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Situated cognition and engagement in a community of practice in online education has been difficult to attain through the information and communication technologies deployed throughout higher education. Effective real-time collaboration is a key component to the development of a community of practice and what has been missing in online business education. This study examined the integration of web conferencing tools and discussion boards to determine whether a community of practice formed in the Fox Online MBA program at Temple University. The investigation examined 13 students' interactions throughout a compressed five-week online marketing course delivered primarily through WebEx and Blackboard. Results show that the students were consistently actively engaged in the course throughout the real-time classes as well as the discussion board. Further, students' active participation focused primarily on how the course content related to personal and professional experiences. Evidence suggests that the students developed strong social bonds and a community of practice was present. / CITE/Mathematics and Science Education

To use technology creatively in classroom the instructor needs to have knowledge and skills to use digital technology. Teacher education program including training and workshop in using education technology by university is essential, to improve digital skills of a teacher, which helps to share knowledge, use tools that build collaboration and be a guide for students. Technology changes rapidly where newer education technology replaces the older ones. So, a teacher faces challenges in using technology and need support in using it better. Hence it is important for teachers to update their skills in using technology. As hybrid learning environment became common after pandemic situation, teachers’ preference changed from classroom teaching to a mix of online and classroom forms of teaching. This research is about studying the use of, difficulties and support needed in using education technology in hybrid environment in a Swedish university. The instrument of data collection in this study is a questionnaire sent to the respondents via email. The research findings show that the teachers in a Swedish university, teaching in hybrid learning environment have good digital skills for teaching. However, the results also show the problems faced, support needed to improve digital skills and preference to teach in hybrid environment over online only or classroom only environment. The aim of this study is to investigate from constructivist approach a) what education technology does a teacher use for teaching in hybrid learning environment in a Swedish university b) what support does the teacher need for teaching in hybrid learning environment and c) what are the issues faced by teachers in using education technology in hybrid learning environment. This research shows what education technology is used by teachers for teaching in hybrid teaching and learning environment in a Swedish university, their skills in using technology, what support is needed and what problems are faced in using technology for teaching. The findings of the study conclude that while educational technology offers significant benefits for hybrid teaching, ongoing support and addressing technical challenges are crucial for maximizing its effectiveness.

The purpose of this dissertation was to expand knowledge and theory around instructor social presence in online learning during the COVID-19 pandemic. This study provided a depiction of real-world experiences from the perspective of high school teachers during their shift to online learning amid the COVID-19 pandemic in 2020. The study surveyed 50 teachers of varying teaching experience and teaching contents to discover how helpful different facilitation strategies were at creating opportunities for social presence in their online classes, specifically with engagement, connection, and community. Using descriptive statistics, frequency analysis, ANOVA comparison, and content analysis, the study identified the top 5 most helpful facilitation strategies in helping to engage with students, connect with students, and build community with students. The findings indicated that instructor's timely feedback to questions, instructor being present in the discussion forum, and instructor's timely feedback on assignments/projects were the most helpful at engaging with students, connecting with students, and building community with students.

This dissertation aimed to expand knowledge and practical uses of educational technology tools in high-stakes team training environments. This study depicted the real-world impacts of virtual reality (VR) technology on learning and training for the Royal New Zealand Police Academy and those training teams in high-stakes environments. Recommendations for improvement in designing these technologies and training resulted from the study. The study involving VR and the Bedford Workload Scale employed pre- and post-training to determine if using that technology produced statistical significance and improved user learning in VR tactical police training. The final study resulted in similar pre- and post-test results from participants (n = 74), indicating VR may produce realistic levels of cognitive load in virtual participants, and one statistically significant finding for participants who had previous experience using VR, suggesting that cognitive load may be higher during training for those with previous experience. The findings revealed that VR shows promise for increasing the value and efficacy of compliance training in tactical police settings and similar high-stakes team training environments.

This study serves to collate and evaluate measures of self-directed learning (SDL), with the goal of guiding the measurement and discussion of SDL. Used in a variety of settings, many applications of SDL have been proposed, but a consistent definition has yet to be formulated. Despite the lack of a cohesive definition, several tools exist to measure SDL. Within this study, which implemented the preferred reporting items for systematic reviews and meta-analyses (PRISMA) and Consensus-Based Standards for the Selection of Health Status Measurement Instruments (COSMIN) protocols, 157 articles were analyzed for content and themes were identified. An important finding of this study was a definite lack of cohesion in application and understanding of SDL as a framework. While some regard it as a stand-alone learning intervention, others address it as a personality trait. Close examination of the instruments used to measure SDL led to the conclusion that it is both inappropriate and ineffective to continue using, as they broadly lack construct validity and generalizability. Limitations of this study are single subject research, number studies available within databases used, and lack of raw data from studies covered. Future research surrounding the conceptual framework and instrumentation is indicated to further develop the field's understanding of SDL's value and implications.

This dissertation aimed to research the possibility of integrating a supplemental video system in a surgical residency for educational use. A needs analysis was to be conducted in order to find if current stakeholders would accept such a system within a surgical residency: (a) surgical residents, (b) teaching physicians, and (c) administrators. The study aimed to research factors that complicate the current educational setting for surgical residents, such as time allotted for learning, fatigue during learning opportunities, teaching physicians time and effort into teaching responsibilities, and the cost of such systems and their perceived value to administrators. Also investigated was the type of learning theories best suited to creating a supplemental video system in a hospital setting. After this, a set of interviews was conducted amongst the stakeholders to evaluate the needs of the residency and the willingness of all parties to accept the system into their educational structure. What was found was a high level of interest in a more centralized learning management system, which is the central depository for all educational materials to be used by the residents. Most agreed that the learning environment lacked structure and optimally required something more substantial than adding supplemental videos to the learning process. These findings demonstrate that surgical residents, teaching physicians, and administrators all perceive a lack of structure in the surgical residency learning process and a significant need to correct the issue.

The study of writing has moved through process and product movements. The rapid introduction of technology into classroom spaces has provided new platforms and opportunities for students to integrate multiple modes of communication into a single act of composing. While there is an acknowledgment that digital multimodal composition is a highly complex act and set of processes, much of the literature and investigation into this digital turn in composing has largely been product focused versus process focused. This exploratory qualitative case study examined how students compose using digital tools and were driven by questions about what activities in which they engage and what patterns exist in how those activities come together. Using a combination of data sources including screen capture video, think-aloud protocols, and retrospective surveys, eleven process activity categories emerged from analysis including selection, text entry, manipulation, referencing, environment setting, review, contemplation, waiting, breaks, transition, and completion. Process activity categories then informed the inductive determination of four tendencies that impact how process activity comes together during participant acts of composing. Participants displayed as one-dimensional, irresolute, flexible, and perfectionist. Broad patterns related to process activity progression and traditional concepts of print were present in participant composing activity. Viewed together, vague complexities noted in literature are explicitly illustrated and elaborated and an argument for digital multimodal composing as a design process is made. Recommendations for practitioners and researchers are shared.