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

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

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

The Subject of Learning and Performance

Date: 2012
Creator: Pasquini, Laura A. & Allen, Jeff M.
Description: This editorial article discusses the inaugural issue of the Learning and Performance Quarterly (LPQ) open access journal. This editorial offers a welcome and introduction to the first issue.
Contributing Partner: UNT College of Information
Analyzing Patterns Within Academic and Legal Definitions: a Qualitative Content Analysis of the Term "Cyberbullying"

Analyzing Patterns Within Academic and Legal Definitions: a Qualitative Content Analysis of the Term "Cyberbullying"

Date: August 2013
Creator: Winn, Matthew R.
Description: Regardless of culture or nation, students today are experiencing bullying via technology. With the rise of technology, this abuse has the ability to become more far-reaching, and more pervasive than ever. These students face oppression, and in some cases severe imbalances of power. Current research is being conducted and laws created based on varying operational and conception definitions of the term "cyberbullying." This study aims to analyze and provide a coherent definition for the term "cyberbullying" as it is used in research and legislation, especially in the context of today's educational environments. The results help shed light on the large variances in the term and suggestions are made to clarify the definition as the field continues to move forward.
Contributing Partner: UNT Libraries
Call Number, Volume 71, Number 1, Spring 2012

Call Number, Volume 71, Number 1, Spring 2012

Date: Spring 2012
Creator: University of North Texas. College of Information.
Description: Call Number is a twice yearly (spring and fall) magazine of the College of Information at the University of North Texas. The periodical contains information about professors, news in the departments, and the school's alumni.
Contributing Partner: UNT College of Information
Call Number, Volume 71, Number 1, Spring 2012

Call Number, Volume 71, Number 1, Spring 2012

Date: Spring 2012
Creator: University of North Texas. College of Information.
Description: Call Number is a twice yearly (spring and fall) magazine of the College of Information at the University of North Texas. The periodical contains information about professors, news in the departments, and the school's alumni.
Contributing Partner: UNT College of Information
[Review] Social Media for Educators: Strategies and Best Practices

[Review] Social Media for Educators: Strategies and Best Practices

Date: 2012
Creator: Pasquini, Laura A.
Description: Book review discussing "Social Media for Educators: Strategies and Best Practices," by Tanya Joosten and published in 2012. The book interweaves theory, applications, and current pedagogical experiences for learning environments.
Contributing Partner: UNT College of Information
Call Number, Volume 70, Number 2, Fall 2011

Call Number, Volume 70, Number 2, Fall 2011

Date: Autumn 2011
Creator: University of North Texas. College of Information.
Description: Call Number is a twice yearly (spring and fall) magazine of the College of Information at the University of North Texas. The periodical contains information about professors, news in the departments, and the school's alumni.
Contributing Partner: UNT College of Information
Student characteristics and self-concept of secondary career and technical education students in a north central Texas region

Student characteristics and self-concept of secondary career and technical education students in a north central Texas region

Date: May 2010
Creator: Cox, Nancy Lynne
Description: Self-concept, discussed as a scholarly topic since the time of Socrates and Plato, is an important theoretical construct in education because self-concept is considered to be a desirable trait and a facilitator of positive future behavior. The purpose of this study was to examine the relationship between the characteristics of students enrolled in career and technical education (CTE) programs and students' self-concept scores as measured by specific subscales from the Self-Description Questionnaire (SDQ). A total of 196 male and 89 female secondary students (Grades 9-12) enrolled in arts, audio/video technology and communications cluster courses in North Central Texas school districts participated in the study. Student characteristic variables of interest were age, gender, CTE program enrollment, and participation in CTE. The self-concept subscales analyzed were General, Academic, Verbal, Math, and Problem Solving. A canonical correlation analysis was conducted using the four student characteristic variables as predictors of the five self-concept variables to evaluate the multivariate shared relationship between the two variable sets. The full model across all functions explained about 23% of the variance between the variable sets. Function 1 explained 15% of the shared variance and Function 2 explained 7% of the variance that remained. This study detected a relationship ...
Contributing Partner: UNT Libraries
A Study of Student's Perceptions of Blended Learning Environments at a State-Supported Postsecondary Institution

A Study of Student's Perceptions of Blended Learning Environments at a State-Supported Postsecondary Institution

Date: May 2010
Creator: Shaw, Joanna G.
Description: The purpose of this study was to conduct exploratory research regarding students' perceptions of blended learning environments at a state supported postsecondary institution. Specifically investigated were students' overall perceptions of blended learning environments, the reasons they chose to take a blended course, and whether generational differences existed in students' affected perceptions. An electronic survey was distributed to students enrolled in blended learning courses at the end of the spring 2009 term.
Contributing Partner: UNT Libraries
Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education

Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education

Date: May 2012
Creator: Dziorny, Mary Aileen
Description: This study sought to determine if an online course designed and delivered in Second Life can meet the needs of higher education students with dyslexia. the course design incorporated strategies from Gagne’ and Briggs’ principles of instruction, Gagnon and Collay’s constructivist learning design, Powell’s key learning needs of dyslexics, and elements of universal design. Specific design elements are discussed including screen captures from the design. the study employed a mixed methods approach incorporating an online survey, recorded observation session, and two follow up interviews. the observation session and interviews were only completed by the sample population of eight participants, which included three participants with dyslexia and five participants without dyslexia. the sample population was selected using purposeful sampling techniques to ensure the widest representation of the population with a small sample. Extensive excerpts of the sample participants’ interview responses are presented and discussed, including participants’ suggestions for improving the course design. Key findings from all three data sources are discussed. Finally, implications for instructional design and special education and suggestions for further research are presented.
Contributing Partner: UNT Libraries
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