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EFFECTS OF PERSONALIZED LEARNING AS AN INSTRUCTIONAL APPROACH ON STUDENTS’ SELF-DETERMINATION AND LEARNING ENGAGEMENT IN ONLINE HIGHER EDUCATIONHamdan Abdulaziz Alamri (7023182) 02 August 2019 (has links)
Online higher education courses are often designed using a one-size-fits-all model that treats students as instructional users rather than participants who contribute according to their learning needs and interests. Although many scholars have discussed personalized learning as a means to customize instruction over the past three decades, few have investigated the impact of personalized learning interventions. In particular, there is a gap in the literature on interventions using customized instructional content in online courses to provide individuals with opportunities to address their own learning needs and choices. The purpose of this study was to investigate the effect of this instructional approach on students’ self-determination, intrinsic motivation, learning engagement, and online learning experiences.<br><div>The researcher applied a convergent parallel mixed-methods design to collect, analyze, and merge quantitative and qualitative data simultaneously. Qualitative findings have converged with and diverged from the quantitative data. Quantitative results revealed that personalized learning has a statistically significant effect on students’ perceived feelings of autonomy and their online learning experiences. The approach also showed a significant effect on students’ perceptions toward their instructors. The findings showed that the majority of learners perceived personalized learning to be an effective instructional approach. According to the qualitative findings, this approach showed a positive effect on students’ self-determination (autonomy and competence), intrinsic motivation, engagement, and online learning experiences. However, the intervention did not show a positive effect on students’ feelings of relatedness.<br></div><div>This study may contribute to the understanding of effective and influential teaching and learning approaches, especially in online learning environments. The final findings might inform educators, instructional designers, and instructors about the personalized learning potential of tailoring online courses to students’ needs and interests, which may increase student motivation and engagement.<br></div>
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Being Connected: Academic, Social, and Linguistic Integration of International StudentsKyongson Park (6368462) 14 May 2019 (has links)
<p>In
order to comfortably and effectively function in U.S. classrooms, both
international students and domestic students benefit from the development of
interactive and intercultural communication skills. At Purdue University, a
large, public, R1 institution with a substantial international population, the
internationalization of the student body is a priority. To examine the relationship between academic and
social integration of international and domestic students on campus,
international (ESL) undergraduate students (L2 English, n=253) from the Purdue
Language and Cultural Exchange Program (PLaCE), and domestic undergraduate
students (L1 English n=50) from the first-year composition program (ICaP),
participated in a voluntary survey. The framework for investigating
students’ interaction with peers and teachers was derived from Severiens and
Wolff (2008). Four aspects of new, incoming students’ adaptation (Global
Perspective, Intercultural Competence, Acculturation Mode, and Willingness to
Communicate) were addressed by the survey. Although there were similarities between international and
domestic students, the results revealed international students had more
opportunities to interact with peers from diverse language backgrounds in
formal academic contexts, including classroom activities, peer-group work in
first-year programs and language programs. However, in informal, social
contexts, neither international nor domestic students took advantage of
opportunities to interact with each other. The tendency to prefer social
interactions with co-nationals may contribute to social isolation and limited
integration of international and domestic students within broader social
contexts outside of classrooms. Yet, rather than resisting this trend,
instructors and administrators might enhance opportunities for interaction in
academic contexts where both groups are most willing to participate. Findings from this study can contribute to
the development of first-year programs that provide realistic solutions for the
enhanced internationalization of both domestic and international students on
campus. </p>
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College men, Community Engagement, and Masculinity: Ten Narrative of Men Making a DifferenceMichael P Loeffelman (8697525) 17 April 2020 (has links)
<p>The
purpose of this study was to investigate the participation of cisgender
collegiate men in community engagement activities. As a group, collegiate men
disproportionately engage in unhealthy behaviors compared to their female
counterparts. Additionally, they are less likely to participate in community
engagement activities. Community engagement activities have a multitude of
benefits for both male and female college students, yet national data shows
that college men are more likely to play video games or sports when given the
choice. This qualitative study used a narrative inquiry method and ten
participants were interviewed using a semi-structured process. Several themes
from the participants’ narratives emerged including 1) having an insular group that is
representative of individual values; 2) commitment to service is deeply
entrenched into career or life goals; 3) complex relationship between service
and fraternity; and 4) importance of childhood and boyhood as it relates to
identity; matriculated masculinity. The study encouraged reconsidering the
definition of service and the power of student voice. This study contributes to several interwoven threads
of scholarship focusing on the experiences of collegiate males, community
engagement, and masculinity. Results suggest implications for higher education
practitioners to more effectively support the needs of college men as well as
considering new ways to engage more college men in community engagement
activities.<br></p>
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The Elementary E.G.G. Program Impact on Agricultural Literacy and InterestDanielle Marks (8800760) 05 May 2020 (has links)
<p>This
thesis examines the Elementary Educate Gain Grow (E.G.G.) program and its impact
on student agricultural literacy and interest in relation to the program’s
pilot classroom implementation. The overall shortage of graduates pursuing
careers in the poultry industry was the motivation behind the program
development. The gap between industry demand and the potential entering poultry
workforce may be linked to low awareness and interest relating to poultry
science. This is particularly true in the egg industry. As consumer and
legislature demands continue to affect egg production practices and demand for
eggs continues to grow, it is especially crucial for consumers to become more
aware of industry practices. One way to increase awareness may be to include educational
resources within the K-12 system that are designed to increase awareness and
interest in the industry. By integrating poultry science into required academic
standards, students are given a real-world context to apply STEM skills. This
has the potential to improve the learning experience and stimulate student
interest and awareness. Such resources have the potential to promote future student
engagement in poultry science opportunities. Therefore, the Elementary E.G.G.
program was developed as an integrated STEM and poultry science curriculum with
five online modules, a supplemental interactive notebook, an embedded simulation
game, and a final team project as a resource for upper elementary teachers and
students. All content and materials were developed between fall 2018 and summer
2019 and were made available to 480 Indiana 4<sup>th</sup> and 5<sup>th</sup>
graders (13 teachers, 19 classrooms) across 8 different school districts in the
fall of 2019. The program was designed for a ten consecutive day STEM unit
starting with online modules (days 1 to 5) and followed by a team project (days
6 to 10). There were three overall research questions to assess the impact of
the Elementary E.G.G. program: 1) what was student agricultural literacy
before, during, and after program implementation; 2) did the program have an
effect on student situational interest; and 3) what was the teacher perceived
value and effectiveness of the program as an education resource. </p>
<p>Chapter One provides a literature review outlining past research
that provided background for the development of the Elementary E.G.G. program. </p>
<p> Chapter Two describes the
experimental methods and results of the piloted Elementary E.G.G. program and
how it impacted student agricultural literacy through evaluating three content
assessments and student notebook responses. Additionally, we discuss teacher
feedback, collected at the completion of the program. Quantitative data was
collected to assess student poultry knowledge prior (pre-program), during
(post-modules), and after implementation (post-program) using 14 multiple
choices questions focused on module content. The questions were administered online
using Qualtrics (Qualtrics, Provo, UT). Only student
data that was completed correctly across all assessments and notebook responses
from student’s in corresponding classrooms to the other assessments were used
for analysis. Student notebook responses from 10 corresponding classrooms
(52.63% response rate), were deemed usable for analysis since these classrooms
had students who correctly completed all assessments and qualitative data from
notebook responses could only be matched to classrooms not individual
students. Student content scores (n=111; 23.13% response rate) were
analyzed using an ANOVA post hoc Tukey’s test with SPSS Version 26. Content
knowledge scores increased from 7.99 (SD=1.85) during the pre-program
assessment to 9.76 (SD=2.44) post-modules (<i>p</i> < 0.0001). Student
notebook responses provided qualitative data of their agricultural literacy
development throughout the modules. Student responses from the useable 10
classrooms (n=172; 35.83% response rate) were inductively coded to reveal
patterns that supported increased student agricultural literacy related to each
module’s predetermined learning objectives. The increase in content scores
along with student identification of learning objectives support the program’s
ability to increase student agricultural literacy. Teacher feedback (n=9; 69.2%
response rate) indicated that teachers agreed that each of the components (modules,
notebook and team project) supported the program objectives and the majority
reported that the program encouraged student participation and interest. We
concluded that the E.G.G. program increased student content knowledge of the
poultry industry and was a viewed as an implementable curriculum by teachers. </p>
<p> Chapter Three shares the program’s
procedures and results in relation to student situational interest during the
program’s implementation. A pre-program questionnaire assessed student
individual interest scores while post-module and post-program assessments
evaluated student situational interest (n=111; 23.1% response rate). Increased individual interest scores (3.57±
0.10) may indicate a
higher likelihood of having situational interest stimulated (scale: 1 to 5 with 1 having no interest
and 5 having the highest level of individual interest). Results support
that the online modules and the team project stimulated student situational
interest because total situational interest scores, in addition to each
individual subscale (i.e. attention, challenge, exploration, enjoyment, and
novelty), were above a two on a four point Likert scale (scale: 1 to 4 with 1 having no situational interest
during the activity and 4 having situational interest fully induced). <a>Previous validation of this assessment interprets subscale
or total scores above a two to represent that students are experiencing
situational interest during the activity in question. </a>Attention, challenge,
novelty, and overall situational interest scores were significantly higher
during the team project compared to the online modules (<i>p </i>< 0.01) while exploration and enjoyment subscales were similar.
Student interest themes, coded from their notebook responses, showed interest
in the modules’ learning objective topics with students demonstrating repeated
interest in egg and hen anatomy and animal welfare. Overall, student
situational interest was stimulated by the Elementary E.G.G. program, with
overall interest highest during the team project compared with the online
modules. Furthermore, students self-reported having interest in topics aligned
with the modules’ learning objectives and inductive coding of responses found reappearing
themes of interest relating to hen anatomy and animal welfare. </p>
In conclusion, the results from the
pilot Elementary E.G.G. program support that an integrated STEM and poultry
science elementary curriculum has the potential to increase student
agricultural literacy and can successfully impact student situational interest
by engaging in purposefully developed activities. Further research is needed to
adopt a framework across other poultry science sectors at a national level and
improve accessibility of materials to a wider target audience. Additionally,
improvements in program compliance may aid in increasing response rates of such
research and are needed to increase transferability of findings.
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STUDENT IMPLEMENTATION EXPERIENCES IN BLENDED LEARNING: A PHENOMENOGRAPHIC AND NARRATIVE ANALYSIS TO INFORM PEDAGOGICAL INNOVATIONDavid A Evenhouse (9874256) 18 December 2020 (has links)
<p></p><p>In this dissertation, I argue that there is value in treating
students as implementors during processes of educational innovation. I lay the
groundwork for this argument through a review of literature comparing best
practices in the implementation of innovations in higher education with best
practices from active learning, blended learning, and collaborative learning research.
This is followed by a phenomenographic and narrative analysis: a deliberate
combination of phenomenography and narrative analysis methods for the
interpretation of data and representation of findings, leveraging the strengths
of each approach to account for the other’s shortcomings. The result of this
work is an outcome space containing a hierarchical framework typical of phenomenography
describing the various ways in which the participating students experienced
implementation within the context of a blended learning environment called <i>Freeform</i>.
The presentation of this framework is followed by a series of constructed
narratives which contextualize how the hierarchical framework may be evidenced
in student experiences of implementation in higher education. </p>
<p><br></p><p>The hierarchical framework contains six categories of
description: Circumstantial Non-Adoptive, Circumstantial Adoptive, Preferential
Non-Adoptive, Preferential Adoptive, Adaptive, and Transformative. Proceeding
from Circumstantial Non-Adoptive and Circumstantial Adoptive to Transformative,
each subsequent category of the model characterizes implementation experiences
that are increasingly impacted by students’ own self-awareness of their
personal learning needs and subsequent self-directed learning behavior. This
represents a departure from previous implementation research in engineering
education for a number of reasons. First, it demonstrates that there is value
in considering students’ roles as implementors of educational innovations,
rather than tacitly treating them as subjects to be implemented upon. Second,
the use of the word “circumstantial” intentionally acknowledges that the
external (environmental) factors that influence implementation can be distinct
to individual implementors while remaining contextual in nature. Third, it
demonstrates that the processes of implementation which students undergo can
lead to concrete changes in learning behavior that extend beyond the scope of
the implementation itself.</p><p><br></p><p>Narrative
analysis is used to develop a series of narratives that embody the
implementation experiences communicated by student participants. These narratives
are constructed using disparate ideas, reflections, and tales from a variety of
participants, emplotting representative characters within constructed stories
in a way that retains the student perspective without adhering too closely to
any individual participant’s reported experience. This approach serves two
goals: to encourage readers to reflect on how the categories of the
hierarchical framework can be demonstrated in students’ experiences, and to
reinforce the fact that individual students can exhibit implementation experiences
and behaviors that are characteristic of multiple categories of the framework
simultaneously. It is important to remember that the categories included in the
framework are not meant to characterize students themselves, but rather to
characterize their interactions with specific pedagogical innovations. </p><p></p><p>
</p><p><br></p><p>The study concludes by interpreting these results in light of
literature on implementation and change, proposing new models and making
suggestions to faculty to inform the future implementation of educational
innovations. Faculty are encouraged to treat students as implementors, and to exercise
best practices from implementation literature when employing educational
innovations in the classroom. This includes adopting practices that inform,
empower, and listen to students, intentionally employing strategies that allow
students to exercise their own agency by understanding and utilizing
innovations effectively. Prescribing specific innovations and forcing students
to use them can be detrimental, but so can freely releasing innovations into
the learning environment without preparing students in advance and scaffolding
their resource-usage behaviors. Instructors and researchers alike are
encouraged to consider implementation from a new perspective, students as
implementors, and faculty as facilitators of change. </p><p><br></p>
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“I’VE COME SO FAR IT’S HARD TO SAY IT ALL”: A NARRATIVE APPROACH TO CHANGES IN PERCEPTIONS OF STUDENT IDENTITY IN A STUDENT SUCCESS PROGRAMHelen C Bentley (10665573) 07 May 2021 (has links)
<p>This four-year study centers on identity research, exploring
a two-year student success program in a midwestern school. The program follows a
“school-within-a-school” model (Indiana Department of Education website, 2020)
as it is housed on the same grounds as the main school but in a different
building. The student-to-teacher ratio is lower than traditional schools and
the English class covers less material, but in more depth, than parallel 9th
and 10<sup>th</sup> grade classes. The study follows two students as they
progress through the two-year program and integrate into the main student body
for 11<sup>th</sup> and 12<sup>th</sup> grade, to understand how they narrate
their journey through high school. The
9th and 10th grade teachers provide a sense of the impact of teacher identity
on the student participants. A narrative approach (Connelly
& Clandinin, 1990) is used to examine individual’s perspectives-
rooted in their experiences- to dig into my participants’ stories, framing them
within an equity literacy context (Gorski, 2014). Using equity literacy allows
for the exploration of biases and inequities that student participants may face
in our education system. The findings of this dissertation study have three
major implications: 1. Home identity has a significant effect on student
identity. As such, an awareness of what high school students bring to the
classroom and how this affects their thinking and motivation to participate in
class is critical; 2. The importance of not only making lessons relevant to
student lives, but also helpful. Both student participants appreciate being
given space to write what they <i>want</i> to write, rather than being <i>told</i>
what to write. As a result, writing becomes a means of processing events
happening in their lives, and has a positive effect on self-efficacy; 3. Given
the second implication, teacher educators need to provide space for preservice
teachers to explore ways to make lessons helpful to their students by encouraging
them to tell their own stories through discussions in a safe space, while
modeling behaviors such as showing vulnerability in the classroom.</p>
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LEARNING ENVIRONMENTS FOR STEM INTEGRATIONMichael W. Coots (5930588) 22 July 2021 (has links)
<p>STEM education has
been a topic of reform in education for many years and it has recently focused
primarily on the education methodology called STEM integration. Universities
and state departments of education have defined teacher education programs and STEM
initiatives that explore the necessary ingredients for a curriculum using this
methodology, but they do not provide explicit instructions for the design of
the learning environment. The purpose of this study was to explore the question
"What are the characteristics of high school learning environments that
support integrated STEM instruction?" </p>
<p>This qualitative
study used a postpositive lens and multiple-case study framework to distill the
experiences and evidence gathered from four STEM certified high schools in the
state of Indiana. This distillation resulted in three universal themes common
to each school which were: the allocation of universally accessible free space
for STEM integration, the importance for mobility of resources and students,
and the need for supportive technological resources. </p>
<p>This study is
applicable to both those who are educators working in STEM education and those
researchers looking to understand the STEM integration paradigm or learning
environment design. Educators can use this study to plan their own learning
environments and researchers can use this study as a pilot to many other
outlets in the topic of STEM integration. </p>
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How Does She Do That? An Exemplary Preschool Teacher Engaging Low-Income Children's Emergent Comprehension During Read-Aloud...In the Midst of the COVID-19 PandemicKathleen A Martin (12463581) 26 April 2022 (has links)
<p> </p>
<p>Although young children from low-income families may (or may not) have fewer quality literacy experiences at home before attending preschool or kindergarten, instruction from an exemplary teacher matters most for emergent comprehension development. This single, intrinsic case study describes how one exemplary teacher’s interactions with her low-income preschoolers promote their emergent comprehension during read-alouds, while on Zoom, during the COVID-19 pandemic. The unique context of the COVID-19 pandemic required interviews with the teacher and observations of read-alouds to be conducted via Zoom. Socio-cultural, social constructivist and semiotic theories framed this study’s design as a case study. Data analysis utilized Cambourne’s Model of Learning (Crouch & Cambourne, 2020) and Dooley & Matthews (2009) Model of Emergent Comprehension. Key findings were that the teacher formed positive relationships with and among her children, getting to know their families and cultural backgrounds. She used this knowledge along with what she observed during read-alouds to engage her students and personalize both academic and social-emotional instruction for them. Her young students’ responses during read-alouds evidenced how they constructed meaning by making connections between school- and home-based interactions.</p>
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Measuring Community Engagement in STEM studentsJulia K Miller (16814877) 15 August 2023 (has links)
<p>This paper delves into the current definitions and ideas of the Service-Learning pedagogy and how it ties into community engagement. The importance of service learning and community engagement is talked about in this paper as well as the proven benefits of both. The goal of this paper is to answer and better understand students’ relationships to service-learning courses such as why they take them and how to better engage them in the learning</p>
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EFFECTS OF INFORMAL STEM EDUCATION ON UNDERREPRESENTED STUDENTSBrian D Tedeschi (15306241) 19 April 2023 (has links)
<p> </p>
<p>Informal learning environments are critical to supplemental student learning outside the formal classroom space. The problem the research addressed is the lack of informal STEM learning programs for underrepresented minority, female, urban, and rural students. The purpose of this research was to demonstrate the effect informal STEM learning has on the population’s self-efficacy and interest in STEM. The intervention for this research study was a seven-day informal learning summer camp involving five STEM projects from around the field and aligned with relevant fields offered by the Purdue University Polytechnic Institute. The participants worked in large and small group sessions with program volunteers to gain foundational learning outcomes. The outcome was measured using the STEM-CIS survey instrument in a pre-and post-testing format. The data was coded from the Likert scale and then used to calculate statistics and effect size for Likert-style data. The intervention was performed during the summer of 2021 and yielded results showing that students felt the effect of having role models and professionals involved in the STEM field. </p>
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