3 Matching Results

Search Results

Examining the Impact of the Community of Inquiry and Student Learning Process on Participants' Academic Achievement

Description: This dissertation presents an empirical investigation of learning from online courses. The current dissertation examined student participation, using Arbaugh et al.'s Community of Inquiry (CoI) survey instrument and Biggs et al.'s revised version of the Study Process Questionnaire (R-SPQ-2F) to determine CoI influences on learning from the students' perspective. This study is in response to Rourke and Kanuka's call to provide further empirical evidence about CoI conceptual framework connections to deep and meaningful learning. The purpose of this study was to examine the impact of the elements of CoI, cognitive, social, and teaching presences and students' learning approaches to students' perceived learning. Students enrolled in traditional, online, and, blended courses during the 2016 spring semester at a southwestern university participated in a web-based survey. Structural equation modeling was used to test the indirect effects between the elements of CoI, learning approaches, and perceived learning. Student's deep approach to learning was found to have an indirect effect between cognitive presence and perceived learning. However, this study's findings, when the CoI framework was viewed in its entirety, failed to provide evidence to simulate deep and meaningful learning.
Access: This item is restricted to UNT Community Members. Login required if off-campus.
Date: December 2016
Creator: Pacleb, Selverio V.
Partner: UNT Libraries

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

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.
Date: May 2014
Creator: Estrada-Hamby, Lisa S.
Partner: UNT Libraries

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

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 and the study's hypotheses; first, the measurement model was measured to examine the validity and reliability of the data; next, the structural model was measured to test the hypotheses of the study and the fitness of the data to the model. The results of this study revealed several factors that can affect instructors’ adoption of a web-based learning system and which can enhance the web-based learning performance of instructors in the Rajabhat Universities and throughout higher education in Thailand.
Date: August 2014
Creator: Boonsong, Ratchadaporn
Partner: UNT Libraries