Search Results

Examining the Educational Depth of Medical Case Reports and Radiology with Text Mining
The purpose of this dissertation was to use the technology of text mining and topic modeling to explore unobserved themes of medical case reports that involve medical imaging. Case reports have a valuable place in medical research because they provide educational benefits, offer evidence, and encourage discussions. Their form has evolved throughout the years, but they have remained a key staple in providing important information to the medical communities around the world with educational context and illuminating visuals. Examining medical case reports that have been published throughout the years on multiple medical subjects can be challenging, therefore text mining and topic modeling methods were used to analyze a large set of abstracts from medical case reports involving radiology. The total number of abstracts used for the data analysis was 68,845 that were published between the years 1975 to 2022. The findings indicate that text mining and topic modeling can offer a unique and reproducible approach to examine a large quantity of abstracts for theme analysis.
Exploring the ROI of 1:1 Computing Programs at the High School Level
This dissertation explored the cost and value of 1:1 computing programs in high schools in Texas. The study examines whether the total cost of ownership of these programs can be justified by the student testing gains and graduation rates. It investigates whether student learning outcomes show a definable correlation between positive gains and the implementation of 1:1 computing programs. The study also explores whether there is a measurable return on investment of 1:1 programs based on testing gains and graduation rates. The research used the State of Texas Assessment of Academic Readiness exam scores to validate assumptions and test the hypothesis. The study found no clear link between the addition of 1:1 computing programs and the realms of student success. While there is marginal improvement in student outcomes, there is only circumstantial evidence that laptops and devices are the catalysts for the change. The dissertation also found that the total cost of ownership (TCO) is a significant portion of the district's spending, costing millions of dollars, and that the financial disclosure and budget information data was either missing, incomplete, or over-generalized, causing an issue for assessing program effectiveness or ROI. Despite this lack of transparency, there is a slight positive ROI trend based on the data reviewed during the observation period.
Instructors and Underrepresented Students in Microbiology: Educational Digital Tool Use, Trends, Perceptions, and Success
The purpose of this three-article dissertation was to expand knowledge and theory regarding digital tool use in biology laboratory courses, such as microbiology, which requires specific laboratory skill development through the perception of instructors and students. Article 1 establishes the broad digital literacy and fluency problem in education by providing definitions and the context behind digital literacy fluency and its impact on acquisition of knowledge in digital learning environments. The study provided a picture of the lack of knowledge about the use of digital tools in education and practical problems around appropriate implementation, infrastructure, and preparedness. Article 2 presents results of a literature research study about the foundational, pandemic-induced, and current digital tool use in biology and microbiology lab courses. Recommendations for improvement in digital tool implementation, pedagogical approach, and appropriate selection to meet learning outcomes were provided. Article 3 describes a 3-layered study to build a new instrument to understand minority-student perceptions of identity and digital literacy and technology barriers on student success in STEM courses. The study identified challenges and benefits of digital tool use in virtual microbiology lab courses, unique challenges of underrepresented populations, and the need to develop an instrument to capture the context of this unique population.
Needs Analysis for the Implementation of Supplemental Educational Videos in the Training of Surgical Residents
This dissertation aimed to research the possibility of integrating a supplemental video system in a surgical residency for educational use. A needs analysis was to be conducted in order to find if current stakeholders would accept such a system within a surgical residency: (a) surgical residents, (b) teaching physicians, and (c) administrators. The study aimed to research factors that complicate the current educational setting for surgical residents, such as time allotted for learning, fatigue during learning opportunities, teaching physicians time and effort into teaching responsibilities, and the cost of such systems and their perceived value to administrators. Also investigated was the type of learning theories best suited to creating a supplemental video system in a hospital setting. After this, a set of interviews was conducted amongst the stakeholders to evaluate the needs of the residency and the willingness of all parties to accept the system into their educational structure. What was found was a high level of interest in a more centralized learning management system, which is the central depository for all educational materials to be used by the residents. Most agreed that the learning environment lacked structure and optimally required something more substantial than adding supplemental videos to the learning process. These findings demonstrate that surgical residents, teaching physicians, and administrators all perceive a lack of structure in the surgical residency learning process and a significant need to correct the issue.
Testing the Perceived Efficacy and Value of a Solar-Powered MoodleBox to Provide Sustainable Educational Support to Underdeveloped Areas
The dissertation aims to expand access through a low-cost technological innovation system S-MLS to learners in underdeveloped areas with difficulties in accessing education. Technology is advancing rapidly. However, many parts of the world need access to educational advances, which are hindered due to war, political situations, and low literacy and income. A qualitative phenomenological approach explores the lived experience using the solar-powered computing and learning management system (LMS) to support the development of educational access in underrepresented societies, developing countries, and rural areas where access to proper classroom education is non-existent. Proof of concept is used with a group of students in a rural area, a developing country, and within an underrepresented population to check the feasibility of using the equipment in a real-world setting. A technology acceptance model would be used to identify the user's perceived interest and user acceptance. The community of inquiry theory would find the first-hand experience and point of view of the learner. The student group interviews would be through semi-structured interviews. Observations, surveys, video/audio recordings, and artifacts would be gathered for further analysis. The data collected would be analyzed using interpretative phenomenology analysis (IPA), close examination, and management of development themes through thoughts, observations, and reflections on the technological experience and future research and implementations provided. The projected finding would be to check that a solar-powered Raspberry Pi system with MoodleBox operating system that runs Moodle (Modular Object-Oriented Dynamic Learning Environment) LMS would be feasible to provide learning underdeveloped areas to enhance education.
Adoption of Innovation in a Community College Environment: User Perceptions of Virtual Reality (VR) Technology among Students Studying Emergency Medical Service (EMS)
This research study examined the implementation of an extended reality (XR) lab on a community college campus to facilitate student and faculty access to immersive learning resources. The study, conducted during one skills day, involved 46 students and was designed to understand if integrating immersive VR into emergency medical technician (EMT) education could enhance learner confidence and motivation, develop problem-solving and analytical thinking skills, and thus connecting the classroom learning with real-world application. The majority of participants reported increased motivation and engagement, alongside improvements in learning outcomes like knowledge retention and skill development. Applying the unified theory of acceptance and use of technology (UTAUT) model revealed performance expectancy, effort expectancy, social influence, and facilitating conditions as key determinants of VR adoption in EMT education. While no significant overall performance enhancement was observed, VR training showed potential to boost motivation, confidence, and specific performance aspects. Furthermore, student perceptions towards VR in EMT education were largely positive, thereby suggesting its utility in immersive scenario training, skill acquisition in a risk-free environment, enhancing learner engagement, and real-world situational preparedness. VR demonstrated promise as a transformative tool in EMT education, necessitating further research to fully exploit its potential in diverse learning environments.
Effects of Native-English Computer-Assisted Pronunciation Training in an Online Hybrid Learning Environment
The purpose of this dissertation was to understand and compare the effect of training non-native English Speaking (NNES) learners (N = 480) in two distinct learning environments, (i) traditional face-to-face and (ii) online synchronous hybrid learning (SHL). In the traditional training mode, NNES learners (n = 360) were trained by NNES voice and accent (VANC) trainers in a physical, face-to-face setting. In the second, CAPT+SHL training mode, the NNES learners were trained by NNES VANC trainers with the help of a native-English computer-assisted pronunciation training (CAPT) tool in an online SHL environment. Factor analysis, higher-order factor analysis, hierarchical cluster analysis, and multidimensional scaling yielded a reliable scale, Eddie's Voice Test (EVT). Multiple regression yielded a predictive model between NNES pronunciation and their performance. In addition, the CAPT+SHL training mode produced higher scores on pronunciation and performance than the traditional training mode, suggesting a combination of NES and NNES VANC instructors are more effective in training NNES learners than NNES instructors by themselves. The case study (n = 3) on VANC trainers' perception of CAPT and SHL yielded three themes: (1) challenges with synchronous hybrid learning (sub-themes include physical challenges, social challenges, and cognitive challenges); (2) computer-assisted pronunciation training (CAPT) impact on non-native-English-speaking (NNES) learner pronunciation (sub-themes include self-paced pronunciation learning and pronunciation benchmarking; and (3). SHL as an equitable learning environment.
Examining the Relationship of Critical Thinking Educational Efforts on Student Grade Point Average and Program Retention
Demand for the skill of critical thinking is extensive in both higher education and in the workforce. The purpose of the current research is to examine the relationship between critical thinking educational efforts (e.g., programs incorporating high impact practices) and higher education student outcomes. For this study, student outcomes were defined as cumulative grade point average and student program retention. The study used existing data which were obtained from a large public research university in the southwest United States. The study found that higher critical thinking was significantly associated with higher overall GPA, and this relationship was stronger in males as compared to females. However, students' critical thinking was not significantly related to program retention. Findings from this study appear to confirm previous studies indicating a positive relationship between students' ability to think critically and GPA. The study also suggests that elements promoting critical thinking can be successfully embedded into undergraduate curricula through various means, including the use of high impact practices.
Exploring the Dimensions of the Learning Organization Questionnaire (DLOQ) for Startup Learning Environments
Although the Dimensions of the Learning Organization Questionnaire (DLOQ) has been widely accepted by the HRD community, it has not been tested in a startup context for reliability. The purpose of the current study is to explore if the DLOQ is a reliable instrument for startups to help them be more successful. The current study seeks to address some of the questions, which have been posed by previous researchers. The study utilizes a mixed-method design applying Cronbach alpha values to check the reliability of the instrument in a startup learning environment, with more than 600 participants and 42 startup businesses at a university in the Mountain West. The study uses objective financial measures for startup firms to explore the correlation between the seven dimensions of the DLOQ and startup companies at the university. Cronbach alphas for the instrument measured at the .80 level or higher. Four of the dimensions were found to be statistically significant resulting in a model that accounted for 30% of the variance in predicted Operating Income (p<.004) and 29% of the variances in predicted Net Income (p<.003). The study also uses qualitative analysis to explore what activities relate to the seven dimensions of the DLOQ, and if those activities would be considered complex and disruptive. Thirteen activity clusters were identified and found to be relevant to startups and the seven dimensions of the DLOQ.
Exploring Uses of Automated Essay Scoring for ESL: Bridging the Gap between Research and Practice
Manually grading essays and providing comprehensive feedback pose significant challenges for writing instructors, requiring subjective assessments of various writing elements. Automated essay scoring (AES) systems have emerged as a potential solution, offering improved grading consistency and time efficiency, along with insightful analytics. However, the use of AES in English as a Second Language (ESL) remains rare. This dissertation aims to explore the implementation of AES in ESL education to enhance teaching and learning. The dissertation presents a study involving ESL teachers who learned to use a specific AES system called LightSide, a free and open text mining tool, to enhance writing instruction. The study involved observations, interviews, and a workshop where teachers learned to build their own AES using LightSide. The study aimed to address questions related to teacher interest in using AES, challenges faced by teachers, and the influence of the workshop on teachers' perceptions of AES. By exploring the use of AES in ESL education, this research provides valuable insights to inform the integration of technology and enhance the teaching and learning of writing skills for English language learners.
The Impact of Culture on Workplace Performance: A Global Mixed Methods Study
This research used quantitative and qualitative methodologies to investigate how working professionals are impacted and account for workplace cultural differences. This paper also sought to make a case for additional quantitative and qualitative research into what shapes and maintains culture by looking at leadership's knowledge of their organization's way of doing things and the impact these multiple knowledge areas have on performance. The literature review section analyzed performance improvement models, the effect of leadership, the behavior engineering model (BEM) and related models, organization culture, and performance. This work also outlined the methodology utilized in studying and reviewing culture and performance. This research aimed to determine a better understanding and increase the use of performance improvement and cultural models to aid organizations in achieving their missions.
A Meta-Analysis on Effective Multimodality Teaching: 4MAT Model
The study explores the effectiveness of multimodality teaching using the 4MAT Model. A meta-analysis was conducted with empirical studies on instruction via multimodality teaching in preschool, K-12, and higher education. The studies in the meta-analysis involved an experimental and control group. The control group received traditional teaching lessons, and the experimental group received multimodality teaching. A text analysis was conducted to examine the trends in the advantages of the 4MAT model versus traditional methods. The literature review analyzed the cognitive theory of multimedia learning, advances in multimedia teaching effectiveness assessment, transforming traditional teaching through the 4MAT model, 4MAT model and learning, the importance of multimodality teaching, the origin of multimodality teaching, the 4MAT model, and multimodality teaching and student achievement. This research aimed to determine a better understanding and increase learning achievement by using the 4MAT model versus traditional teaching methods.
Novice Programmers' Unproductive Persistence: Using Learning Analytics to Interrogate Learning Theories
The purpose of this study is to analyze which behaviors are or are not helpful for debugging when a novice is in a state of unproductive persistence. Further, this project will exploratorily use a variety of analytical techniques -- including association rule mining, process mining, frequent sequence mining, and machine learning-- in order to determine which approaches are useful for data analysis. For the study, programming process data from hundreds of novice programmers were analyzed to determine which behaviors were more or less likely to be correlated with escaping a state of unproductive persistence. Of these events, only three had a statistically significant difference in their rates of occurrence and large effect sizes: file, edit, and compile events. While the data set cannot reveal a user's motivation for a file event, the most logical explanation of these events is that the user is tracing the code. Thus, a higher rate of file events suggests that code tracing (with the goal of code comprehension) is a key behavior correlated with a student's ability to escape a state of unproductive persistence. On the other hand, editing events are far more common in unproductive states that are not escaped. A content analysis suggests that there are more trivial edits for users in an unescaped state of unproductive persistence. An important finding of this study is that an unproductive persistence is not just a phenomenon of the worst-performing students; rather, a third of users who completed the assignment had at least one unproductive state. This study also lends support to the idea that tinkering combined with code tracing is correlated with positive outcomes, but that less systematic tinkering is not effective behavior. Further, association rule mining and frequent sequence mining were effective tools for data analysis in this study. The findings from this study …
Preservice Teachers' Readiness to Integrate Technology into Instruction: Reflections from Texas Education Agency's Exit Survey
This purpose of this study examined the effectiveness in technology integration among Texas educator preparation pathways and identified successful approaches in developing the technology competencies of preservice teachers. Existing data collected by the Texas Education Agency's Exit Survey by preservice teachers completing an educator preparation program was used to conduct a quantitative study. Data was imported into SPSS to conduct statistical analysis. The findings are discussed and recommendations for future research are provided to inform future development of technology integration in educator preparation programs.
Remote Workplace Learning Shift to Remote Learning during the COVID-19 Pandemic
The need for online remote working from home significantly increased due to the COVID-19 pandemic. This unexpected crisis forced individuals and organizations to rapidly transition from face-to-face training to remote learning at home. This switch happened overnight and was not optional but necessary. Employees had to adapt to new online learning techniques, seeking to preserve the same level of learning as working from the office. The study participants were male and female remote workers in the United States aged 18 and over. A questionnaire focused on evaluating online training in the workplace and a survey measuring two types of attitudes related to the transfer of training and technology integration while taking online training courses that were distributed online. The study collected a total of 50 responses from participants for analysis. According to the study results, employees noted some positive features of remote learning, such as flexibility, self-paced learning opportunities, and faster content absorption. Areas employees identified for improvement were closely related to the causes of complaints, such as network and technology issues, using a learning management system (LMS), instructions for using an LMS or course management system (CMS), face-to-face tech support, distractions, and suitable workspace at home. The study's results revealed a need to design and improve an effective emergency remote training system that maintains remote learning similar to traditional classroom training and opportunities for non-co-located workers to prepare for future emergencies.
An Examination of Selected Texas Higher Education Institution Environmental Improvement Efforts from the Perspective of Sustainability Managers
The purpose of the present qualitative multiple case study was to identify and describe sustainability efforts and the perceptions of sustainability managers of selected higher education institutions (HEIs) in Texas. Through a Qualtrics survey and semi-structured interviews, sustainability managers shared their experiences regarding the implementation of sustainable initiatives on their campuses. The present study identified four broad themes including Organizational and Leadership Challenges and the Impact They Can Have on Sustainability, Facilities Challenges and Their Impact on Sustainability, Issues with Full Buy-In on the Part of Stakeholders, and Sustainability Personnel Knowledge and Experience. The results of the present study are considered, and recommendations are provided to help researchers identify challenges to implementing sustainability initiatives on HEI campuses.
Exploring Undergraduate Nursing Students' Experiences with Interruptions: The Impact of Computer-Based Simulation on Their Knowledge and Satisfaction
The purpose of this study was to evaluate the impact of computer-based simulation on prelicensure senior second semester undergraduate baccalaureate nursing students' knowledge and satisfaction. The goal was to explore the current state of nursing education in relation to the nursing student's experience with interruptions and interruption management as interruptions and interruption management are an underexplored area of the nursing education experience, yet interruptions impact nursing performance and patient safety. Including effective interruption management in nursing education is the ultimate aim of this effort. The design of the study was a descriptive case study with mixed methods including quantitative and qualitative data collection and analysis. The quantitative analysis encompassed pretest and posttest drug calculation knowledge tests and a satisfaction survey. The qualitative portion of the study involved a focus group discussion relating to the nursing student's experience with interruptions and interruption management. The study results demonstrated that the participants were satisfied with the computer-based simulation. Furthermore, the results demonstrated that the professional nursing education of the study participants was devoid of interruption and interruption management education in the classroom, lab, and high-fidelity simulation. The themes that emerged from this study describe the current state of the second semester nursing student's experience with interruptions and interruption management and inform the need for interruption and interruption management education in professional nursing educational programs.
How External Instructional Design Consultants Do Their Work: A Case Study
The purpose of this qualitative case study was to define and describe the work of external instructional design consultants. Study participants included seven instructional designers with varied educational backgrounds and work experience who work in a variety of contexts supporting clients in the design and delivery of learning experiences. All seven participants completed an initial survey with demographic and background questions. Five participants then took part in semi-structured interviews. Collected data was coded using both deductive and inductive methods with each case considered individually before combining the data for analysis across cases. Study findings support previous research suggesting that the work of instructional designers is dependent on context. Results further indicated that external instructional design consultants regularly engage in project management, communication and collaboration, and the analysis and evaluation components of the instructional design process, all in keeping with existing literature. External instructional designers differed in that they do more sales-related work, and, in the analysis process, focus more on client needs than learner characteristics. Study participants were invested in creating high quality, engaging learning experiences, while also willing to accommodate the unique challenges facing any given client. The study findings suggested that prospective employees' instructional design knowledge is of limited value during hiring interviews; instead, participants reported being more likely to hire former educators and subject-matter experts who can be trained to do instructional design work. Two broad themes emerged from the study's findings: 1) instructional designers can be organized into instructional designer and manager roles with corresponding responsibilities; and 2) the question of how best to prepare instructional designers is a question of what knowledge and skills are needed and where those skills should be developed. These themes formed the basis of five instructional design personas that resulted from this study, as well as a proposed program for …
Industry Challenges for an Under-Skilled Workforce
This study examined the challenges companies encounter attempting to fill job vacancies with applicants having the requisite skills. Of the 115 journals evaluated as part of the literature review, 64% of the documents identified issues related to workplace skills development deficiencies in industry and academia. Additional findings related to vocational training programs, training for youth, training content issues, and investments in skills training are evaluated. The literature review suggests both industry and academia struggle with developing and training students and the workforce with the new technology skills demanded in today's workplace. A research study, conducted in an industrial manufacturing company, was performed based on two data sets (defect quantities and repair hours). Each of the data sets consisted of production performance data collected during three time periods (pre-treatment, proximal treatment, and distal post-treatment). The Treatment consisted of the development of a training course focused on the assembly and installation of electrical harness assemblies into electronic equipment cabinets. Specific industrial assembly requirements and process outcomes were addressed in the curriculum design. The statistical analysis of the quantitative data indicated there was a statistically significant outcome associated with the proximal treatment of the repair hours data set. However, the applied treatment did not yield a statistically significant outcome for the distal post-treatment time period for the defect quantities and repair hours data sets. The findings and recommendations for future study, realized in this research study, identified multiple suggestions to improve treatment (training) outcomes.
Measurement of National Innovations Systems Performance Trends in Sub-Saharan Africa: A Multidimensional Study
In the modern economy, national innovation systems (NIS) contribute to a substantial increase in economic development in numerous parts of the world. NIS has been instrumental in integrating most developing countries' economies into the global capitalist system; however, some developing countries lag the innovation capacities to develop their NIS. The inability of the countries in Sub-Saharan Africa to gauge their NIS is problematic and probably risky for the countries' future development. Without proper evaluation and monitoring, it is hard for governments to create policies to advance their NIS to attain their desired economic development objectives. Development experiences of the countries in Sub-Saharan Africa and their insignificant standings in the global exchange of goods and services warrant a comprehensive way to measure and evaluate their NIS. This study ascertained how predictor variables: government effectiveness index (GEI), percentage of public spending on education (PSE) and labor force (LF) influenced the criterion variables: gross domestic product (GDP), gross national income (GNI) and human development index (HDI). The results categorized the countries that are performing soundly or not, and the knowledge from the assessments can aid in improving national policies for future performance of NIS in Sub-Saharan Africa. Likewise, it can help to create an atmosphere of informed decision and evidence-based calculated policymaking through assessment of development models' effectiveness in achieving regional goals. The study of NIS is significant in defining the level of effectiveness, convergence, and progress of nations. The outcomes of the policy ingenuities assumed at the state level can be specified and current strategies can be reformulated.
A Meta-Analysis Examining Children's Comprehension in Electronic Reading Environments
Children of today are gaining exposure to electronic reading environments at earlier ages and in greater frequencies than prior generations, as evidenced by the ubiquity of modern technologies. Such technologies provide affordances beyond basic text by supporting the screen-based rendering of aural, visual, and gestural elements. This research investigates, by way of a fixed effects meta-analysis, the overall effect of electronic reading environments on the comprehension outcomes of children between the 4th and 8th grades. Findings yielded three published studies between 2016 and 2020. Results from a total population sample of 2,125 students across the United States, showed small but significant effects of reading technology on comprehension. The implications of these findings are discussed in light of their pedagogical applications and future research directions.
A Mixed Method Approach: The Influence of Military Identity on Person-Organization Fit and Organizational Commitment, and a Proposed System of Military to Civilian Employment Transition
The evaluation of the transition experiences of veterans to civilian life was conducted. The military to civilian transition (MCT) framework along with theories covering organizational, identity, and systems streams of research situated the study. A mixed methods approach was conducted in two phases: a 28-item survey and 1.5-hour interviews, which helped contextualize and explain survey findings. The multiple regression procedure examined the relationship among three variables: person-organization fit, military identity, and organizational commitment with military identity was included as a moderator. Results indicated a positive relationship between person-organization fit and organizational commitment. Contrariwise, results indicated military identity's relationship between the variables was found to be not statistically significant. Although the moderation effect of military identity was not found to influence the relationships, interviews with veterans indicated a strong connection to their military identity. Veterans shared negative and unpredictable transition stories, positive transition stories, feelings of isolation, and held prevailing military goals, while reporting a lack of backing from support agencies. Veterans perceived differences between the military and civilian environments, veteran turnover and organizational commitment were found to connect and military values and military identity were found to have connections as well. Recommendations for improving military to civilian setting transitions for veterans, civilians, and support agencies are presented. A new system of transition is proposed with the intention of improving the veteran experience as they enter the workforce. Future research and limitations to the research outcomes are also supplied.
Onboarding Learning Modalities and the Relationships with Onboarding Experience, Locus of Control, Self-Efficacy, and Employee Engagement
Online and hybrid onboarding, or new-hire training and assimilation, has grown increasingly common in corporate settings, especially since the COVID-19 pandemic. This study explores how perceived onboarding experience, work locus of control, occupational self-efficacy, and employee engagement differed between those who onboarded with in-person, hybrid, or online methods. This study also explores how work locus of control could moderate these relationships and examines the relationships between employee engagement and onboarding experience, locus of control, and self-efficacy. This study used quantitative research methods in the form of a self-administered online questionnaire aimed at corporate employees who had onboarded within the previous 18 months. One hundred fifty-three employees completed the survey. It was found that no significant difference in the variables existed between modalities, except for the task characteristic subscale of perceived onboarding experience in which scores were lower for those onboarded in-person. However, work locus of control was found to significantly moderate the relationships between onboarding modality and experience, locus of control, and self-efficacy. Additionally, employee engagement was increased with higher perceived onboarding experience, more internal loci of control, and higher self-efficacy. In addition to the research questions, demographic data were also explored. It was found that perceived onboarding experience was negatively correlated with age, education level, and employment level, locus of control was negatively correlated with age, and work-related self-efficacy was positively correlated with employment level. Further, males were found to have more internal loci of control while females had more external loci of control. Women were also found to have statistically significant lower employee engagement. Overall, this study found that, while onboarding modality itself is not a predictor of employee experiences, other characteristics of onboarding and individuals' attributes could impact the success of onboarding programs and employees' experiences.
Pedagogical Balance: Exploring Pre-Service Teachers Ratings of Teaching Confidence and Teaching Experience
The purpose of this quantitative study was to further explore pedagogical balance using multidimensional scaling and epistemic network analysis. Teacher shortages and attrition remain a critical issue for the future, and simulated classroom environments like simSchool can provide teachers additional training to help improve teaching confidence and teaching experience. Two different data sets were analyzed at various time before and after simSchool use to see how pre-service teachers rate themselves in 8 areas of teaching as defined by the Survey of Teaching Skills. Multidimensional scaling was utilized to see how teaching confidence and teaching experience align with no simSchool use, 90 minutes of use, and 8 hours of use. Epistemic network analysis was utilized to look at the cognitive structures of different groups to determine any differences. The findings are discussed with future research directions provided.
A Qualitative Study on the Role and Affordances of Learning Management Systems
This study showcases the perceived affordances of learning management systems (LMS)in the private sector and in the non-academic public sector. The qualitative study consisted of 9 interviews of industry professionals. The semi-structured interviews captured current practices of how LMS were utilized within their organization as well as the perceived benefits that their organization obtained by utilizing an LMS. The findings showcased that the affordance category with the highest overall frequency was Operations Management 3. The affordance type with the highest overall frequency was Operational Process OM3, and the code with the highest overall frequency was Professional Development OD1-OL.
The Use of Collabrify Roadmaps Digital Curricula for Face-to-Face and Remote Instruction
This qualitative multiple case study attempts to capture and document the lived experiences of a group of elementary educators surrounding the COVID-19 emergency school closures of the 2019-2020 school year. The purpose of this study is to capture the observations and reactions of teachers after their experience using the Collabrify Roadmaps digital curriculum platform in both remote and face-to-face instructional settings to document and analyze the perceived benefits and challenges in using such a digital curriculum. By utilizing a semi-structured interview process, this study documents experiences and advice from educators in the field regarding the use of digital curricula. The findings from this study offer insight regarding the tools and features teachers want and need in digital curricula.
A Comparative Study of ESL Student Attitudes Towards Computer Assisted Learning
Secondary English as a Second Language (ESL) students commonly face obstacles that put them at greater risk for learning gaps in computer assisted learning (CAL). These obstacles include but are not limited to computer attitudes, computer self-efficacy, digital empathy, and connectivity gaps. Student attitudes towards computers as learning devices play an important role in reducing learning loss. This study intended to identify the underlying causes of ESL learning gaps in CAL by studying students' attitudes toward computers as learning tools. The study used a mixed method approach by collecting self-reported data from the Computer Attitude Questionnaire (CAQ) to compare ESL students verse native English-speaking students' computer attitudes. Three hundred sixty-nine secondary students successfully completed the CAQ for the purpose of this study. Of the eight subscales, four produced statistically significant findings. These include Computer Enjoyment (J), Empathy (E), Computer Anxiety (CA), and School Enjoyment (SC). Demographic factors were also analyzed which found that female ESL students have higher levels of empathy compared to their male counterparts. Additionally, 9th grade students reported better study habits and an increased perception of computer importance. Each of the subscale findings along with demographic factors, and qualitative results showed that ESL students are at a significant disadvantage when comparing computer attitudes to native English-speaking students.
Developing an Ontology for Examining Competencies for Higher Education Instructional Design Professionals
The purpose of this qualitative study was to develop an initial formal ontology of competencies needed by instructional design professionals in higher education. The ontology was constructed using the domain ontology design process. The initial ontology was then validated by eight expert instructional design professionals in higher education using an online survey. The quantitative responses were analyzed using descriptive statics to describe general trends in data while constant comparative coding method was used to identify themes in the data. Three themes emerged from the study: an expansion of instructional design competencies; the addition of a diversity, equity, and inclusion competency; and the removal of the programming competency. The findings are discussed and proposed changes to the ontology are provided.
Gender Differences, Age Differences, and the Relationship between Time Spent Playing Video Games and Cognitive, Affective, and Behavioral Engagement
This study quantitatively and qualitatively measured gender and age differences in cognitive, affective, and behavioral engagement while playing video games among the University of North Texas (UNT) undergraduate students. Also, it examined the relationship between time spent playing video games and the three engagement states. For the quantitative method, the data of this study was collected via an online survey, the Consumer Video Game Engagement Scale (CVGES), distributed at UNT (N = 140). The qualitative method involved asking open-ended questions at the end of the survey. The CVGES uses a 5-point Likert scale that encompasses three subscales: (a) Cognitive Engagement, (b) Affective Engagement, and (c) Behavioral Engagement. A series of analyses were conducted to analyze the quantitative data via SPSS. Also, the open-ended questions' responses were analyzed by using an inductive analysis approach. The main findings of this study were: (a) there were significant differences between males and females in cognitive, affective, and behavioral engagement, (b) there were no significant differences between age groups in the three engagement states, and (c) there is a positive relationship between the time spent playing a video game and the three engagement states. Also, the game elements, such as characters, storytelling, content, the objective of the video game, and the competition in the game were important aspects that enhanced students' affective engagement in the video game environment.
Multiple Case Study Examining the Perceptions of Teacher, Planning, Use, and Implementation of the Constructivist Learning Theory in a Suburban School District
This qualitative multiple case study aims to identify and describe the perceptions and experiences of kindergarten through twelfth grade teachers in a small suburban public school district. Through a demographic survey and semi-structured interviews, seven teachers shared their lesson design experiences. This study identified how teachers understand the constructivist learning theory. Three research questions guided the study, with three themes responsive to inquiries used to describe how teachers use guiding documents to design lessons for their technology-infused classrooms. The study findings were discussed, and suggestions were made to inform school district officials of possible professional development opportunities. Recommendations for future research specific to the constructivist learning theory and lesson design are discussed.
Preparation to Teach in Technology-Rich K-12 Classroom Environments
In today's schools, the ability to integrate technology into the teaching and learning environment is a necessary and crucial skill. Many K-12 classroom environments are technology-rich, with 1:1 devices, blended learning, and even distance instruction taking place. However, new teachers often enter the classroom unprepared to successfully utilize educational technology and navigate the technology-rich classroom environment. This research study examined the preparation of preservice teachers to teach with technology in today's classrooms, and explored the gap between the preparation teachers received in their teacher education program and what they needed to be able to be successful as classroom teachers. The primary goal was to explain how teachers are currently being prepared to teach with educational technology and compare that preparation to the skills they found they needed when they began teaching. This study was an exploratory qualitative study that employed survey and interview research approaches to establish a baseline of how technology skills are being addressed in educator preparation programs and how new teachers are utilizing technology in their classrooms. The survey questions consisted of structured and open-ended questions, and the interviews were semi-structured interviews. Results of this research study provide information for future research in the area of teacher education related to technology, can help teacher education programs improve how they prepare preservice teachers, and can help schools better meet the needs of their new teachers.
A Content Analysis of the Role of Instagram as a Learning Environment on Health and Fitness
As social media evolves, educators and other professionals have taken advantage of it as a teaching resource. This research focused on exploring the role of Instagram as a learning technology on health and fitness. In this research, there are references to literature that document the impact of social media on health and fitness. This study also highlights several features found on Instagram, Facebook, Twitch, YouTube, and other similar platforms to deliver learning content in real time. Several articles in this dissertation mentioned how social media content can influence the audience and their thoughts on health and fitness. Social media presents the opportunity to access information, impart knowledge as well as other forms of interaction.
An Evaluation of Pharmaceutical Industry Representatives' Learning Experiences: Pandemic-Related Compliance Training Understood for the Future
This study employed Kirkpatrick's training evaluation model to better examine the reactions and learning experiences of a group of pharmaceutical industry sales professionals who participated in pandemic-related virtual compliance training in spring 2020. The field of learning technologies has few examples and limited knowledge regarding the evaluation of virtual training in the context of pandemic-related compliance training in the biopharmaceutical sector. This qualitative study employed semi-structured interviews to collect data from industry participants, allowing an examination of their experiences relative to the first three stages of Kirkpatrick's training evaluation framework, namely the reactions of the trainees, the knowledge transferred to the trainees, and the performance as it relates to the trainees' changed behaviors because of their participation in virtually delivered training.
High School Teaching and Learning Experiences Related to the COVID-19 Pandemic
This phenomenological study explored and described the lived experiences of high school biology teachers from a school district in one of the states in the USA concerning the use of online platforms in online biology teaching and learning during the COVID-19 pandemic. The study interviewed teachers to evaluate the teacher experiences, challenges, and opportunities that online platforms presented in biology instruction during the COVID-19 pandemic. The study also analyzed students' perspectives based on the teachers' responses and district data obtained from the student engagement survey administered to all high school students at the school district every year. The findings of the study indicate that students experienced issues such as lack of engagement, unsuitable home environment to support learning, and poor attendance due to minimal monitoring when learning shifted to fully online. Teacher-related factors included inadequate preparedness to use technology to enhance teaching, limited content delivery, and increased teacher collaboration. In conclusion, the study recommends that school districts sufficiently prepare teachers to improve adaptability to different teaching and learning models, emphasizing the use of diverse educational technologies. Future studies should conduct quantitative or mixed studies to establish the extent and degree to which such factors as poor learner engagement contributed to less than satisfactory outcomes in summative and formative assessments.
Implementing Common Practices of Technology Integration in Mathematics Classrooms: A Model for Teacher Support
The purpose of this mixed methods study was to identify the types of technologies teachers use in mathematics classrooms and how those technologies were implemented. Furthermore, the purpose of this study was to explore teachers' perceptions of the impact technology has on student achievement. This study explores teachers' perceptions of the available support teachers have for integrating technology in mathematics classrooms. Last, this study explores teachers' perceptions of being prepared to integrate technology into mathematics classrooms. Surveys were conducted for a quantitative approach on teachers' perceptions of technology in teaching and learning. Semi-structured interviews were conducted, and data was analyzed through item-analysis and coding to identify emerging themes. For each topic of inquiry, themes emerged. The themes were discussed in detail, findings were discussed, and recommendations were provided for supporting teachers to integrate technology into mathematics classrooms.
Preparing for Online Instruction: An Analysis of Teacher Professional Development during the COVID-19 Pandemic
Following school closures in the spring semester of 2020 due to the COVID-19 pandemic, school districts across the United States began making plans for a remote start to the 2020-2021 school year. In Texas, professional development plans were required by the Texas Education Agency for K-12 public school districts planning to provide online learning options for students. This study examined these professional development plans using directed qualitative content analysis methods to identify and categorize the learning experiences provided to educators in preparation for online instruction. The plans were coded in NVivo using etic codes based on relevant literature related to the TPACK framework, online teacher competencies, and standards for quality online teaching. Emic codes were created as needed during the iterative coding process. Data analysis revealed trends related to teacher training gaps, district priorities, target audiences, and the occurrence of professional development sessions. The study findings were discussed, and suggestions were made to inform the development and design of future professional development plans for online teachers at multiple levels. Recommendations for further research specific to in-service teacher professional development and preservice teacher preparation programs were offered.
Self-Directed Leadership Development with Adaptive Learning 360-Feedback Platform
Leadership theories have evolved since their inception and leadership development should also evolve in response to the changing needs of their organizations. There is a gap in the literature on the functionality of the various 360-feedback platforms that are mentioned in literature which makes it difficult to understand what reporting functionality is available in existing systems. The goal of this study was to examine participants' views of a newly developed Adaptive Learning 360-feedback (AL360) treatment platform for leadership development with a focus on self-directed learning for improved accountability. Participants were asked to share their learning development experience in the areas of person, process, and context with suggestions for improvement and how did this development compare to any other leadership development that they had experienced in the past. The AL360 platform was built by applying the research findings of scholars in the areas of leadership, 360-feedback leadership development and educational technologies. The treatment was applied in a business setting for all levels of leadership development. The case study identified creation of leadership of self-awareness and accountability for development without significant intervention of an executive coach. The research findings also list improvement opportunities, limitations, and future considerations.
Use of the Academic Services Experience Survey for Formative Assessment of the Service Quality of a New College Campus
Education and academic related services have become as important as manufacturing and, in some cases, even more important. Considering the importance of these services as it relates to manufacturing, a problem exists. Products such as education and academic services are far less specific in value when comparing with manufactured goods, even though their quality depends on resources which can be measured, such as funding. At the same time, we must be able to quantify them and compare their values with predetermined expected levels for each area of expertise, as well as with each other. The quality of the services provided, specifically academic services, is an intangible concept that can be assessed through various methods. This research study applies the Academic Services Experience Survey, a modified version of SERVQUAL, to solve a complex and multifaceted problem of assessing and improving the quality of academic services in higher education institutions.
Assessing New Dimensions of an Organization's Learning Culture
Work-based and employee-driven informal learning, training and development have been increasing in importance in the last few decades. Concurrently, organizations seek to measure the extent to which they develop a culture and structure that supports individual learning and organizational learning. This study develops and validates a scale that can measure the extent to which an organization is perceived to provide online learning that is personalized for its employees and perceived to recognize skills and competencies acquired through non-degree and other pathways. This research can provide organizations with the ability to measure and benchmark attributes of their learning culture that are important to work-based and lifelong learning as well as talent recruitment and management.
The Community of Inquiry Survey Instrument: Measurement Invariance in the Community College Population
This study aimed to observe measurement invariance between community college students and university students in response to the Community of Inquiry (CoI) Survey instrument. Most studies of the CoI survey instruments have recorded and validated the instruments considering undergraduate or graduate students. This study sought to validate and prove the survey tool as a reliable instrument for the community college population. The study employed SEM and meta-analytic procedures to observe measurement invariance between a Monte Carlo generated general university sample population and the community college survey population. The findings are discussed, as well as the implications for CoI studies in the community college.
Educator's Beliefs on the Professional Support Needed for Paraprofessional Librarians in Technology-Rich Elementary Campuses: A Qualitative Narrative Inquiry
Libraries can have a significant impact on today's students and the schools of today and tomorrow. The way students learn is changing as technology changes: rapidly. The knowledge and skills that today's librarians carry can influence the students immensely, including their use of technology. However, with many districts suffering budget cuts, one of the first positions to cut is the certified librarian, replaced by a library paraprofessional. These budget cuts will impact what the libraries can offer students. It is vital that districts support their library program and the person in charge, whether a paraprofessional or certified librarian, to positively impact the students for their future. The purpose of this study was to explore the effectiveness of library programs within a technology-rich school district that utilizes paraprofessionals supported by a certified librarian.
High-Immersion Virtual Reality for Language Learning
This manuscript-style dissertation consists of three publications interconnected in their focus on the dynamically evolving use of immersive virtual reality technologies for language education. The manuscripts included in this dissertation were adapted from three research papers published or submitted for publication in scientific journals and book chapters. The first manuscript provides an overview of immersive technologies of different levels of immersion, ranging from 2D displays on a flat screen to highly immersive interactive experiences rendered in virtual reality using head-mounted displays. The second manuscript is a systematic review, and it narrows down the scope of immersive technologies outlined in the previous publication by exploring existing research on the technologies related to the highest level of immersion for language learning, namely the high-immersion virtual reality technologies. The third manuscript continues to investigate the application of those technologies for language learning, but the focus is shifted from examining virtual reality applications to exploring language teachers' beliefs about using those technologies. This dissertation offers a comprehensive overview of high-immersion virtual reality use for language learning which may serve as an ideal starting point for researchers and educators interested in learning more about the current state of virtual reality integration in schools from the perspectives of both language learners and teachers.
The Moderating Role of National Culture on Perceptions of Psychological Contract Breach and Job Satisfaction in Multinational Corporations
This study sought to answer critical questions surrounding the impact that national culture has on specific parts of the employment experience of employees working for multinational organizations. As globalization expands and organizations are gaining larger footprints beyond regional operations, there has become a need to understand how cultural nuances could be playing a role in the employee experiences at these organizations. This study looks at two pieces of the employee experience in great detail, the psychological contract and job satisfaction. Understanding the process that builds psychological contracts between employee and employer is a critical piece to promoting a satisfied and productive workforce. The perception of a breach of the psychological contract has substantial negative implications. Understanding how the psychological contract and employee job satisfaction are linked is a key focus of this study. Binary logistic regression and path analysis were conducted on a sample of employees of multinational organizations which provided key findings and evidence that both nationality and job satisfaction play a statistically significant role in the perception of a psychological contract breach. The path analysis provided results that warrant further research, but was unable to substantiate the moderating effects of the dimensions of national culture on job satisfaction and psychological contract breach. Implications and recommendations for multinational organizations and learning technology practitioners are discussed as well as recommendations for future research.
Personalized Adaptive Teacher Education to Increase Self-Efficacy: Toward a Framework for Teacher Education
This study investigated personalized adaptive learning, teacher education, and self-efficacy to determine if personalized adaptive teacher education can increase self-efficacy. It is suggested that teachers with higher self-efficacy tend to stay in the teaching profession longer. Chapters 2 and 3 are literature reviews on personalizing adaptive learning to determine what common components are used in personalized adaptive learning systems to get a clear understanding of what previous literature suggests building this study on it. Chapter 4 investigates the data collected from 385 teachers to understand better what teachers report on factors that increase their self-efficacy. As a result, it was found that teachers' self-efficacy increases with more training, support, and resources. In chapter 5, a framework was developed based on previous findings, with components of personalized adaptive learning to provide support/help at the right time for teachers to increase their self-efficacy. An empirical study was conducted to validate this framework, where the framework was used as a guide to personalize and adapt summer teacher preservice training and survey teachers on their self-efficacy before and after the training to see its impact on teachers' self-efficacy. However, since summer preservice training was virtual, the framework could not be implemented fully, as we were not able to observe teachers' behaviors and monitor their learning to provide them help and support, as needed and being in the post-COVID-19 year as educators dealing with about two-year learning loss systemwide, seems decreased teachers' self-efficacy. The findings of this study can guide preservice teacher education institutions and decision-makers of teacher education to assess inservice teachers' needs and self-efficacy to help and support them with a more personalized adaptive education to improve their self-efficacy.
Using TAM to Examine Faculty Perceptions of Online Learning at Technical Colleges in South Georgia
The technology acceptance model (TAM) was used in this study to evaluate the faculty's perceptions of online learning. This study adopted a deductive approach that involved a move from theory formulation to data gathering. This study utilized a descriptive, correlational design to describe the study variables, which included the participants'' perceptions and attitudes. Perceived ease of use and perceived usefulness of technology have statistically significant correlations with technology competence levels of technical college faculty members, influencing their behavioral intentions to use online learning. Specific strategies that bolster perceived ease of use and perceived usefulness of technology in learning should be prioritized. These strategies include improving technological infrastructure, offering technology competency training, instituting facilitative technology use policies, and improving teacher-student motivation to use technology in learning.
Analyzing the Principal Perspective to Lead the Implementation of Learning Technologies in Public Schools: A Multi-Strategy Study
As technologies for learning become increasingly available in K-12 schools, the role and responsibilities of campus principals continue to evolve. Incorporating technologies in schools requires shifts in practices, the development of new skills, and in some cases, changes in the mindset of stakeholders. Schools should be capable of absorbing the knowledge and creating the systemic structures required for the implementation ICTs. The purpose of this study was to research the principals' perspective to lead the implementation of ICTs for learning in public schools. As campus leaders, principals are increasingly required to support the utilization of ICTs for classroom instruction. It is of particular importance, therefore, to study and explore the needs school principals identify to lead the implementation of technologies for learning. More specifically, the goal was to gather relevant data to analyze topics that campus principals believe positively and negatively influence the implementation of ICTs in schools.
Defining Learning Affordances Based on Past Research Uses
The objective of this study was to locate and describe the learning affordances used within research studies on instructional design. Allowing an instructional designer to see what was used and how applicable it might be for future design would assist with better course creation. Current and past literature supported the importance of this concept after examination of how course creation has evolved within the field of instructional design. Further, the findings elucidated how to help the field evolve in the future by expanding knowledge about learning affordances and providing the broadest set of conceptual definitions by the academics working in the field to include them in their research and instructional designs.
Examining the Barriers and Benefits of a PhD Nursing Program Using a Systems Construct Approach: A Case Study
The purpose of this exploratory qualitative case study is to describe the formation of a graduate enrollment evaluation system (GEES) to capture and explore the perceptions of key stakeholders to critically examine the barriers and benefits of a PhD nursing program at a large, public designated high research institution. As the research suggest, there is a current need for increased enrollment for nurses into nursing doctorate programs to further meet the patient's expanding demand, to expand the science of the nursing profession, and to increase the pipeline of qualified nursing faculty. Without a pipeline of qualified nursing faculty, fewer new nurses can be trained for the nursing workforce that already experiences a critical deficiency in staffing.
Examining Usability, Navigation, and Multimedia Learning Principles in an Intentionally Designed Asynchronous Online College Course: A Usability Study
This qualitative study examines an asynchronous online course from a private university utilizing a template model for all online courses to provide students with consistent navigation and course structure throughout their degree program. The asynchronous online courses are purposely created using three criteria of quality course design: navigation is intuitive, information is chunked, and instructions are written clearly. A two-part usability test was conducted with three internal and three external participants. The two-part usability test focused on course navigation and examined the signaling, segmenting, and coherence principles applied to course content page layouts. Transcripts from the usability tests and observational field notes were coded through an iterative process in Nvivo. Through emic and etic coding, seven main categories were identified: user experience, cognitive load, multimedia learning principles, page design and layout attributes, course navigational attributes, course attributes and information, and participant navigational behavior. The findings for first-day navigation, general navigational behaviors, and perceptions of design elements used to implement the signaling, segmenting, and coherence principle are discussed. Course design recommendations for creating a positive usability experience and suggestions for future research are provided.
Putting the Pieces Together: Using Learning Analytics to Inform Learning Theory, Design, Activities, and Outcomes in Higher Education
The goal of learning analytics is to optimize learning and the environments in which it occurs. Since 2011, when learning analytics was defined as a separate and distinct area of academic inquiry, the literature has identified a need for research that presents evidence of effective learning analytics, as well as, learning analytics research that is conducted in conjunction with learning theory. This study uses Efklides' metacognitive and affective model of self-regulated learning (MASRL) to define cognitive, metacognitive, and affective variables that can explain students' learning outcomes in hybrid/online sections of Calculus I in the 2020-21 academic year. Cognitive variables were measured according to the cognitive operational framework for analytics (COPA). Metacognitive variables were defined according to the ways in which students interacted with the course content in the learning management system (LMS) and supplemental instruction, and affective variables were measured by ways students gave evidence of their affective states, such as in discussion board posts. All variables were compared across the course learning design, activities, and outcomes. Binary logistic regression revealed five significant variables: two cognitive, one metacognitive, and two affective. Thus, this study provided a learning analytics, evidence-based link between self-regulated learning theory and learning design, activities, and outcomes. In addition, implications for students, instructors, and learning theory were explored, as well as, the qualifications of this study as evidence of effective learning analytics.
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