<p> Communication is a key component in learning a second language (L2). As important as the <i>ability</i> to communicate in the L2 is the <i> willingness</i> to use the L2 or, what has been identified in the literature as <i>Willingness to Communicate</i> (WTC). Language is best learned when situated in, and based on, real-life experiences. Technological tools such as virtual worlds, mobile devices, and augmented reality (AR) are increasingly used to take language learning outside of the classroom. The affordances (e.g., portability, engagement, context-sensitivity) of these tools may have an impact on the following WTC antecedents: perceived competence, reduced L2 anxiety, security, excitement, and responsibility. The nature of this impact suggests that an AR mobile game may positively affect students' WTC. The purpose of this case study was to examine student perceptions regarding the use and design qualities of an AR mobile game in the language learning process and the effect of these qualities on student perceptions of their WTC. Nine students in a second-year Japanese language class at an institute of higher education in California participated in the study by playing an AR mobile game for three weeks. Data were collected through a demographic survey, game-play observations, game artifacts in the form of images and audio, game log data, and interviews. Findings suggest that AR mobile games can provide a viable means to take language learning outside the classroom and into self-selected spaces to affect positively students' WTC. From this investigation, it is evident that AR mobile language learning games can: (a) extend learning outside the classroom, (b) reduce L2 anxiety, and (c) promote personalized learning.</p>

<p> While much has been written about student engagement and its linkage to positive student outcomes&mdash;such as higher-order thinking, improved grades, and increased retention and graduation rates in traditional settings&mdash;little, if any, research has been done to connect student engagement and online student success. Learning Management Systems (LMSs) have the ability to measure student engagement by tracking frequency of logins, frequency of page visits, and frequency of discussion forum views, posts, and replies. Equally important, students who are aware of their levels of engagement compared to those levels measured by an LMS can self-monitor their progress and prevent the likelihood of failing a course. This initial exploratory study sought to determine whether relationships exist between students&rsquo; perceived level of engagement and students&rsquo; actual level of engagement as measured by an LMS, students&rsquo; perceived level of engagement and student success, and students&rsquo; actual level of engagement as measured by an LMS and student success. Correlation and regression analyses were performed to determine type and strength of relationships. Non-probability purposive sampling was used to recruit 38 respondents. Data showed that meaningful findings, which yielded statistically significant, modest or moderate positive partial relationships, occurred in the discussion forums. There were moderate positive relationships between students&rsquo; perceived level of engagement and frequency of discussion forum posts and replies, students&rsquo; perceived level of total engagement and student success, and students&rsquo; frequency of discussion forum views, posts, and replies, and student success. This initial exploratory study is useful in helping to refine future studies and learning more about student engagement levels in an online course and its relationship to positive student outcomes. Results can potentially help administrators and educators in making data-based decisions, and help students self-monitor engagement levels to improve student learning. </p>

<p> In the biological sciences, higher student success levels are achieved in traditionally formatted, face-to-face coursework than in hybrid courses. The methodologies used to combine hybrid and in-person elements to the course need to be applied to the biological sciences to emulate the success seen in the traditional courses since the number of hybrid course offerings at community colleges are rapidly increasing. </p><p> Research has delineated that creating online collaborative communities and increasing student engagement all function to increase student successful outcomes. This causal-comparative study was conducted using student data from four sections of hybrid, introductory anatomy and physiology courses over the 2011 and 2012 calendar years. The study included two sources of data: unit exam scores and student surveys. Analysis of the unit exam scores determined that there were statistically significant differences in student success and achievement by the implementation of the following web-enhanced technologies: a) discussion boards, b) Breeze, and c) Wiki tools. In the scope of this study, student success and achievement was defined as a student earning a C (70%) or higher at the completion of the course. </p><p> There were a total of 29 surveys conducted per each unit during the 2012 semesters that related to the web-enhanced technologies implemented into the course: Discussion boards, Breeze^&reg;, and Wiki tools. Demographic data was also compiled on all of the students enrolled in the classes during this study to demonstrate that there is no specified niche or trend seen in the students enrolling for this particular course. Unit 1 was used as a baseline to compare the students from the two years. It was determined that the students were not significantly different in aptitude levels at the beginning of the courses based on their Unit 1 exam scores. </p><p> Inferential statistical analysis was done to examine student success and achievement using the following tools: t-test of independent means of the variables, mean, standard deviation, and magnitude of effect. The findings of this study indicate that the web-enhanced technology Wiki tools provided the largest increase in student success and achievement in the hybrid, introductory anatomy and physiology course. Descriptive analysis of the surveys revealed that more than a third of each class felt that the implemented web-enhanced technology functioned to increase collaboration amongst the students and helped to emulate a traditional, face-to-face formatted course. </p><p> The study included four recommendations for practice and nine recommendations for further research. A couple of recommendations for practice included using a single web-enhanced technology for the duration of the semester and having instructors and students complete tutorial sessions for the chosen technology being implemented. Examples of recommendations for research include replicating this study at other institutions and comparing face-to-face, traditional classes to hybrid courses within the same STEM discipline. </p>

Despite large investment by higher education institutions in technology for faculty and student use, instructional technology is not being integrated into instructions in the higher education institutions including medical education institutions. While diffusion of instructional technologies has been reached a saturation pint with early adopters of technology, it has remained limited among mainstream faculty. This investigation explored instructional technology patterns and characteristics of medical school faculty as well as contributing factors to IT adoption. The primary focus was to explore differences between early adopting faculty and mainstream faculty based on Rogers&amp / #8217 / diffusion of innovations and adopter categories theories. A mix-method research design, a quantitative methodology(survey) in conjunction with qualitative methodology(in-dept interviews) was employed for the purpose of gathering data about characteristics and adoption patterns of medical school faculty who are early adopting and mainstream. A hundred and fifty-five teaching faculty from basic science and clinical science disciplines at a Faculty of Medicine in a state university completed the survey. In-dept interviews were conducted with faculty who are early adopting and mainstream. The findings provided an evidence for similarities between adoption patterns of medical school faculty and other higher education faculty / relatively new tools associated with instruction were not adopted by majority of the faculty. As expected, some differences were found between early adopters and mainstream faculty in terms of individual characteristics, adoption patterns, perceived barriers and incentives to adoption and preferred methods of learning about technology and support. Implications of the findings for instructional technology policy and plans were reported.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008. / Title from PDF t.p. (viewed on May 13, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3117. Adviser: James A. Pershing.

Thesis (Ph. D.)--Drexel University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 97-104).

Thesis Ph.D.). / Written for the Dept. of Educational and Counselling Psychology. Title from title page of PDF (viewed 2009/09/02). Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, and Dept. of Higher Education and Student Affairs, 2009. / Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4594. Adviser: James A. Pershing.

Thesis (M.A.)--Indiana University, 2010. / Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.