<p> The purpose of the study was to investigate whether storytelling can be utilized as an instructional strategy to enhance undergraduate learners&rsquo; critical thinking outcomes in an online general education Cinema course in the community college setting. The documented inability of undergraduate online learners to display adequate critical thinking skills in general education courses was identified as the area in need of further scholarly investigation. Storytelling served as the instructional strategy of choice due to its unifying quality of communicating information while creating memorable and lasting experiences. The research question guiding this project asked whether there is a difference between the critical thinking outcomes of undergraduate learners enrolled in an online general education Cinema course who are exposed to storytelling as an instructional strategy and learners who are not. The quasi-experimental quantitative design was employed to collect the participants&rsquo; critical thinking outcomes. Two sections of an <i>Introduction to Cinema</i> course, taught by the same instructor, were selected; one section served as the experimental group and the other section as the control group. The Watson-Glaser Critical Thinking Appraisal II (Watson-Glaser II) measurement instrument was used as an end of semester assessment. The participants were undergraduate online general education learners. The independent samples <i>t-</i>test was utilized to compare the means of two unrelated groups with the independent variable consisting of two categorical, independent groups. The findings revealed that there was no significant difference between the critical thinking outcomes of the experimental and control groups. Nevertheless, the mean of the experimental group&rsquo;s critical thinking scores was higher than that of the control group and the standard deviation suggested a smaller range. Thus, there are indicators that if the number of the experimental group participants had been larger, there would have been a different result.</p>

This dissertation seeks to establish the context, and trace the development of the foundation course established by Victor Pasmore and Richard Hamilton at the University of Newcastle-on-Tyne between 1954 and 1966. The course at Newcastle was representative of certain aspects of the basic design movement which marked a radical change in art educational thinking in the post-war period. To some extent, basic design teaching represented a dissemination of Bauhaus thinking in post-war Britain, and Part 1 examines the pedagogy of Kandinsky, Klee and Itten, thus establishing a framework of ideas against which the subsequent pedagogy of Victor Pasmore and Richard Hamilton can be set. Part 2 begins with the impact of the Bauhaus on Britain during the thirties and the immediate post-war period when industrial reconstruction led to increased demand for design training, and basic courses, loosely formed on the Bauhaus model, were introduced by William Johnstone at the Central School of Arts and Crafts. From the Central School emerge Pasmore and Hamilton, two artists who represented polarities in their respective commitments to abstraction and figuration. Because the foundation course mirrors the issues in post-war abstraction and figuration, Part 2 seeks to establish the context of the work of Pasmore and Hamilton by examining the theoretical basis of Pasmore's abstraction, and the sources of Hamilton's ideas and imagery located in the natural and man-made world, and in his expression of contemporary society. Part 3 examines the evolution and philosophy of the foundation course with reference to other developments in basic design at Leeds College of Art and the Newcastle/Leeds collaboration on the Scarborough Summer Schools. The subsequent foundation course programme is analysed section by section, relating its various aspects to the interests, influences, and creative preoccupations of Pasmore and Hamilton. The conclusion presents a critical evaluation of the course and assesses its influence on, and relevance to current issues in art education.

<p> Technology usage in educational setting has gained ground in African countries, especially in Nigeria. Although technology resources in education are financed by the Nigerian government, the teachers required to use and implement such technology are not always accepting of technology use. The purpose of this quantitative correlational research was to examine any if there was a relationship between teachers&rsquo; perceptions of technology integration, level of technology integration, teachers&rsquo; age, educational level, grade level taught, years of experience, and content areas taught. The theoretical framework of the study was Bem&rsquo;s self-perception theory. Participants included 374 teachers from the Oyo State teaching service commission (TESCOM) drafted from two zonal offices in the Ibadan metropolis. Participants completed the Teacher Technology Integration Survey (TTIS) which was adapted from the Technology Integration Survey (TIS). Data analyses included both descriptive and correlational Spearman&rsquo;s rank. The results indicated there is a positive relationship in teachers&rsquo; gender, grade level taught, years of experience, or content areas taught and technology integration. A moderate positive linear relationship was found between technology integration between teachers aged 30 and below and 50 and above; whereas there was a weak positive linear relationship between teachers of age 30 and below and 31&ndash;40. A statistically weak negative relationship was found in levels of education; between a doctoral degree and Nigerian certificate of education (NCE), and also between a doctorate and bachelor&rsquo;s and master&rsquo;s. Recommendations include increased technology orientation and training for teachers.</p>

<p> <b>Purpose.</b> The purpose of this quantitative study was to compare the generational cohorts of Baby Boomer, Generation X, and Generation Y/Millennial, as defined by Howe and Strauss (2007), in terms of learning style preferences in the United States. </p><p> <b>Methodology.</b> A non-experimental, retrospective, causal-comparative research design was used to determine whether the independent variable, generational cohort, was correlated with the dependent variable, learning style preference, by comparing Baby Boomers, Generation X, and Generation Y/Millennials. Participants were recruited through an online survey and invited to participate via email to electronically complete the Felder-Soloman Index of Learning Styles (ILS), a 44-item assessment of learning style preference. Results were analyzed using non-parametric chi-square tests of independence in SPSS software. </p><p> <b>Findings.</b> The chi-square analyses did not result in a significant difference between the learning style preferences of the generational cohorts. The cohorts were similar on the four dimensions of learning style preferences. On a macro level, the generations were predominately represented by preferences for reflective, sensing, visual, and sequential learning styles. Generation Y&rsquo;s preference for active and visual learning was higher than the other generations. On a micro level, Baby Boomers and Millennials were the most similar (identical on 12 metrics), followed by Generations X and Y (identical on seven metrics), and by Baby Boomers and Generation X (identical on three metrics). </p><p> <b>Conclusions.</b> The variety of learning style preferences and the similarities among the sample inform decisions about the design and delivery of training. A variety of learning style preferences are present in any generation, and organizations should be cautious about adopting stereotypes that lack empirical evidence to support assumptions about generational differences in learning style preferences. </p><p> <b>Recommendations.</b> Focusing on generational differences is not necessary when designing and delivering training. Organizations will benefit from applying adult learning theory and evaluating the learning style preferences of their unique training audiences. Future studies should include a larger sample size from a global population, include Generation Z, and use additional or different learning style assessments.</p>

<p> This study sought to identify the instructional strategies used by developmental mathematics instructors in Missouri&rsquo;s public 2-year colleges to engage students in the learning process, determine the cognitive complexity of the instructional strategies, and find out the support needed by these instructors to engage their students in the learning process. A sequential mixed method design was employed in which quantitative and qualitative data was collected. Initial participants in this study included developmental mathematics instructors from all 13 of Missouri&rsquo;s 2-year public community colleges, making for a total of 494 instructors. Quantitative data statistical analysis was completed on the demographic data, as well as on the rating and implementation of recommended instructional strategies using the <i>Qualtrics</i> survey tool. Qualitative analysis was completed on the instructor descriptions of strategies for engaging students in the learning process. Additionally, three participants were chosen from the survey for case study analysis in which three observations, post-observation interviews, and artifact collections were used to obtain more extensive qualitative data.</p><p> Results indicate that developmental mathematics instructors describe the methods they use to engage students in the learning process comparably to those instructional strategies as recommended by the American Mathematical Association of Two-Year Colleges (AMATYC, 2006) to promote active learning, while also including additional strategies. How the instructors rated the instructional strategies as recommended by AMATYC (2006) are given in depth. An overview of the instructional strategies employed by three instructors who were observed, and the cognitive complexity of the tasks and questions used in these instructional strategies is given. Furthermore, recommendations are given for the support needed by developmental mathematics instructors to aid them in engaging their students in the learning process. Implications are offered for the (1) AMATYC (2006) Framework, (2) Professional development on discovery-based learning, (3) Professional development on cognitive complexity of tasks and questions, and (4) Support needed to implement instructional strategies.</p>

<p> An Investigation of Higher Education Faculty About Mobile Learning. Serena Brown, 2018; Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: mobile learning, mobile devices, technology integration, learning engagement, instructor perceptions, MLPS, UTAUT. </p><p> This applied dissertation was designed to investigate instructor perceptions about mobile learning among instructors in higher education. The study included the areas of influences of mobile technologies over the approaches of teaching and learning, use of mobile learning technologies to develop class instruction, use of mobile learning for professional learning, influences of mobile learning over the restrictions of time and space when acquiring knowledge anytime, anywhere, and mobile learning to facilitate teacher-student communications. An additional objective of this study was to add a more current literature source to the existing literature addressing instructor perceptions about mobile learning in higher education. </p><p> The writer used the Mobile Learning Perception Scale, a quantitative survey, using a cross-sectional survey design collecting data at one point in time during the study with nonprobability convenience sampling. </p><p> An overall analysis of the data revealed higher education instructors agreed (mean = 3.81, median = 4.00, mode = 4) with K12 teachers (mean = 4.09, median = 4.00, mode = 4) mobile learning techniques and tools were beneficial for use in the approaches to teaching and learning, influential in the development of classroom instruction strategies, useful for professional learning, influential over the restrictions of time when acquiring knowledge anytime, anywhere, and useful for facilitating teacher-student communication. </p><p> The results of this study provide administrators the benefit of insight into instructors&rsquo; perceptions and attitudes of mobile learning at the higher education level. Knowing higher education instructors&rsquo; perceptions and attitudes about mobile learning afford the institution a much-needed understanding of the direct determinants and influencing key moderators which inform behavioral intention and use of mobile learning technologies (Venkatesh, Morris, Davis, &amp; Davis, 2003).</p><p>

Design, make and appraise (DMA) activities form a major component of the relatively new primary curriculum area of technology education. This case study is a descriptive and interpretative account of one teacher's attempt at implementing a DMA program in a class of children in their first year of formal schooling. The study seeks to discover and explore some of the factors and structural and organisational issues that arise during the implementation of a DMA program. The research aims to expand the knowledge base of the DMA strand of technology education as the teacher attempted to grapple with the problem of translating the theoretical technology education curriculum statements into practical realities in the classroom. This study highlights the importance of the teacher, her organisation and planning and selection of appropriate teaching strategies. / Group work, continuous assessment and the provision of adequate and appropriate resources were also found to be important contributing factors. Three further issues were found to emerge from the study. Firstly there was a weak link between the children's designing stage and their making and appraising stages. Secondly, DMA has the potential to assist schools to work towards a more gender-neutral curriculum in which both girls and boys have equal access. Special education children were found to be assisted by involvement in DMA activities. And thirdly, the setting of DMA tasks was seen to be an issue that could cause difficulties. Finally, a number of implications for teachers arose out of these findings and they have the potential to improve DMA teaching and learning.

<p> This qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.</p>

<p> Students possess various learning styles and do not respond equally to the same instructional methods. College students today are often uninterested in their current traditional course design. The purpose of this study was to determine if differences exist in learning styles between students who select a traditional course delivery method versus a technology-enhanced course delivery method. Participants included 113 males and 195 females who were enrolled in a College of Business Principles of Marketing course for non-business majors at a large university in the southeast. The students who were enrolled in the course completed an online questionnaire including the Grasha-Reichmann Student Learning Style Scale (GRSLSS) and demographic questions. The GRSLSS consists of six learning styles: competitive, collaborative, avoidant, participant, dependent, and independent. A causal-comparative research design was used to identify a cause-effect relationship between the two groups of students. </p><p> Data analyses included a factorial multivariate analysis of variance (MANOVA) and analyses of variances (ANOVAs). Results from this study indicated a significant difference in course delivery methods and gender across all learning styles and no interactions between course delivery methods and gender. ANOVAs revealed a significant difference between the independent, avoidant, dependent, and participant learning styles between students who enrolled in the traditional and technology-enhanced course delivery methods. Students who enrolled in the traditional course delivery method had more of a dependent and participant learning style and students who enrolled in the technology-enhanced course delivery method had more of an independent and avoidant learning style. Males who enrolled in the course had more of a competitive learning style than females - regardless of the course delivery method. These findings are relevant for a better understanding of why students select a particular course delivery method.</p>

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