<p> Students in developmental education face three types of barriers: institutional, situational, and affective. Current interventions focus on addressing institutional barriers; however, continuing low success and retention rates indicate a need for additional measures. Bandura's theory of academic self-efficacy provides a way to address the affective barriers faced by this student population. This study examines the impact of a series of three five-minute student success videos, based on the social modeling aspect of self-efficacy theory and developed using the Dick and Carey instructional design model, on the academic self-efficacy, retention, and success of developmental education students. A quasi-experimental research design was used to examine the effectiveness of the social modeling intervention. </p><p> Results from this study indicate that an intervention designed using academic self-efficacy as an underlying theory and the Dick and Carey model of instructional design as a creation and implementation guide did not have a significant impact on the academic self-efficacy of students enrolled in developmental education courses. Moreover, the intervention did not have an impact on success and retention rates. Additional analysis indicates that academic self-efficacy was not a significant predictor of either student success or retention. Further research regarding the link between academic self-efficacy and student success and retention at the developmental level is necessary. </p>

<p> Following the 1994 uprising of the Zapatistas, an indigenous army in southern Mexico, a small community arts and education center was developed in East Los Angeles that believed another world was possible. This research seeks to examine the alternative nature and learning of the EastSide Caf&eacute;. Guided by Zapatismo, Chicana Feminism, and decolonial theory, seven EastSide Caf&eacute; members were asked to offer the details of <i>how</i> the EastSide Caf&eacute; promotes alternative learning. The findings present a simple culture of horizontality, but more importantly, a praxis of a liberated learning zone that shifts the consciousness of participants by showing that another world, another way, is possible.</p>

<p> <b>Background.</b> Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups. </p><p> <b>Purpose.</b> The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style. </p><p> <b>Theoretical Framework.</b> The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions. </p><p> <b>Methods.</b> The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment. </p><p> <b>Results.</b> The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style. </p><p> <b>Conclusions.</b> Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.</p>

<p> The prevalence of mobile technology, particularly the mobile phone, is changing the manner in which individuals communicate, access information, conduct business, teach, learn, and cultivate relationships. These technologies have charged stakeholders in both the business and the educational arena with the challenge of embracing mobile phone use and leveraging it as a learning tool. Researchers and educators are exploring the concept of integrating mobile phones into classroom instruction to enhance academic experiences for students, engage them in the learning process, and find new ways of extending learning beyond the school walls. Although this topic of research is in the infancy stage, emerging evidence supports the utilization of mobile phone technology, indicates it can successfully be leveraged in the academic setting and is rapidly becoming the technology of choice. This study contributes to the developing research in the field of integrating mobile phones into the classroom setting as high school teachers and students express their perceptions regarding how mobile phones are currently being utilized in the classroom to support instruction and whether future practices should support integration. </p><p> Data gathered from this study indicate the teacher and student participants support mobile phone access and utilization both in and out of the classroom and value the devices as an instructional resource. Further, in this study participants offer solutions to the perceived challenges that may occur as mobile devices are implemented in the school setting in order to ensure meaningful and successful mobile phone usage. Collectively, teacher and student participants encourage a shift in current educational pedagogy which will support 21st century learning through the use of mobile phones in the educational arena.</p>

<p> The purpose of this study is to determine the perceived technology capabilities of different levels of undergraduate students of Kent State University in the College of Education, Health, and Human Services teacher education programs; to determine if the perceived technology capabilities of students beginning the teacher education program differ from those nearing completion of the program; and, if the perceived technology capabilities of students change from the start to the end of the Educational Technology course. Examining student perceptions may provide insight on whether preservice teachers think they can prepare students for the 21^st century once they become inservice teachers. To determine whether preservice teachers perceive that they are being prepared to teach 21^st century skills by integrating technology into teaching and learning, three groups of students were surveyed: incoming students, junior-level students at the beginning and end of the Educational Technology course, and students nearing graduation. The TPACK survey for preservice teachers (Schmidt, Baran, Thompson, Mishra, Koehler &amp; Shin, 2009) was used to examine preservice teachers' perceptions of their technology capabilities as related to teaching.</p><p> Teachers comprise an integral factor in the effective incorporation of technology into classroom activities, yet many current teachers remain unable or unwilling to employ technology fully or effectively. The findings from this study led to several conclusions, including that the students perceived themselves to have better technological abilities after completing the Educational Technology course and as seniors near the end of the teacher education program, and the results of this study should challenge teacher education faculty to consider how their beliefs, attitudes, and use of technology in teaching and learning are transmitted to their students.</p>

<p> The purpose of the study was to compare 2D and 3D visual presentation styles, both still frame and animation, on subjects' brain activity measured by the amplitude of EEG alpha wave and on their recall to see if alpha power and recall differ significantly by depth and movement of visual presentation style and by spatial intelligence. In addition, the study sought to determine whether there is any significant interaction between spatial intelligence and visual presentation style on alpha power and recall, and to determine whether any relationship exists between alpha power and recall. </p><p> The subjects in the present study were one hundred and twenty three undergraduate students at a university in the Midwest. After taking Vandenberg &amp; Kuse's Mental Rotations Test, subjects were divided into low and high spatial intelligence groups, and subjects in each spatial intelligence group were evenly assigned to four different types of visual presentation style (2D still frame, 2D animation, 3D still frame, and 3D animation), receiving an instruction on LASIK eye surgical procedure in its respective visual presentation style. During the one-minute visual instruction, subjects' brain activity was measured and recorded using a wireless EEG headset. Upon completion of the instruction, subjects were given a 10-item multiple-choice test to measure their recall of the material presented during the instruction. </p><p> Two 2 (spatial intelligence) x 2 (depth) x 2 (movement) factorial Analysis of Variance (ANOVA) were conducted, one with alpha power as a dependent variable and the other with recall as a dependent variable, to determine whether there is a significant difference in alpha power and recall by spatial intelligence and visual presentation style, as well as whether there is an interaction between these variables that affects alpha power and recall. The Pearson Correlation Coefficient was calculated to examine relationship between alpha power and recall. </p><p> The present study found (a) EEG alpha power did not differ by the difference in depth and movement, (b) 2D and animation were found to be more effective on recall, (c) alpha power did not differ by spatial intelligence, (d) recall did not differ by spatial intelligence, (e) there was a significant interaction between spatial intelligence and movement that affected alpha power; still frame resulted in higher alpha power for low spatial learners, and animation resulted in higher alpha power for high spatial learners, (f) there was a significant interaction between spatial intelligence, depth and movement on recall; for low spatial learners, 2D animation resulted in significantly higher recall than both 2D still frame and 3D animation, and for high spatial learners, 3D animation resulted in significantly higher recall than 3D still frame, and both 2D still frame and 2D animation resulted in close to significantly higher recall than 3D still frame, and (g) there was a mildly inverse relationship between alpha power and recall, brought on by a strong inverse relationship in 2D still frame revealing a 'higher alpha power-lower recall connection' for low spatial learners and a 'lower alpha power-higher recall connection' for high spatial learners.</p>

<p> <b>Purpose.</b> The purpose of this sequential, mixed-methods exploratory case study of early childhood professionals was threefold. First, determine if a relationship exists between a learner&rsquo;s readiness toward directed (DL) and self-directed learning (SDL) style and the perception of their inclination toward directed or self-directed learning, when given a choice of the two. Second, examine how self-selection of DL or SDL relates to learning achievement. Third, detect motivation of individual&rsquo;s selection in directed or self-directed learning.</p><p> <b>Methodology.</b> Quantitative methods in the form of survey assessment were employed to determine 52 participants&rsquo; perceived inclination for SDL compared to their diagnosed readiness for SDL using the Self-Directed Learning Readiness Scale (SDLRS). A pretest/posttest assessment determined achievement of skill in identifying content presented in training. Qualitative data were gathered through semistructured interviews of 24 participants representing all directed and a purposeful sample of self-directed learners.</p><p> <b>Findings.</b> Quantitative data showed that most participants could positively identify if they were ready for SDL, when looking at the readiness level for SDLRS. However, there was no significant relationship between their readiness for SDL and content growth of the training material. Content growth was measured using pretests/posttests. Qualitative data showed that those choosing SDL were motivated by convenience, desire for schedule autonomy, and confidence in ability to complete training independently.</p><p> <b>Conclusions.</b> The study data support the conclusion that adult learners are capable of identifying their readiness for SDL. SDL can be situational, and perceived barriers will motivate choosing DL versus SDL when given a choice. When barriers are mitigated, directed learners&rsquo; behavior may change and parallel self-directed learner behavior.</p><p> <b>Recommendations.</b> Further research is advised: (a) in applying quantitative survey to larger populations to determine more confidently the relationship between SDL and training growth; (b) in applying the research study to a more demographic diverse population that is better representative of the population; (c) applying the research study in various situations, as SDL is situational; (d) in seeking qualitative data from all participants including those not completing the study to discover the motivation and barriers to continue or withdraw from the learning experience.</p>

<p> This study explores the role of instructional design in the development of shared epistemic agency (SEA) when RN to BSN nursing students collaborate to complete a team project in an online course. Paavola &amp; Hakkarainen's (2005) trialogical model of learning is used to design a learning activity where teams create a shared knowledge object, a co-authored patient interprofessional care plan to support group knowledge creation. The study addresses the following research questions: 1. What patterns of SEA are evident at the team level as manifest through epistemic and regulative actions in online student discourse? 2a. How did each team's epistemic and regulative decisions contribute to their shared knowledge object? 2b. How did the instructor's online interaction enhance or constrain each team's epistemic and regulative decisions? 2c. How did each team's use of project technology tools affect the development of their shared knowledge object? 3. What contributed to supporting or suppressing SEA in each team? These questions examine SEA in relationship to research in shared knowledge construction pedagogies and instructional design within nursing education. </p><p> This study uses a convergent parallel mixed methods design, in which both quantitative and qualitative data are collected, analyzed separately, and then merged (Creswell &amp; Plano Clark, 2011). Quantitative content analysis is used to examine student discourse for evidence of student epistemic and regulative actions. This is combined with two forms of qualitative analysis. Thematic analysis is used to examine student artifacts and interviews with team members and their instructor to gain deeper insight into the meanings of their epistemic and regulative experiences within this six week collaborative activity. Case analysis is used to describe and synthesize differences among teams that supported or constrained the development of SEA. </p><p> The quantitative strand of research found higher levels of regulative actions compared to epistemic actions in both teams. The qualitative strand of research identified two areas which constrained each team's development of SEA overall. The first related to a series of uncertainties related to apprehensions about working with team members for the first time, concerns about the project and the instructor's expectations, and doubts about using technology for collaboration. The second related to a series of disjunctures associated with students' discordent beliefs about collaboration; contradictory views of conflict; and, discrepent views of leadership. </p><p> Synthesis of these results resulted in six factors that contributed to supporting or suppressing SEA in each team: team contracts, the team wiki, propensity for regulative over epistemic actions, narrow views of conflict, misconceptions about collaborative learning, and the instructor's role. In light of these findings, theoretical and practical implications and recommendations are detailed.</p>

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2009. / Title from PDF t.p. (viewed on Jul 13, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4646. Adviser: Curtis J. Bonk.

<p> The purpose of this study is to evaluate the effects of incorporating feedback from learner engagement and learner satisfaction into the instructional design of online and hybrid courses at the community college level. Kolb&rsquo;s Experiential Learning Theory and experiential learning cycle provided the theoretical framework. This mixed methodology study explores whether significant relationships exist between instructor assessments/feedback, learner engagement and learner satisfaction in the online and hybrid learning environments based on the quality of instructional design. A convenience sample of 62 students enrolled in nine online and hybrid courses at a Southern California community was used. Descriptive statistics, linear multiple regression, independent samples <i>t</i>-test, path analysis, and ANCOVA using a general linear model were used for quantitative statistical analysis. Findings reveal no statistically significant difference in learner engagement and satisfaction between groups, and no statistical significance between groups for learner engagement or learner satisfaction when controlling for feedback. A statistically significant causal relationship existed between instructor feedback and learner engagement. Emergent themes from qualitative data analysis revealed influencers of learner engagement include instructor presence, student-led instruction, ease of use, learning style and instructional design, and influencers of learner satisfaction include instructor presence, student-led instruction, sense of community, ease of use, and instructional design. The significance of this research adds a new avenue of empirical inquiry into the quality of student-centered instructional design of online and hybrid courses and the effects on learner engagement and learner satisfaction at the community college level.</p><p>