You limited your search to:

  Partner: UNT Libraries
 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
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 towards the idea of floating. digital.library.unt.edu/ark:/67531/metadc115146/
Analyzing Learner Characteristics, Undergraduate Experience and Individual Teamwork Knowledge, Skills and Abilities: Toward Identifying Themes to Promote Higher Workforce Readiness
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. digital.library.unt.edu/ark:/67531/metadc11044/
Analyzing Visitors’ Discourse, Attitudes, Perceptions, and Knowledge Acquisition in an Art Museum Tour After Using a 3D Virtual Environment
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 analysis, disagreeing with the guide and showing passive rejection. Also participants from this group showed an increase on their correct answers to the knowledge acquisition questionnaires, going from 27% answers responded correctly in the pre-test, to 67% of correct answers after the virtual museum usage. The research attempted to show that experiencing a virtual museum can be similar to the experience in physical museum visits, not only engaging participants to go to the museum, but sometimes even offering a more functional way to deliver content. Results of this research evidence that using a virtual museum creates a positive impact in users before, during, and after the museum visit, and that it can be a good alternative, not only for educational, but for promotional and recreational and purposes. digital.library.unt.edu/ark:/67531/metadc115062/
Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning
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 the factors beyond the teacher’s responsibility and set rules that include the school environment, district expectations, and supported teaching strategies for the schools. the teachers expressed their view that technology is an important support for learning and that they used technology to accomplish many of the tasks related to supporting teaching and learning. As perceived by the teachers, a major component that surfaced as a result of the analysis was children’s technology use was most drastically influenced by the expectations of the instructional leader to develop and the need to foster 21st century learning strategies such as critical thinking skills, self-assessment, and problem solving. Therefore, the school environment and expectations of the administrative level of management in the school systems, made the most impact on the learning opportunities the students were afforded where technology was an appropriate tool for learning. digital.library.unt.edu/ark:/67531/metadc115150/
Digitally Curious: A Qualitative Case Study of Students’ Demonstrations of Curiosity in a Technology-Rich Learning Environment
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. digital.library.unt.edu/ark:/67531/metadc84250/
Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom
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. digital.library.unt.edu/ark:/67531/metadc271781/
An Examination of Preferences for Social Presence in Online Courses with Regard to Personality Type
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. digital.library.unt.edu/ark:/67531/metadc177247/
An Examination Of Soft Skills Listed In Texas Electronic Job Postings And Undergraduate Business Information Systems Syllabi
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 frequencies of soft skills in job postings and syllabi were noted, the null hypothesis of this study was rejected. digital.library.unt.edu/ark:/67531/metadc103390/
Face-to-face Versus Online Gender Roles: the Effect of Psychological Identity on the Characteristics and Circumstances of Online Disinhibition
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. digital.library.unt.edu/ark:/67531/metadc283788/
General Satisfaction of Students in 100% Online Courses in the Department of Learning Technologies at the University of North Texas
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 survey instrument and in developing an online best learning environment, as well as recommendations for institutions offering online learning or considering the development of online learning courses. digital.library.unt.edu/ark:/67531/metadc115042/
The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience.
The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated, contextualized, and authentic learning experience for students. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. The purpose of this study was to evaluate the effectiveness of the design of the GVP as a capstone experience. The research design follows a qualitative case study approach to gather and analyze data collected from the instructors and students participating in the pilot implementation of the GVP. Results of the study show predominantly favorable reactions to various aspects of the course and its design. Students reported to have learned the most through interactions with peers and through applying and integrating knowledge in developing the alternate reality game that was the central problem scenario for the course. What students demonstrated to have learned included knowledge construction, social responsibility, open-mindedness, big picture thinking, and an understanding of their relationship to the larger society and world in which they live. Challenges that resulted from the design included the amount of necessary to build consensus and then develop an overarching game concept, the tension between guided and directed instruction, and the need to foster greater interdependence among students while encouraging them to become more self-directed. digital.library.unt.edu/ark:/67531/metadc10995/
Identifying factors that predict student success in a community college online distance learning course.
The study's purpose was to identify demographics, educational background, finances, formal and informal education and experiences, reading habits, external environmental factors, psychological factors, and computer efficacy factors that predict a student's ability to successful complete an online (Web-based) distance learning community college course. Major student retention theories and student attrition and persistence research guided the study. Distance learners (N = 926) completed four surveys, which collected data for 26 predictor variables that included age, gender, marital status, ethnicity, support others, course load, first-time student, last semester attended, student type and location, financial stability, tuition payment, prior learning experiences, reading habits, family support, enrollment encouragement, study encouragement, time management, study environment, employment, extrinsic and intrinsic motivation, locus of control, self-efficacy, computer confidence and skills, and number of prior online courses. Successful or unsuccessful course completion was the dependent variable. Statistical analyses included Cronbach's alpha, Pearson chi-square, two-sample t test, Pearson correlation, phi coefficient, and binary logistic regression. Variables in each factor were entered sequentially in a block using separate binary logistic regression models. Statistically significant variables were course load, financial stability, prior learning experiences, time management and study environment, extrinsic motivation, self-efficacy, and computer skills. Selected predictor variables (N = 20) were entered hierarchically in a logistic regression model of which course load, financial stability, and self-efficacy were statistically significant in the final block. Correlation coefficients were computed for statistically significant predictor variables to determine whether the significance was confined to the control group or an overall level of significance. Findings were supported through cross-validation and forward stepwise entry of variables in logistic regression. Despite having two or more at-risk factors, distance learners who had high levels of self-efficacy, good computer and time management skills, financial stability, a favorable study environment, were enrolled in more than one course, and believed their prior learning experiences helped prepared them for their course were more likely to be successful. digital.library.unt.edu/ark:/67531/metadc5111/
Impact of Video Presentation Features on Instructional Achievement and Intrinsic Motivation in Secondary School Learners
This study analyzed instructional achievement and intrinsic motivation among 21st century secondary students utilizing a video lecture incorporating both student reaction cutaway images and immediate content interaction within the lecture. Respondents (n = 155) were from multiple classes and grade levels at a suburban Texas high school. Four groups of students viewed the identical lecture with differing video and content interaction treatments. Students responded to a pretest/posttest survey to assess academic achievement in addition to an intrinsic motivation instrument to assess student interest. Group one (the control group) viewed the 12 minute lecture without enhancement. A second group viewed the identical lecture with student reaction shots inserted in the video. Another group viewed the lecture with content question intervention inserted into the video. The final group saw the lecture with the student reaction shots and content question intervention combined in the video. A repeated measures multivariate analysis of variance (MANOVA) was used to compare results from a 14 item pretest/posttest. Combined, the groups showed no significance (p = .069) indicating no associations were identified by the experiment. Although no association was identified, this may be a reflection of the generic nature of the video lecture and the lack of association with the experiment and actual classroom content within their courses. Students also completed the Intrinsic Motivation Instrument which was analyzed using a MANOVA. Although no significant findings were present in either group viewing the student reaction or the content question interaction treatments individually, the group viewing the combined treatment showed significance in three scales: Interest/Enjoyment (p = .007), Perceived Competence (p = .027) and Effort/Importance (p = .035) Recommendations for refinement of the current experiment as well as future studies are provided. digital.library.unt.edu/ark:/67531/metadc177179/
Improving learner reaction, learning score, and knowledge retention through the chunking process in corporate training.
The purpose of the study was to investigate the application of the chunking process to the design and delivery of workforce training. Students in a 1-hour course (N = 110) were measured on learner reaction, learning score achievement, and knowledge retention to see whether or not chunking training in a 1-hour session into three 20-minute sessions to match adult attention span resulted in a statistically significant difference from training for 1-hour without chunking. The study utilized a repeated measures design, in which the same individuals in both the control group and experimental group took a reaction survey instrument, a posttest after the training, and again 30 days later. Independent samples t tests were used to compare the mean performance scores of the treatment group versus the control group for both sessions. Cohen's d was also computed to determine effect size. All hypotheses found a statistically significant difference between the experimental and control group. digital.library.unt.edu/ark:/67531/metadc5137/
Indicators of Science, Technology, Engineering, and Math (Stem) Career Interest Among Middle School Students in the Usa
This study examines middle school students' perceptions of a future career in a science, math, engineering, or technology (STEM) career field. Gender, grade, predispositions to STEM contents, and learner dispositions are examined for changing perceptions and development in career-related choice behavior. Student perceptions as measured by validated measurement instruments are analyzed pre and post participation in a STEM intervention energy-monitoring program that was offered in several U.S. middle schools during the 2009-2010, 2010-2011 school years. A multiple linear regression (MLR) model, developed by incorporating predictors identified by an examination of the literature and a hypothesis-generating pilot study for prediction of STEM career interest, is introduced. Theories on the career choice development process from authors such as Ginzberg, Eccles, and Lent are examined as the basis for recognition of career concept development among students. Multiple linear regression statistics, correlation analysis, and analyses of means are used to examine student data from two separate program years. Study research questions focus on predictive ability, RSQ, of MLR models by gender/grade, and significance of model predictors in order to determine the most significant predictors of STEM career interest, and changes in students' perceptions pre and post program participation. Analysis revealed increases in the perceptions of a science career, decreases in perceptions of a STEM career, increase of the significance of science and mathematics to predictive models, and significant increases in students' perceptions of creative tendencies. digital.library.unt.edu/ark:/67531/metadc283852/
Influence of pre and post testing on return on investment calculations in training and development.
When expenses become an issue, training is often one of the first budget items to be cut. There have been a number of evaluation studies about rates of return from training interventions. Most results are based on interviewing participants about the value of the intervention and its effect on their productivity. This often results in quadruple digit return on investment indications. Decision makers who control the budget often view these kinds of results with skepticism. This study proposes a methodology to evaluate training interventions without asking participants their opinions. The process involves measuring learning through a series of pre-tests and post-tests and determining if scores on pre-tests can be used as predictors of future return on investment results. The study evaluates a series of return on investment scores using analysis of variance to determine the relationship between pre-tests and final return on investment results for each participant. Data is also collected and evaluated to determine if the financial results of the organization during the period of the training intervention could be correlated to the results of the training intervention. The results of the study suggest that the proposed methodology can be used to predict future return on investment from training interventions based on the use of pre-tests. These rates of return can be used as a method of selecting between competing training intervention proposals. It is a process that is easily understood by the key decision makers who control the allocation of financial resources. More importantly, it is a process that can maximize the value of each dollar spent on training. digital.library.unt.edu/ark:/67531/metadc6097/
Instructor immediacy and presence in the online learning environment: An investigation of relationships with student affective learning, cognition, and motivation.
Bivariate correlation was used to examine possible relationships between instructor immediacy and instructor presence, and a statistically significant correlation was found. Multiple linear regression analysis was used to determine whether the linear combination of instructor immediacy and presence caused significant variance in student affective learning, cognition, and motivation. For all three of the latter dependent variables, the linear combination of instructor immediacy and presence was found to cause statistically significant variance. However, although the overall regression models were significant in all three tests, instructor immediacy was not found to be a significant individual predictor for causing variance in affective learning, cognition, or motivation, whereas instructor presence was found to be a significant individual predictor of all three. Finally, factorial ANOVA revealed that, for perceptions of instructor immediacy, only classification and course type were found to explain significant variance, with undergraduate students in asynchronous courses reporting significantly lower instructor immediacy. For perceptions of instructor presence, graduate students tended to rate their instructors as having higher presence than did undergraduate students, and students in synchronous courses tended to rate their instructors as having higher presence than did students in asynchronous courses. digital.library.unt.edu/ark:/67531/metadc9798/
An investigation of factors affecting Omani faculty members' adoption of information and computing technology.
The purpose of this study was to explore the factors influencing information and computing technology (ICT) adoption for Omani faculty members from a framework of Rogers' theory of diffusion of innovation. Three hundred Omani faculty members from Sultan Qaboos University (SQU) participated in the study. The survey consisted of five parts: (a) an 18-item questionnaire on ICT uses and skills, (b) a 1-item questionnaire on adopter category, (c) a 44-item self-constructed questionnaire on perception of barriers to adopting ICT, (d) a 50-item questionnaire on ICT attributes adapted from Moore and Benbasat, and (e) a 15-item questionnaire on demographic and job-related variables. Descriptive statistics indicated that the faculty members overall used ICT at the "Sometimes" level and had ICT skills at the "Intermediate" level. The most frequently used and skillful ICT functional areas were Website browsing, Internet search engine, and word processing. One-way ANOVAs found significant group differences of ICT uses and skills, perception of barriers, and perception of ICT attributes in the category of adopter. Early adopters used ICT more, had higher ICT skills, perceived fewer barriers in the adopting process, and recognized higher values of ICT attributes than later adopters did. Multiple regression analysis showed the level of ICT uses could be predicted by ICT skills, adopter category, perception of barriers, ICT attributes, and the selected demographic and job-rated background variables, to a large magnitude with an adjusted R2 value of .70. The level of ICT skills was the most salient predictor. Perception of ICT attributes and the number of traditional classes taught appeared to be important as well. Results supported Rogers' theory at the macro level but not at the micro level. digital.library.unt.edu/ark:/67531/metadc11063/
Leader Developmental Readiness of Generation Y in the Training Industry
Members of Generation Y in the training and development industry will be required to assume leadership roles as Baby Boomers retire, yet little empirical research exists regarding how best to prepare them for leadership. The purpose of this study was to examine differences in leader developmental readiness between generational cohorts in the training industry, specifically Baby Boomers, Generation X, and Generation Y. Leader developmental readiness provided a definition of developmental readiness for leaders using the five constructs (learning goal orientation, developmental efficacy, self-awareness, leader complexity, and metacognitive ability). A volunteer sample was compiled from members of the ASTD National LinkedIN group (n = 636). Results were analyzed using structured means analysis with maximum likelihood (ML) estimation. Generational cohorts demonstrated differences in leader developmental readiness. Baby Boomers indicated statistically and practically higher metacognitive ability and developmental efficacy than Generation Y. Results demonstrated statistically and practically higher leader complexity in Generation Y and both Generation X and Baby Boomers. These results should inform leader development practitioners as they continue to use existing methods in preparing the different generations for leader development interventions while pointing to possible needs to increase the metacognitive ability and developmental efficacy in Generation Y and ensure accurate perception of leader complexity in those individuals. Further research would be helpful to confirm or refute findings and expand on the target population for enhanced generalizability. digital.library.unt.edu/ark:/67531/metadc271816/
Mathematics Anxiety and Mathematics Self-efficacy in Relation to Medication Calculation Performance in Nurses
The purpose of this study is to identify and analyze the relationships that exist between mathematics anxiety and nurse self-efficacy for mathematics, and the medication calculation performance of acute care nurses. This research used a quantitative correlational research design and involved a sample of 84 acute care nurses, LVNs and RNs, from a suburban private hospital. the participants filled out a Mathematics Anxiety Scale, a Nurse Self-Efficacy for Mathematics Scale and also completed a 20-item medication calculation test. Significant practical and statistical relationships were discovered between the variables utilizing multiple linear regression statistics and commonality analysis. As the Nurse’s Mathematics anxiety score increased the scores on the medication test decreased and the scores on nurse self-efficacy for mathematics scale also decreased. the demographic item of “Hours a nurse worked in one week” had the greatest significance. the more hours a nurse worked the lower their score was on the medication calculation test. This study agrees with others that nurses are not good at mathematics. This study also correlated that as the number of hours worked increased so did the medication calculations errors. and many nurses have a measurable level of anxiety about mathematics and dosage calculations and this may influence calculation ability. Suggestions for further research include refinement of instruments used in study, further differentiation of barriers to successful medication calculation performance, and testing of interventions used to teach, train and evaluate accurate medication administration in nurses. digital.library.unt.edu/ark:/67531/metadc115119/
Measuring the Effectiveness of Transfer of Learning Constructs and Intent to Transfer in a Simulation-based Leadership Training Program
The purpose of business training programs is to improve performance, which improved performance changes leadership behaviors based on the knowledge, skills, and abilities (KSAs) learned in training. One of the most common criticisms of leadership training is the tendency to focus on teaching theory but not on applying theory into practice, that is, transfer of learning. Research usually ends at the point of identifying, describing, or measuring factors that influence transfer. Ongoing research must identify what constructs in the transfer of learning process should be effectively changed or managed. There is a gap in research on the degree to which performance improvement through KSAs learned in a simulation training program actually transfer to the work environment. Additional research is needed that examines the relationship between transfer of learning and intent to transfer, which are critical outcomes in the field of human resource management and development. The purpose of the study was to examine the relationship between intent to transfer and four constructs in the transfer of learning process during a simulation-based leadership training program. Participants completed self-report assessments that measured the relationships between intent to transfer and four constructs: ability, motivation, work environment, and learner readiness. A correlational design was administered using a population of mid-level managers in a telecommunications organization. digital.library.unt.edu/ark:/67531/metadc271831/
A Mixed-methods Study Investigating the Relationship Between Media Multitasking Orientation and Grade Point Average
The intent of this study was to examine the relationship between media multitasking orientation and grade point average. The study utilized a mixed-methods approach to investigate the research questions. In the quantitative section of the study, the primary method of statistical analyses was multiple regression. The independent variables for the study were media multitasking orientation, gender, age, and income. The dependent variable for the study was grade point average. Three out of four independent variables, namely, media multitasking orientation, gender and age were statistically significant predictors of grade point average. In the qualitative section of the study, seven participants were interviewed to determine how individual differences in media multitasking orientation manifest themselves in academic settings. digital.library.unt.edu/ark:/67531/metadc177221/
A psychosocial interaction study of adulthood demographics and non-compulsory education participation using the National Household Education Survey.
This report analyses the NHES: 2005 data to present the state of American education in reference to “adult” participation in education. Psychosocial interaction theory is applied to the social event of attaining adulthood to analyze and report the propensity of American adults to participate in non-compulsory adult education. The review of the literature of perceptual demographic variables of adult attainment: age, prior education, subordinate responsibility, child-age dependent care, marital status, job stability, and home ownership. The analysis compares the data of participants and non-participants of non-compulsory adult education using binomial logistic regression analysis with tests, for a 95% confidence level and .05 significance. Included is a discussion of how appropriately aligned development opportunities and experiences may further increase education effectiveness and performance outcomes. digital.library.unt.edu/ark:/67531/metadc103300/
The relationship between computer use and academic achievements.
Computer technology has been used in education for years, and the government budgets large amounts of money to foster technology. However, it is still a debated whether computer technology makes a difference in students' learning outcomes. The purpose of this study is to find if any relationship exists between computer use by teachers and students and the students' academic achievement in math and reading for both traditional populations and English language learner (ELL) tenth graders. Computer use in this study included the computer activities by students and teachers, in terms of the time, frequency, activities types, the places students use computers, teachers' computer activities, and the training teachers received. This study used data gathered from tenth grade students from the dataset Education Longitudinal Study of 2002 (ELS:2002) of the National Center for Education Statistics (NCES). Fifteen thousand, three hundred and sixty-two students were randomly selected to represent all U.S. tenth-graders attending schools in 2002. The findings showed diverse relationships consistent with the literature. Based on the findings, some suggestions were made to teachers and parents about the quality of school work and computer use by students and teachers. digital.library.unt.edu/ark:/67531/metadc9084/
Relationships between perceptions of personal ownership of laptop computers and attitudes toward school.
The feeling of ownership is a topic of research that has not been addressed as a component in the integration of technology in the K-12 classroom. The effectiveness of this abstract concept in relationship to digital computing is important in the evaluation of one-to-one initiatives in education. This paper reports findings of a research study conducted using a new ownership survey instrument I developed, the Laptop Usage Inventory (LUI). Also administered during the study was the Student Attitude Survey given in a pretest/posttest design. The instruments were administered to seventh and eighth grade students in a north Texas middle school in the 2007-2008 school year. The methodology used to evaluate the Laptop Usage Inventory consisted of Cronbach's alpha and various scaling methods. LUI scale scores were correlated with the results of the Student Attitude Survey to compare students' attitudes toward school before and after using a laptop computer for the school year. Implications for laptop initiatives and for the classroom are discussed and a future research agenda is presented. digital.library.unt.edu/ark:/67531/metadc9792/
Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand
The purpose of this study was to identify the existing level of self-regulated learning (SRL) among Thai online learners, to examine the relationship between SRL and academic achievement based on a) course completion and b) course grades, and to investigate differences in SRL as they correlate to demographic factors. A mixed-methods research design with modified MSLQ online surveys and semi-structured interviews was used during the process of data collection. One hundred eighty-eight of the 580 online learners enrolled in the certificate programs of the Thailand Cyber University Project responded to the surveys; 7 of these also participated in the interview process. The findings indicated that Thai online learners reported high levels of SRL characteristics. Independent sample t-test results revealed that successful learners were higher in SRL learning strategies than those who did not succeed the course. Results from multiple regression analyses indicated that critical thinking and time/study environmental management were significant predictors of academic course grade with a small effect size (R2 = .113). Comparison of mean differences revealed that some SRL characteristics were different among demographic subgroups determined by factors including gender, age range, marital status, and Internet use; female reported a significantly higher level of task value than male; younger learners had a significantly higher level of test anxiety than older learners; married learners reported a significantly higher level of self-efficacy and task value than single learners; online learners who had more Internet experience reported a significantly higher level of self-efficacy, metacognitive self-regulation, and time/study environmental management than those who had less Internet experience. In addition, the qualitative findings confirmed that participants reported the use of learning strategies in four categories, with a high number of references to metacognitive self-regulation and elaboration, and a low number of references to critical thinking and time/study environmental management. Furthermore, the qualitative results revealed that Thai online learners used different tools for social and personal activities, communication, and information searching. digital.library.unt.edu/ark:/67531/metadc271889/
Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses.
The rapid growth of online and blended learning environments in both higher education and K-12, along with the development of innovative game based, narrative driven, problem-based learning (PBL) systems known as Alternate Reality Games (AltRG), has led to the need to understand student’s abilities to self-regulate their learning behaviors and practices in these novel environments. This study examines student reflections and e-mails related to self-regulatory practices for learning across two different course designs for an Internet-based course in computer applications. Both designs leverage PBL but apply different levels of abstraction related to content and the need to self-regulate. The study looked specifically at how students communicated about learning across these environments, what student communications indicated about student readiness for university online learning and how instructional design and methods of instruction shaped student expressions of learning and self-regulation. The research design follows an ethnographic and case study approach as two designs and four sections are examined. Data was collected from student blog posts, email messages and semi-structured interviews. Atlas.TI was used to code the data using constant comparative analysis. A sequential analysis was applied using an a priori structure for self-regulation and post hoc analysis for emergent codes that resulted in the following categories: distraction, group experience, motivation, emotion, prior experiences, and time. Results indicated qualitative differences between the two designs related to student communications for learning and self-regulation. Findings were reported for both the a priori and post hoc analysis. Additionally, two major findings are reported as emerging themes. These are presented and discussed as The Expectation Gap and Different Designs, Different Outcomes. digital.library.unt.edu/ark:/67531/metadc103291/
Students' Attitudes Towards Rapport-building Traits and Practices in Online Learning Environments
This research was a triangulated study of student attitudes towards instructors' rapport-building traits and their preferences amongst instructors' rapport-building practices in online learning environments. Participants were undergraduate and graduate students enrolled in courses within an educational technology program at a central Texas university. The study employed a mixed-methods approach involving the Likert-item assessment of learners' attitudes, the identification and prioritization of learner preferences through pairwise comparisons, and semi-structured interviews that provided richer, more detailed information. Findings indicated a strong preference for instructor-based traits and practices over pedagogically-based ones. These traits and practices loaded into the components of social presence, enjoyable interaction, and personal connection. digital.library.unt.edu/ark:/67531/metadc177265/
A Study of Performance and Effort Expectancy Factors Among Generational and Gender Groups to Predict Enterprise Social Software Technology Adoption
Social software technology has gained considerable popularity over the last decade and has had a great impact on hundreds of millions of people across the globe. Businesses have also expressed their interest in leveraging its use in business contexts. As a result, software vendors and business consumers have invested billions of dollars to use social software to improve business and employee productivity. The purpose of this study was to provide insights to business leaders and decision makers as they shaped their enterprise social software (ESS) delivery plans. A vast body of information exists on the benefits of ESS and its technical implementation, but little empirical research is available on employees' perceptions of ESS expectancy factors (i.e. usefulness and ease of use). This study focused on IT managers' perceptions of ESS expectancy factors to understand their behavioral intent to adopt ESS technology. Additional research was performed to uncover relationships and differences between IT Managers' adoption intentions and employee age, gender, and generational groups. Survey results were analyzed using a correlation research design and demonstrated significant relationships were found between IT managers' expectancy factors and their behavioral intent to adopt ESS technology. Differences were also demonstrated between IT managers' age, gender, and generational cohort groups. The results of this research should help business leaders gain insights into technology adoption factors among IT managers. Lastly, the practical applicability and opportunities for future research are discussed. digital.library.unt.edu/ark:/67531/metadc271875/
A Study of the Technological, Instructional, and Motivational Factors Affecting Phr Certification Exam Outcomes
Although previous studies have considered the factors affecting other certification exam outcomes, they have not examined those that are related to performance on the Professional in Human Resources (PHR) exam. In response to that need, this study specifically investigates technology and training factors that affect self-efficacy and self-set goals, and through them, influence PHR certification exam results. The target population for the study consisted of recent examinees who had taken a formal PHR examination preparation class or used another form of exam preparation training. The survey results were analyzed using partial least squares modeling techniques, and mediation effects were then tested. The results demonstrated that PHR training self-efficacy affected PHR exam self-efficacy and self-set goals. These factors then had an impact on PHR exam scores. Also, the results of task-technology fit were indirectly related to PHR training self-efficacy through a multiple mediation model that included the instructional factor of time on task and the technology factor of perceived usefulness. Surprisingly, time spent on practice exam questions was found to be negatively related to PHR certification exam scores. Finally, instructional feedback indirectly affected outcomes through its positive relationship to self-set goals. The results of the research should help training professionals and examinees in structuring PHR exam training and preparation activities. They also suggest avenues for improving outcomes in other similar types of training. digital.library.unt.edu/ark:/67531/metadc115049/
Style and Satisfaction: An Examination of the Relationship Between Instructor Communicator Style and Instructor Job Satisfaction
The study sample was composed of 110 teaching faculty at Vernon College, a multi-campus northwest Texas community college in Wichita Falls, TX. Participants completed two surveys: the Socio-communicative Orientation Scale (SCO) and the Teacher Satisfaction Scale (SAT). Demographic information was collected as well for generalizability purposes. As measured by the SCO, communicator style is a multi-dimensional concept including aspects of assertiveness and responsiveness communication behaviors; the assertiveness and responsiveness dimensions acted as independent variables. Instructor job satisfaction acted as the independent variable. The strength of the independent variables was measured separately in ratio to job satisfaction. Regression analysis results demonstrated that the assertiveness dimension of instructor communicator style is not a statistically significant contributor to instructor satisfaction. However, the responsiveness dimension can explain 12% of the variance in instructor job satisfaction. Beta weight and structure coefficient analysis confirmed the initial regression results for both independent variables. Further, commonality analysis clarified that the two independent variables within the study are in fact orthogonal in nature, meaning that they do not overlap and are not correlated. Hence, the responsiveness dimension of instructor communicator style is directly related to relationship building in an educational context and may be considered in professional development activities. With respect to sampling methods and use of the SAT instrument, recommendations for future research are included as well. digital.library.unt.edu/ark:/67531/metadc67997/
Teacher Perception of Project-Based Learning in a Technology-infused Secondary School Culture: a Critical Ciné-ethnographic Study
Project-based learning has long been used in the educational realm as it emphasis a student-centered strategy which promotes meaning, enriched learning that enhances inquiry and problem-solving skills in a rich, authentic environment. The relevance and authentic design of projects may further be enhanced by the use of technology in the classroom. Technology is rapidly changing the face of American education in ways that were barely thinkable as little as five years before and provides the possibility for student to collaborate and complete complex project-based tasks with further level of authenticity which connects to the students preferred method of learning and productivity outside the classroom. At New Tech high school in Coppell, Texas, the entire curriculum is based around this project-based learning in a technology-infused classroom. This qualitative, case-based study is designed to explore and examine the teachers' perceptions of the use of project-based learning, technology in this non-traditional environment. The study also investigates the teacher perceptions of students' response to project-based learning and the technology available to them in their project-based tasks. Finally the study discusses the finding and their possible implications for traditional educational environments. digital.library.unt.edu/ark:/67531/metadc177204/
The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment
This narrative study examines using a real life simulated problem base learning activity during education of clinical staff, which is expected to design and develop clinically correct electronic charting systems. Expertise in healthcare does not readily transcend to the realm of manipulating software to collect patient data that is pertinent to the care of patients. To gain the expertise, troubleshooting abilities and knowledge required to maintain their clinical system, each participant in this study has gone through the RLSPBL activity. Education in the corporate world must be effective and efficient while providing a good return on the educational investment. Corporate education must use material contextually similar to a workplace, and the techniques for education must provide both near and far transfer of the material. Ten individuals (eight clinical, two non-clinical) who work across the United States were interviewed; their reflections on their career as a clinical interface designer are told here. The participants varied in their age, educational background, and current work responsibility and computer experience. Their insights revealed four major themes which summarize their stories: problem-based learning, collaboration, hands-on activities and the use of a real-life simulated problem-based learning activity.The clinical environment requires patient safety as a paramount parameter in building a clinical charting system. Up to the moment information along with trending capabilities is critical to a clinician caring for a patient. Adhering to best practices and maintaining an efficient data entry system must seamlessly blend technology into the clinician's practice. An understanding of the education of individuals who have created such charting systems is presented here in hopes that what these participants have found to be significant can be shared with others in similar situations. digital.library.unt.edu/ark:/67531/metadc271852/
Using SERVQUAL to Measure Users' Satisfaction of Computer Support in Higher Educational Environments
The purpose of this research was to measure users' satisfaction with computer support in the higher education environment. The data for this study were gathered over a 5-week period using an online survey. Subjects (N=180) were members of a college at a major Texas university, which included both faculty and staff. SERVQUAL was the instrument used in this study. Two-ways statistical ANOVA analyses were conducted and revealed three statistically significant differences for Gender, Classification, and Comfort Level. digital.library.unt.edu/ark:/67531/metadc9005/