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  Partner: UNT Libraries
 Department: Department of Learning Technologies
 Language: English
 Collection: UNT Theses and Dissertations
2D and 3D Fabrication Devices: Can They Improve Spatial Reasoning Skills in Children?

2D and 3D Fabrication Devices: Can They Improve Spatial Reasoning Skills in Children?

Date: August 2016
Creator: Zimmerman, Ellen L
Description: The purpose of this study is to evaluate the potential benefit of two hours of activities involving 2D and 3D fabricators on the spatial reasoning skills of children in Grades 4 and 5, ages 9 to 10, from a private school in Southeast Texas. Can the introduction to hands-on activities with products created with these devices and learning about how these devices operate improve spatial reasoning skills? The research also evaluates the use of the Shapes Test as a valid measure of the spatial reasoning skills of children. The Cube Design and Spatial Memory subtests of the UNIT (Universal Nonverbal Intelligence Tests) were used for evaluating the spatial reasoning skills of the participants, based on their respected validity, along with a Shapes Test that is in development. Discussion regarding gender, language, and experiential theories of spatial reasoning skill development are included in the literature review.
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Acceptance Theories for Behavior in Conducting Research: Instructors in the Rajabhat University System, Thailand

Acceptance Theories for Behavior in Conducting Research: Instructors in the Rajabhat University System, Thailand

Date: December 2015
Creator: Laksaniyanon, Benchamat
Description: Responding to globalization and its effects on education and research development, the Thai government decided to push all public universities to become autonomous and establish a system of quality assurances. The establishment of quality assurances has had a large impact on many Thai instructors, especially in new public universities. Thai instructors are now forced to more focus on conducting research because the number of research publications is regarded as one of the main criteria for quality universities. The purpose of this study is to investigate the key factors, at the individual and university levels, which impact on the instructors' behavior in conducting research of the full-time instructors in the faculty of Management Science from the Rajabhat Universities in Thailand. The current study will help explain how and why the instructors accept or refuse to conduct research and provide insight into the salient factors motivating the instructors to produce more research by conducting HLM. Data were collected from 694 participants at 37 institutions via a questionnaire survey. The findings revealed that there was no difference among these 37 universities on behavior in conducting research. The key factors statistically influencing behavior in conducting research of the instructors were facilitating conditions, academic degree, ...
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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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An Analysis of Educational Technology Publications:  Who, What and Where in the Last 20 Years

An Analysis of Educational Technology Publications: Who, What and Where in the Last 20 Years

Date: May 2016
Creator: Natividad Beltran Del Rio, Gloria Ofelia
Description: This exploratory and descriptive study examines research articles published in ten of the top journals in the broad area of educational technology during the last 20 years: 1) Educational Technology Research and Development (ETR&D); 2) Instructional Science; 3) Journal of the Learning Sciences; 4) TechTrends; 5) Educational Technology: The Magazine for Managers of Change in Education; 6) Journal of Educational Technology & Society; 7) Computers and Education; 8) British Journal of Educational Technology (BJET); 9) Journal of Educational Computing Research; and 10) Journal of Research on Technology in Education. To discover research trends in the articles published from 1995-2014, abstracts from all contributing articles published in those ten prominent journals were analyzed to extract a latent semantic space of broad research areas, top authors, and top-cited publications. Concepts that have emerged, grown, or diminished in the field were noted in order to identify the most dominant in the last two decades; and the most frequent contributors to each journal as well as those who contributed to more than one of the journals studied were identified.
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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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Catered Learning: an Anthropological Approach to Understanding How Learning Styles of Participants and Teaching Styles of Instructors Affect Participants’ Perception, Motivation, and Performance

Catered Learning: an Anthropological Approach to Understanding How Learning Styles of Participants and Teaching Styles of Instructors Affect Participants’ Perception, Motivation, and Performance

Date: December 2013
Creator: Woodson-Mayfield, La Tonya R.
Description: Organizations rely on their training departments to deliver adequate training for effective use of knowledge on the job to new and tenured employees. The transfer of learned knowledge and skills yields many positive outcomes for the employees, the trainers, and the organization as a whole. Such outcomes include improved productivity and efficiency, increased morale, work enjoyment, improved customer service, and improved shareholder satisfaction. In order to achieve these outcomes, training departments must employ skilled training personnel knowledgeable about curriculum design and creative with training delivery and learning environments. These requirements implementation will depends heavily on the experience level of training professionals. Training professionals need to understand their own learning styles and how to appropriately utilize strategies to target the various learning styles that exist in the classroom. Instructors must constantly monitor the learning environment and be able to make immediate changes to meet the needs of the participants when necessary. Participants themselves play an integral role in the effective transfer of learning from the classroom to the job. Learners’ backgrounds, life experiences, and motivation to learn are important considerations for designing a positive learning experience. When training programs cater to learners’ preferred learning styles with an appropriate learning environment in ...
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Comparative Study of Perceived Barriers to Faculty Participation in Distance Education at a Four-Year University

Comparative Study of Perceived Barriers to Faculty Participation in Distance Education at a Four-Year University

Date: May 2016
Creator: Bailey, Elizabeth
Description: Bailey, Elizabeth, Comparative study of perceived barriers to faculty participation in distance education at a four-year university. Doctor of Philosophy (Education), December 2015, 103 pp., 21 tables, references. The purpose of this Bailey study was to identify perceived barriers of faculty participation in distance education courses in a four-year university and identify the differences in perceived barriers between the Hebert 2003 study and this Bailey study. The literature review covers numerous studies and articles written within the last 10 years that are related to a variety of barriers perceived by faculty and administrators. There were no statistically significant relationships found between faculty demographics including gender, age, position at the university, tenure status, and number of years faculty have taught in post-secondary education. There were no statistically significant relationships found between the top administrator-ranked motivators and corresponding faculty-ranked motivators, nor between the top administrator-ranked inhibitors and the corresponding faculty-ranked inhibitors. Out of the top four non-participating, faculty-ranked barriers, three were found to have statistically significant relationships with the corresponding administrator-ranked barriers. Statistically significant relationships were found between the faculty-ranked motivators and corresponding administrator identified motivators and between the top ranked barriers identified by non-participating faculty and administrators in Hebert’s study compared ...
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Comparison of Learning Performance Between Students Who Do and Students Who Do Not Use Mobile Technology-based Activities

Comparison of Learning Performance Between Students Who Do and Students Who Do Not Use Mobile Technology-based Activities

Date: August 2013
Creator: Stowe Jr., William A.
Description: This study examined if using mobile technology-based activities would increase student performance in biological science courses. The study compared two groups of students in lectures and labs. Each group had about 20 students. The mobile group had mobile technology-based activities and the non-mobile group received conventional instruction. The mobile group used links to the website, or a QR Code to access the activities. The non-mobile group had handouts and worksheets over the same content. The research methodology for this study was mixed method. The study was a quasi-experimental design that used instruction method as the independent variable between two groups. The study used formative and summative assessment to compare the performance of the mobile group and non-mobile group in lecture and lab. The student in the mobile group had statistically significantly higher lab exam scores than students in the non-mobile group. Additionally, Students were surveyed about their performance expectancy and effort expectancy using mobile technology for learning, and they were asked about their self-management of learning. Analysis indicated that both groups had similar performance and effort expectancy using mobile technology for learning, but the two groups differed on self-management of learning responses to the survey. Focus groups from the mobile ...
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A Construct Validity Analysis of the Work Perceptions Profile Data

A Construct Validity Analysis of the Work Perceptions Profile Data

Date: May 2015
Creator: Frear, Susan W.
Description: As work environments become more complex and demanding, organizations are becoming more interested in measuring the impact of their human resource development programs and initiatives. With this increased attention on data and measurement, human resource professionals have been encouraged to utilize data collection and data analysis techniques to make more objective and rationale human capital decisions and to verify business impact. As a result, the human resource profession has seen a significant increase in the use of surveys to measure anything from training effectiveness to the efficacy of recruitment procedures. The increase in the use of survey instruments requires that more focused attention is placed on the reliability and validity of data from any instrument used to make important human resource and business decisions. One instrument that is currently being used to measure career plateaus and job fit is the Work Perceptions Profile. The purpose of this research study was to conduct a construct validity analysis of the Work Perceptions Profile data and to determine the factor structure of data from its items. The data in this analysis supported a two-factor model structure with the first factor measuring Work Characteristics and a second factor measuring Performance. The results of this ...
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Cross-cultural adjustment of self-initiated expatriates and individual work performance.

Cross-cultural adjustment of self-initiated expatriates and individual work performance.

Date: May 2016
Creator: Joshua-Gojer, Ashwini Esther
Description: Globalization in the past few decades has been marked by increased mobility of highly skilled workers from one country to another. Even though self-initiated expatriation is a widespread phenomenon, it is a relatively under-researched phenomenon in the academic literature, especially in an organizational context. Existing literature shows that not all individuals are equally suited to embark on a new life in another country, and self-initiated expatriates (SIEs) could be particularly susceptible to failure since they have no support from a home organization. This study was designed to investigate the experiences of self-initiated professional expatriates and the effect it had on their work performance. The purpose was to understand how their organizational and social experience affected their cross-cultural adjustment process and in turn affected their individual work performance. The researcher used a qualitative method using semi-structured interviews, observations, and documents with ten self-initiated expatriates. This study contributed to the expanding literature on the experiences of self-initiated expatriates, specifically how different support systems affected cross-cultural adjustment and individual work performance.
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The Current State of Us Higher Education Social Media Policies with Regard to Teaching and Learning: a Document Review Needs Assessment

The Current State of Us Higher Education Social Media Policies with Regard to Teaching and Learning: a Document Review Needs Assessment

Date: December 2013
Creator: Reed, Adalheidur Steinunn
Description: In the world we live in today, having a social media account such as Facebook, LinkedIn, Twitter, or Google+ has become deeply ingrained in our society. The old way of networking with who you knew or who knew your family is no longer in play for many people. In the times in which we live, much personal and professional networking is completed via social media. The old way of networking had unwritten rules of engagement which, basically, were to be respectful and not cause any embarrassment within the network. Rules for best practice engagement are still evolving for this new way of using social media for personal and professional networking, which is the premise for the current study which addresses: the gap in U.S. university social media policies, with regard to teaching and learning. In order to gauge the policy interlude, a sample of over 49 U.S. university social media policies were gathered for a comprehensive document analysis. The Google search engine was used to find the policies, next the qualitative software NVivo10 was used to procure and analyze the policies. Additionally, triangulation was performed by three member checking volunteer investigators. The results of the study, disclosed that current policies ...
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Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning

Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning

Date: May 2016
Creator: Crosslin, Matthew Blake
Description: Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed modality. Study participants were first examined based on their levels of self-regulated learning. Follow-up qualitative interviews were conducted to examine the choices that participants made, the impact of the course design on those choices, and what role self-regulation played in the process. The resulting analysis revealed that participants desired an overall learning experience that was tailored to personal learning preferences, but that technical and design limitations can create barriers in the learning experience. The results from this research can help shape future instructional design efforts that wish to increase learner agency and choice in the educational process.
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Design of Informal Online Learning Communities in Education

Design of Informal Online Learning Communities in Education

Date: August 2016
Creator: Kilgore, Whitney Kay
Description: The U.S. Department of Education, Office of Ed Tech Future Ready program has encouraged the use of open informal learning communities as professional learning opportunities for educators. This study categorizes 46 state Twitter chats by their moderation techniques and design. A purposive sample of Twitter chat designers participated in this phenomenological exploration that demonstrates how the designs of these informal learning spaces are aligned with the designers' pedagogical philosophies. Recommendations for supporting, growing, and sustaining similar learning communities are included.
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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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Examination of the Alignment between the SHRM Competency Model and Undergraduate Syllabi of Human Resources and Management Degree Programs in Texas

Examination of the Alignment between the SHRM Competency Model and Undergraduate Syllabi of Human Resources and Management Degree Programs in Texas

Date: May 2016
Creator: Gavrilova Aguilar, Mariya C
Description: The purpose of this study was to provide a snapshot of current Human Resources (HR) and Management curricula of four-year public universities in Texas in 2016 and evaluate their alignment with the competencies of the SHRM Competency Model®. This study used a mixed methods approach and analyzed course syllabi for a purposeful sample of 21 public universities in Texas. The course objectives referenced explicitly and/or implicitly all nine competencies. Three courses encompassed all nine competencies, and 84% of all programs demonstrated alignment with the competencies. “Business Acumen”, “Critical Evaluation”, “Communication” and “Relationship Management” were the most frequently referenced competencies in course syllabi. “Consultation” appeared the least frequently. This comprehensive analysis revealed that there is alignment between course curricula of public universities in Texas and competency expectations of graduates wishing to pursue a career in Human Resources. Recommendations applied to four areas including scholarship, university administration, professional associations, and practitioners.
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Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors

Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors

Date: August 2013
Creator: Kennedy, Jacqueline E.
Description: To impact student learning, educators’ implementation, or transfer, of new knowledge, skills, dispositions, and practices to daily work is the primary purpose of professional learning. The purpose of this study was to assess the multivariate relationship between individual and work environment characteristics as measured by the Collective Efficacy Scale and Dimensions of Learning Organization Questionnaire, respectively, and learning transfer factors as measured by the Learning Transfer System Inventory. The sample consisted of 249 PK-12 grade school- based instructional staff members of an education association. Canonical correlation and commonality analyses required using the two individual and work environment characteristics of learning culture and collective efficacy as predictor variables of the five learning transfer factors of performance self-efficacy, transfer-effort performance expectations, performance outcome expectations, performance coaching, and resistance to change to evaluate the multivariate between the two variable sets. Learning culture and collective efficacy demonstrated a relationship to resistance to change and performance outcome expectations. Learning culture and collective efficacy were insufficient to transfer-effort performance expectations, attend to performance self-efficacy beliefs, and increase support for transfer (i.e., performance coaching) factors. These findings might guide the decisions and practice of individuals with responsibility to plan, implement, and evaluate professional learning, and provide the ...
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Exploring Teachers’ Constructivist Beliefs Using Talis 2013: Approaches to Training and Development

Exploring Teachers’ Constructivist Beliefs Using Talis 2013: Approaches to Training and Development

Date: August 2015
Creator: Angnakoon, Putthachat
Description: The changing landscape of demographics, technology, and diversity in the learning environment is challenging schools around the world to rethink their approaches to the implementation of high-quality teaching practices. Classroom practices are becoming more complex because educators have to ensure that their students are well-equipped with 21st century skills (e.g., Darling-Hammond, 2010; Dede, 2010; Griffin, McGaw, & Care, 2012). Educators, curriculum developers, and school administrators need to be more than experts in pedagogy. They are now required to keep up with current ideas, innovative instructional practices, and the results of a variety of educational reform efforts. Believing that teachers’ beliefs are the most important psychological construct with regard to instructional practices (Pajares, 1992) and that teachers’ beliefs are related to their choice of classroom practices and, ultimately, the students’ performance (Bybee, Taylor, Gardner, Van Scotter, Powell, Westbrook, & Landes, 2006; Staub & Stern, 2002), the author of this study utilizes the international data set of the Teaching and Learning International Study (TALIS) 2013 to examine the associations between teachers’ constructivist beliefs, their self-efficacy beliefs, professional activities, and the school principals’ instructional leadership as related to lower secondary school teachers and principals in South Korea, Finland, and Mexico. These three countries ...
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Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction

Exploring the Impact on Self-regulated Learning: a Comparative Analysis of Learner Experiences Using Problem-based Learning, Game Play, and Computer-based Instruction

Date: August 2013
Creator: Najmi, Anjum A.
Description: The ability to transfer what you know to new and different contexts is a sign of successful learning. While students often graduate from college with the required number of courses many lack the skills necessary to apply appropriate strategies to solve problems in different contexts, to reason, and think critically. More than a decade ago the Boyer Report (1995) pointed to this fact as a sign that Universities were falling short in adequately supporting their undergraduate populations. As a result, it is not uncommon to see educational institutions introducing new courses and programs geared towards helping students learn better. This study explores learner experiences and the impact on self-regulated learning within a distributed learning setting when motivated by problem-based learning, game play, and computer-based instruction. In this study the instructional design of the course introduced undergraduate students to authentic learning experiences in which students engaged in collaborative problem solving and learning activities framed within the narrative of an alternate reality game. Fifteen self-regulated learning constructs were examined. The comparison group engaged with problem solving tasks and computer-based instruction. Additionally, the study used the theory Learning and Teaching as Communicative Action and its four communicative actions as a lens to understand ...
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Exploring the Relationships Between Faculty Beliefs and Technology Preferences

Exploring the Relationships Between Faculty Beliefs and Technology Preferences

Date: May 2015
Creator: Faulkner, Christopher G.
Description: All too often faculty are asked to implement technology into their teaching without the knowledge necessary to use the technology effectively. Due to the evolution of technology in everyday settings, students have come to expect to be engaged through technological means. This often creates undue stress on faculty members. The purpose of this study is to investigate technology integration by exploring the relationships between a faculty member’s technology preferences and educational beliefs. Through a mixed method, this study attempts to address the question of why faculty use the types of technology they do. More importantly, this study investigates if a faculty member’s educational beliefs have any influence on the technology they choose to use. Thirty-two medical, clinical, and healthcare faculty members participated in the study. They responded to a Teaching Perspectives Inventory (TPI) survey and a Technology Preferences survey with open-ended questions. Data analysis revealed multiple statistically significant findings between different beliefs and different types of technology. The results indicated that personal epistemic beliefs influence the types of technology faculty use. The technology choices faculty make are largely related to tools they are comfortable with and ones they believe effectively fit their teaching materials. The study also found statistically significant ...
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