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 Department: Department of Learning Technologies
 Collection: UNT Theses and Dissertations
Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration

Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration

Date: December 2014
Creator: Mayes, Garry W
Description: The focus of this study is to determine how closely self-report perceptions of technology integration skills align with the observations of an external evaluator. Participants were elementary and secondary teachers in a north Texas school district. The district is in the process of implementing a one-to-one initiative using a major vendor’s tablet devices. The study utilized both quantitative survey methodology, and a qualitative observational tool to record learning activities in the K-12 classroom. For the quantitative phase, three validated single-item self-report instruments were administered to the teachers via an online survey; the instruments utilized were the Concerns-Based Adoption Model—Levels of Use (CBAM-LoU); Stages of Adoption of Technology; and the Apple Classroom of Tomorrow (ACOT). In the qualitative portion of the study, classroom teachers involved in the one-to-one innovation were observed and rated by the Technology Integration Matrix, an instrument specifically designed to observe technology integration skills and practices in K-12 instructional settings. Kendall’s tau correlations between the various self-report instruments and the external observer rating are: CBAM, r = .51 (p is not significant); Stages, r = .58 (p < .05); ACOT, r = .82 (p < .01). Additionally, regression models were run using all three self-reports as predictors of ...
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Instructors Adoption of a Web-based  Learning System at Rajabhat Universities in Thailand: a Study Using the Unified Theory of Acceptance and Use of Technology

Instructors Adoption of a Web-based Learning System at Rajabhat Universities in Thailand: a Study Using the Unified Theory of Acceptance and Use of Technology

Date: August 2014
Creator: Boonsong, Ratchadaporn
Description: Web-based learning has become an important component of education. Higher education institutions in Thailand have become increasingly aware of the widespread use and effectiveness of web-based learning systems. However, the adoption of such learning systems is growing at a slow pace in Thailand. The purpose of this study was to test the Unified Theory of Acceptance and Use of Technology (UTAUT), that performance expectancy, effort expectancy, social influence, and facilitating conditions have a positive effect on usage intention and adoption of web-based learning systems by instructors, in the Departments of Education at the Rajabhat Universities, Thailand; and to test whether experience of use, age, and gender have moderating effects in the adoption of web-based learning systems there. The research design used in this study was a cross-sectional survey design. Data were collected by means of a self-administered paper questionnaire. The study was conducted among the instructors in the departments of education at the Rajabhat Universities in Thailand. A total of 725 surveys were sent out, 454 questionnaires were returned by the respondents, and 14 were eliminated as outliers; thus, the final data set for the study was 440 samples. The two-step approach of SEM was used to test the model ...
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Organizational Identity and Community Values: Determining Meaning in Post-secondary Education Social Media Guideline and Policy Documents

Organizational Identity and Community Values: Determining Meaning in Post-secondary Education Social Media Guideline and Policy Documents

Date: August 2014
Creator: Pasquini, Laura Anne
Description: With the increasing use of social media by students, researchers, administrative staff, and faculty in post-secondary education (PSE), a number of institutions have developed guideline and policy documents to set standards for social media use. Social media platforms and applications have the potential to increase communication channels, support learning, enhance research, and encourage community engagement at PSE institutions. As social media implementation and administration has developed in PSE, there has been minimal assessment of the substance of social media guideline and policy documents. The first objective of this research study was to examine an accessible, online database (corpus) comprised of 24, 243 atomic social media guideline and policy text documents from 250 PSE institutions representing 10 countries to identify central attributes. To determine text meaning from topic extraction, a rotated latent semantic analysis (rLSA) method was applied. The second objective of this investigation was to determine if the distribution of topics analyze in the corpus differ by PSE institution geographic location. To analyze the diverging topics, the researcher utilized an iterative consensus-building algorithm.Through the maximum term frequencies, LSA determined a rotated 36-factor solution that identified common attributes and topics shared among the 24,243 social media guideline and policy atomic documents. ...
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Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?

Tenured/tenure-track Faculty Diversity: Does Search Committee Training Make a Difference?

Date: August 2014
Creator: Philpot, Denise R.
Description: Diversity impacts organizations, both internally and externally. Responses to changes in demographics come from legal and moral imperatives. As a reflection of the changes in the population demographics in the United States, universities have seen and sought increased diversity in their student enrollment. Many institutions have purposeful plans to increase representation of under-represented groups as well as those students from low-income families. Some schools also recognize the importance of having diversity represented within their staff and faculty positions as a way of creating a supportive environment that also promotes diversity of thought. As schools increase the diversity of their student population, at what level are they increasing diversity among their tenured and tenure-track faculty? The purpose of this study is to examine the impact on full-time tenured/tenure-track faculty diversity compared to enrolled student diversity at institutions that promote, require, or provide access to training for faculty search committees, including diversity/cultural awareness, legal compliance, and process training, and those institutions that do not appear to have any training requirement as documented on their websites. Only tenured/tenure-track faculty were considered as they are the permanent teaching/research positions and generally represent the core faculty of every department at a university.
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A Longitudinal Study Describing the Career Identity Development of Low Income and First Generation College Bound Students

A Longitudinal Study Describing the Career Identity Development of Low Income and First Generation College Bound Students

Date: May 2014
Creator: Estrada-Hamby, Lisa S.
Description: This mixed methods study investigated the influence of a career development program attended by low income, first generation, college bound students. Phase I took place in 2006 and 2007 when the students participated in the Upward Bound summer Bridge program. During Phase II in 2009, follow up interviews were conducted. Phase III was completed in 2014 and also included follow-up interviews. Career Identity (CI) scores from My Vocational Situation and Holland codes from the Self Directed Search were obtained during each phase. Changes in measured career identity scores and codes were interpreted by taking into account the students’ experiences. Interviews examined common themes demonstrating the career development of the participants.
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The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment

The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment

Date: May 2014
Creator: Hopper, Susan B.
Description: Individual personality traits of pre-service teachers may have a significant influence on their confidence in teaching. Confidence in teaching does not always align with the experience of pre-service teachers. simSchool enables transformational experiences for teacher candidates to improve in general teaching skills, connect learning theories in the classroom, and develop confidence to be an effective teacher without the ill impacts of practicing on real students. This study executed a quasi-experimental design to explore the personality traits of 152 pre-service teachers and examined how their perceptions of teaching confidence and teaching experience were related in the context of simSchool. A treatment and comparison group completed the Survey of Teaching Skills pre/post tests and the OCEAN survey for quantitative data analysis to investigate four research questions: 1. Is there a difference between treatment and comparison groups on educator’s gains in confidence and experience? 2. Is there a relationship between personality type and perceived teaching effectiveness? 3. Is there a relationship between personality attributes and pre-service educator ratings of teaching experience in a simulated teaching environment? 4. Is there a relationship between personality attributes and pre-service educator ratings of teaching confidence in a simulated teaching environment? Findings from repeated measures MANOVA tests indicated ...
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A Study of Learning Outcomes of a Mobile Travel Application in Tourism Geographic Course

A Study of Learning Outcomes of a Mobile Travel Application in Tourism Geographic Course

Date: May 2014
Creator: Chou, Chen-Hsiung
Description: Mobile technologies have been adopted into education more and more. New hardware, such as smart phones and tablets, has increased the popularity of mobile technology. There are also many applications created for the fields of education and tourism. This research chose a travel application from Taiwan to apply into a tourism geographic course at the Taiwan Hospitality and Tourism College (THTC). A quasi-experiment design was applied to this study. Two classes/groups participated in the study. One class was the treatment group which used the travel app through teaching scenarios. The other group was the contrast group which used a lecture format with handouts. Both groups were given a pre-test to determine knowledge of Danongdafu Forest Park (DFP), and Taiwan tourism geography. A post-test was administered after eight weeks of teaching activities. Post intervention scores were compared to pre-intervention scores between the two groups. The results of ANOVA showed that there was no statistically significant learning difference between the treatment group and the contrast group. A paired-sample t-test analysis revealed that after eight weeks of teaching DFP content, both groups gained significantly in knowledge. Furthermore, the learning attitudes and interviews of the treatment group students indicated positive responses utilizing m-learning in ...
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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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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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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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