<p> Information technology is not new to academia. Numerous educators and research scholars studying the usefulness of digital technologies in the classroom seek to determine whether the underlying pedagogies effectively bridge the gap between quality of instruction, student engagement, and eventual acceptance of the technology tool in use. With the increase and sophistication in the delivery of online courses in colleges across the country, we now see the recent emergence of an online course structure called Massive Open Online Courses, MOOCs (Sandeen, 2014). MOOCs have intensified the interest and desire for students and universities to become engaged in educational opportunities by thinking of new and advanced systems for content delivery. The purpose of this study was (1) to explore student perceptions of the MOOC Virtual Learning Environment Scale or MVLE, characteristics including general systems, pedagogy, social presence, individual characteristics and satisfaction, (2) to examine the interrelationships between theorized MOOC virtual learning environment technology constructs, (3) to develop a conceptual model of the MVLE to create and validate a MOOC Virtual Learning scale, and (4) to understand administrator&rsquo;s perceptions of the characteristics of MOOCs and their futuristic views of MOOCs. The major findings for this study are: (1) the MVLE model is an appropriate scale to measure MOOC design, implementation and evaluation, (2) the creation of a more &ldquo;learner focused&rdquo; approach to MOOCs that includes a definition of the MOOC learner is important to understanding MOOC course designs and their impact within a virtual learning environment, and (3) the characteristics of higher education leaders as it relates to MOOC development must be transformational with a shared vision among university stakeholders, staff, faculty, and the community that must be sustained through ongoing support both academically and financially.</p><p>

<p> The purpose of the qualitative single-case study was to explore and gain deeper understanding of instructor responsibility within hybrid learning courses from the perspective of higher education music students. Two research questions guided the case study: (a) How do higher education music students perceive their instructors&rsquo; responsibility for cognitive, social, and instructional presences along with their expectations of content development and quality of feedback in hybrid learning courses? (2) What do higher education music students perceive as valuable instructor responsibilities in hybrid learning courses? From a triangulated case study, data were collected via demographic and Community of Inquiry questionnaires along with individual one-on-one interviews with participants. Data were analyzed using Atlas.ti8 software with open and list coding. Themes were derived from the codes to adequately arrange, analyze, and organize participant perspectives. The exploration led to discovering the five main themes representing a large spectrum of expectations students had of their hybrid instructor&rsquo;s responsibilities including, (a) assignments, (b) communication and online presence, (c) engagement, (d) feedback, and (e) curriculum. Through the nature of the in-depth case study investigation, various perceived and expected hybrid instructor responsibilities, qualities, and values were also revealed from the students including an overall view of the hybrid learning structure. As more distance and hybrid courses were built, higher education institution leaders increasingly needed to be in tune with their students&rsquo; instructor expectations and learning needs. </p><p>

<p> Hybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an <i>ethos</i>, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18&ndash;20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life&rsquo;s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.</p><p>

<p> The purpose of this quantitative retrospective causal-comparative study was to determine to what extent the form of professional development (face-to-face or online) or the level of instruction (elementary or high school) has on classroom teaching practices as measured by student learning outcomes. The first research question sought to determine to what extent the form of professional development affects classroom teaching practices as measured by student learning outcomes. The second research questions sought to determine to what extent the level of instruction affects classroom teaching practices as measured by student learning outcomes. The sample was 432 Ohio teachers who participated in the Ohio Performance Assessment Pilot Project. There were 105 teachers who engaged in face-to-face professional development and 327 teachers who engaged in online professional development. There were 216 elementary teachers and 216 high school teachers. An independent samples <i>t</i>-test with a probability level of <i>p</i> = 0.05 was used to determine the differences in student learning outcomes by form of professional development and level of instruction. This study found there is no statistically significant difference between teachers who engaged in face-to-face professional development (<i>M</i> = 0.519) or online (<i>M</i> = .467) or teachers who taught elementary (<i>M</i> = 0.524) or high school (<i> M</i> = 0.493). These findings suggest when the content of professional development is comparable, the form of professional development and the level of instruction have minimal effect on student learning outcomes. </p><p>

<p> This study investigated whether use of the Achieve 3000 differentiated reading internet program correlated with increased incidence of ELL students achieving proficiency and/or with improvement in reading and literacy scores. It also examined attitudes among district ELL teachers. Results supported DI and CALL methods as instructional approaches. Achieve 3000 was most strongly related to improved literacy among students who completed 80 activities or more. Number of activities scoring at least 75% was the strongest predictor of improvement. Lexile score was related, but Lexile growth was not. When not used according to company recommendations, correlations were much weaker. Only 4.2% of district ELL students followed those recommendations. Relationships did not hold true for the lowest, beginning English proficiency students. </p><p>

<p> Despite legislation in the U.S.A requiring the use of assistive technology in special education, there remains an underutilization of technology-based speech intervention for young students who require augmentative and alternative communication (AAC). The purpose of this Policy Delphi study was to address three guiding research questions that relate to the feasibility of using mainstream mobile technology, facilitative actions, and stakeholder roles for implementation and utilization of AAC in elementary school settings. Data were collected in two rounds of questionnaires given to experts in special education, assistive technology and speech and language pathology, with experience in AAC. Round 1 included 19 participants, 14 of whom also completed the Round 2 questionnaire. The results indicated that a very strong case can be made that mainstream mobile devices have several advantages over traditional AAC systems, not only in their affordability, but also transparency and social acceptance by providing an ideal medium for inclusion in mainstream settings. A challenge that confronts AAC innovations is the tendency to focus on the technology instead of pedagogical, social and therapeutic goals. Until a perfect AAC system becomes available for mainstream mobile devices that meet individuals&rsquo; communicative, educational and physical needs and personal preferences, it is apparent that multimodality will continue to be the model. The utilization of mainstream mobile technology for AAC necessitates certain facilitative actions and stakeholder responsibilities. Team collaboration is essential in supporting AAC use and, when applicable, facilitating the inclusion and mainstreaming of students who use AAC in the general education setting.</p><p>

<p> Academic advising has been found to be an important component in satisfaction and retention among online and distance students. This quantitative study examined the perceptions of both online and allied health students in an allied health program regarding academic advising methods. These perceptions were then examined to determine if there was a relationship to the students&rsquo; overall satisfaction and retention. To determine student perceptions, a convenience sample of both online and face-to-face students from two allied health programs in Louisiana was used. The students were given the Academic Advising Inventory (AAI), which was used to evaluate their perceptions regarding academic advising. </p><p> The review of the literature found that there are two primary models of academic advising: prescriptive and developmental. The literature indicated that different types of students prefer different advising models (Belchier, 1999; Gravel, 2012; Jeschke, Johnson, &amp; Williams, 2001; Kelley &amp; Lynch, 1991; LaPadula, 2003; Luna &amp; Medina, 2007). There are limited findings, however, regarding the preferences of online students. Further, there is no literature describing the preferences of online students in an allied health program. </p><p> This research study investigated student preferences regarding advising in an allied health program. This research study also investigated whether those preferences regarding advising had any effects on the overall satisfaction and persistence of students within an allied health program. Finally, this research study investigated if there were significant differences between the type of advising received between online and face-to-face students in the two programs. </p><p> Based on the data analysis, it was first found that students who experienced developmental advising had higher satisfaction than students who had prescriptive advising. Second, students who experienced developmental advising were more likely to persist in the allied health program than students who had received prescriptive advising. Third, students who experienced advising closely matched to their preferred advising style were more likely to be satisfied than students who experienced a wide gap between actual and preferred academic advising. Finally, it was found that face-to-face students were much more likely to receive developmental advising than online students in the same allied health program.</p><p>

<p> The purpose of this study was to determine if one-to-one Chromebook use has an effect on student engagement and how one-to-one Chromebooks are used as an instructional tool. Specifically, what are the perceptions of middle school administrators and middle school core content-area teachers on one-to-one Chromebook use as an instructional tool and the effects on student engagement? The researcher identified six schools in the St. Louis Metro area that have implemented one-to-one Chromebook initiatives in grades six through eight and used purposeful convenience sampling to choose six administrators and twenty teachers to participate in this study. This study was comprised of a phenomenological qualitative approach. There were three methods used in order to collect data: interviews, online surveys, and focus group discussions. The findings of this study are significant to any district who may be considering launching a one-to-one Chromebook program. Eight major themes emerged based on one-to-one Chromebook use in middle school core content-area classrooms: increased student engagement, increased collaboration among students, increased opportunities for off-task behavior, no change in student engagement, increased web-based opportunities and resources as valuable instructional tools, increased individualized instruction, technological difficulties, and increased student-led instruction. Through the themes that emerged, this study shows that by implementing Chromebooks one-to-one, there appears to be an increase in student engagement and there are multiple ways to use Chromebooks as an instructional tool.</p><p>

<p> The purpose of this qualitative action research study was to explore the benefits and challenges of e-mentoring an adult learner in a rural state school for the deaf that taught children with hearing loss to listen and speak. This school lacked the benefit of a spoken language programs for deaf children. This study focused on e-mentoring the Lead Teacher/SLP, in order to enhance her understanding of language development in children with hearing loss and improve her ability to use diagnostic teaching, in order to implement strategies that would allow the children in this specialized classroom to continue to develop spoken language. Through use of synchronous and asynchronous e-mentoring, I assisted the mentee as she developed a plan specifically focused on providing her with the skills needed to lead/direct the program independently, in order for it to continue successfully. The mentee and supervisory/administrative staff were participants of this study. The mentee participated in the e-mentoring process twice each month, for 30-45 minutes per session, for one academic school year. </p><p> The mentee typically guided the topic of the e-mentoring session by asking for assistance in a particular instructional area. On alternate weeks, I was in contact with the mentee via email, text, and/or phone. After e-mentoring, I completed a journal entry with my thoughts about the session and the mentee responded to questions about the e-mentoring experience. At the conclusion of the academic year, I conducted a focus group with the supervisors and administrators of the spoken language program asking for input about this new program. Secondary data were collected from vocabulary and concept tests on the children attending the program using. Results from the journaling and responses to questions and focus group were coded and analyzed for emerging themes. One major themes was Change, with subthemes of opportunities, e-mentoring the spoken language program, progress of the children, perceptions of the program, increase in enrollment, and scheduling. Other major themes included Andragogy and e-mentoring, Teaching Strategies, and Technology. The results of this study may be important to administrative personnel in state schools for the deaf, interested in initiating a spoken language classroom.</p><p>

<p> An online curriculum about biological evolution was designed according to the <i>Promoting Evidentiary Reasoning and Self-regulation Online</i> (PERSON) theoretical framework. PERSON is an attempt to develop online science instruction focused on supporting evidentiary reasoning and self-regulation. An efficacy study was conducted with 80 suburban high school biology students using a design-based research approach to develop a curriculum to promote biological evolution understandings, evidentiary reasoning, and self-regulation. Data sources and instruments included (1) the Biological Evolution Assessment Measurement (BEAM); (2) the modified <i>Motivated Strategies for Learning Questionnaire</i> (MSLQ); (3) discussion forum posts; (4) formative assessments of evidence based reasoning; (5) <i> Prediction, Monitoring, and Reflection</i> forms (PMR); (6) the <i> Online Instruction Questionnaire</i>; and (7) field notes. Findings revealed that BEAM posttest scores were significantly greater than pretest scores for items designed to measure biological evolution content knowledge and evidentiary reasoning. Students tracked in a lower level biology course showed improvement in biological evolution understandings and evidentiary reasoning. It was found that performance on daily evidentiary reasoning tasks strongly predicted BEAM posttest scores. However, findings revealed that students did not meet local standards for performance on items designed to measure evidentiary reasoning. Students expressed a variety of opinions about their learning experiences with the online curriculum. Some students expressed a definite preference for traditional learning environments, while others expressed a definite preference for online learning. Self-regulatory ability did not significantly predict BEAM gain scores. Further, self-regulatory ability was not demonstrably improved as a result of this intervention. Implications for designing science instruction in asynchronous online learning environments to support evidentiary reasoning and self-regulation are discussed.</p>