. the purpose of this dissertation is to contribute to the knowledge of 21st century educational technology. the data includes seven recorded interviews from two separate research projects covering two models of education as teachers discuss teaching, learning, and technology. the data studied determines how educational technology perceived in the school environments has been integrated into the classrooms. the initial scripting of video interviews from two research projects began the analysis of data. Particular themes emerged in response to questions established by the two separate research projects focused on classroom, school, and district environmental arrangements that examined; teaching responsibilities and practices; student learning opportunities; and how technology is woven throughout instruction. Further exploration of themes stemmed from analysis conducted with the qualitative software program, NVivo 9. the themes discussed in this paper relate to instructor perceptions of teaching, learning, classroom procedures, and the role technology plays in each. Also noted are ...
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Digitally Curious: A Qualitative Case Study of Students’ Demonstrations of Curiosity in a Technology-Rich Learning Environment

Digitally Curious: A Qualitative Case Study of Students’ Demonstrations of Curiosity in a Technology-Rich Learning Environment

Date: August 2011
Creator: McLeod, Julie Kiser
Description: Curiosity is an important construct for educators as it is connected with knowledge and higher-order thinking, goal-oriented behavior, motivation, and persistence. It is also negatively correlated with boredom and anxiety. While research documents this strong connection between learning and curiosity, no studies existed exploring curiosity in a technology-rich learning environment. The purpose of this study is to identify and examine whether students demonstrate curiosity in a sixth grade mathematics classroom with technology-integrated learning and if so, how and why. Technology-rich work was designed for students and included in the study to examine students’ demonstrations of curiosity while learning mathematical procedural knowledge, conceptual knowledge and problem solving knowledge. A case study methodology was used with 13 students purposefully selected from a Title I sixth grade class to participate. Data were collected from interviews using a semi-structured interview protocol and triangulated with observations and students’ reflective writings. Interviews were transcribed and coded. A total of 60 codes and four categories were identified. Three themes emerged: 1) digital play; 2) welcome and unwelcome scaffolds; and 3) action is power; power follows ideas. These themes identified ways in which students demonstrated curiosity in the sixth grade mathematics classroom and thus can inform educators.
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Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom

Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom

Date: May 2013
Creator: Blackwell, Deborah
Description: The main purpose of this qualitative research was to discover the effects of problem-based learning on a fifth grade language arts classroom. The secondary purpose was to examine how receptive fifth grade students were to a new way of learning. In this descriptive study, a group of nine students created an alternate reality game as part of a problem-based learning module. The instructional design of the study included three weeks for students to design and construct their games and one week to play, receive feedback and revise based on feedback. Through reflective blogs, semi-structured interviews, video recordings, and observations, data was collected to analyze. Over a period of five months, the data was coded and arranged into categories. The categories merged into themes. The results and findings revealed the impact collaborative groups have on design and enjoyment. Self-regulation skills were found to be lacking in most of the students, intrinsic motivation increased for some students while others developed positive outcomes beyond the scope of this study.
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An Examination of Preferences for Social Presence in Online Courses with Regard to Personality Type

An Examination of Preferences for Social Presence in Online Courses with Regard to Personality Type

Date: August 2012
Creator: Rose, Daniel Merritt
Description: The purpose of this research was to examine the connections between personality types as illustrated by the Myers Briggs Type Indicator and the desire for social presence components within a technology based learning environment. Participants in the study were undergraduate and graduate students enrolled in an educational technology program at a public university in the State of Texas. The study employed a mixed-method qualitative approach that utilized a paired comparison evaluation, a personality assessment, and semi-structured interviews. Results showed that the components of organization and feedback were thought to best foster social presence in technology based learning environments and that there was no real difference between the personality types of introverts versus extroverts and judgers versus perceivers.
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An Examination Of Soft Skills Listed In Texas Electronic Job Postings And Undergraduate Business Information Systems Syllabi

An Examination Of Soft Skills Listed In Texas Electronic Job Postings And Undergraduate Business Information Systems Syllabi

Date: December 2011
Creator: Scott-Bracey, Pamela
Description: The purpose of this study was to explore the alignment of soft skills sought by current business IS entry-level employers in electronic job postings, with the integration of soft skills in undergraduate business information systems (IS) syllabi of public four-year universities in Texas. One hundred fifty job postings were extracted from two major electronic career databases. Ten undergraduate AACSB-accredited programs in the field of business information systems (IS) were investigated, and syllabi for the 70 major courses of the business IS programs were obtained for review. Content analysis was applied to all job postings and syllabi, exposing all soft skills related to the 9 categories used in this study adapted from the 21st Century Framework for Learning (Partnership for 21st Century Learning, 2009). Frequencies were tabulated to determine rank of soft skills in job postings and syllabi, and Jaccard’s coefficient statistic of occurrence was used for cluster analysis. Soft skills within all 9 categories were found in job postings (n = 1554) and course syllabi (n = 774). Three soft skill categories were aligned between job postings and syllabi: (1) initiative and self-direction, (2) social and cross-cultural skills, and (3) flexibility and adaptability. However, because differences in the higher ranked ...
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Face-to-face Versus Online Gender Roles:  the Effect of Psychological Identity on the Characteristics and Circumstances of Online Disinhibition

Face-to-face Versus Online Gender Roles: the Effect of Psychological Identity on the Characteristics and Circumstances of Online Disinhibition

Date: August 2013
Creator: Greene, Amy L.
Description: Human behaviors and social norms are transferred to the Internet in complex and divergent ways. The term online disinhibition has been coined to describe situations when Internet users seem to behave more openly and unrestrained online, often acting in ways they would not dare to act in the face-to-face world. According to Suler, there is a need for future research to "focus on which people, under what circumstances, are more predisposed to the various elements of online disinhibition." With this in mind, this descriptive study sought to determine whether or not people are more true to their authentic psychological identities (i.e., genders) during online interaction or create completely new identities because of the more permissive social norms created by cyberspace. Through video recorded face-to-face discussions, reflective online discussions, open-ended online surveys, and semi-structured interviews, qualitative data was collected for analysis. The results and findings demonstrated that some personality traits are magnified during online interaction, but individuals ultimately stay true to their established gender roles.
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General Satisfaction of Students in 100% Online Courses in the Department of Learning Technologies at the University of North Texas

General Satisfaction of Students in 100% Online Courses in the Department of Learning Technologies at the University of North Texas

Date: May 2012
Creator: Ahn, Byungmun
Description: The purpose of this study was to examine whether there are significant relationships between the general satisfaction of students and learner-content interaction, learner-instructor interaction, learner-learner interaction, and learner-technology interaction in 100% online courses. There were 310 responses from the students. This study did not use data from duplicate students and instructors. Excel was used to find duplicate students and instructors; therefore, 128 responses were deleted. After examination of box plots, an additional four cases were removed because they were outliers on seven or more variables. Nineteen responses were deleted because they did not answer all questions of interest, resulting in a total sample of 159 students. Multiple regression analysis was used to examine the relationship between the four independent variables and the dependent variable. In addition to tests for statistical significance, practical significance was evaluated with the multiple R2 , which reported the common variance between independent variables and dependent variable. The two variables of learner-content and learner-instructor interaction play a significant role in predicting online satisfaction. Minimally, the variable learner-technology can predict online satisfaction and is an important construct that must be considered when offering online courses. Results of this study provide help in establishing a valid and reliable ...
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