Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 135-140). Available also in a digital version from Dissertation Abstracts.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains ix, 143 p. Includes abstract and vita. Advisor: Suzanne Damarin, College of Education. Includes bibliographical references (p. 135-143).

<p> The purpose of this study was to ascertain whether the adoption of Open Educational Resources had a significant effect on student learning outcomes in seven courses taught at seven post-secondary institutions. The use of open educational resources (OER) is increasing in the United States. Initiatives focusing on expanding the use of OER as a replacement for traditional textbooks at the post-secondary level include OpenStax, Project Kaleidoscope, Open Course Library, and others. While researchers have begun to explore OER, few have sought to evaluate the quality of OER as a function of student academic success. In this dissertation, I examined measures of student success in seven courses at seven different early-adopters of Project Kaleidoscope where faculty members chose to adopt OER to replace traditional textbooks. The sample for this study consisted of students using open textbooks in courses at seven Project Kaleidoscope post-secondary institutions, as well as a control group of students at those same institutions who used traditional textbooks in sections of the same courses. I used an ex-post-facto quasi-experimental design, in which I compared students using OER to students using traditional textbooks in comparable courses. In order to control for the threat of selection bias, I used propensity score matching (PSM) to match treatment and control groups on a set of demographic variables. After creating matched treatment and control groups, I used multiple regression and logistic regression to examine whether textbook selection predicts a measurable difference in student achievement after accounting for relevant covariates. </p><p> I found that students using open textbooks earned, on average, lower grades than students who used traditional textbooks, after controlling for student-level and course-level covariates. Further analysis revealed that this negative differential was isolated to students in business and psychology classes. I also found that students who used open textbooks enrolled in more credits than students using traditional textbooks, controlling for relevant covariates. Because of the finding of a variation in textbook effect from course to course, future studies may seek to understand the effects of particular OER adoption instances rather than the global effect of OER adoption.</p>

<p> SmartMusic is an interactive, practice software program that allows music teachers to assess students effectively in music classrooms. Many educators and music education researchers question whether SmartMusic lives up to the claims of motivating students to practice more and improving students&rsquo; ability to self-assess their playing. </p><p> Music education researcher Rodney Gurley concluded that SmartMusic increased motivation to practice in middle-school aged students. In addition, he found that students in all assessed age groups (middle and high school) believed SmartMusic helped them to self-assess and correct their playing while they practiced. This quantitative study replicates Gurley&rsquo;s results, describes middle-school instrumental students&rsquo; attitudes towards the motivational factors of confidence, accuracy, and efficacy of their practicing when using SmartMusic, and shows that students believe SmartMusic can help them practice more accurately and effectively.</p>

<p>The purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online combined with face-to-face supports impacted teacher instructional practices in the classroom. </p><p> The researcher examined teachers&rsquo; actual online behaviors by using data captured by the online social network and compared this to teachers&rsquo; self reports of impact and use, concluding that online professional development, delivered through a social learning network was effective in impacting teachers&rsquo; classroom instruction. </p><p> Findings indicate that in order to be effective, professional learning should emphasize the learning of content and pedagogy and how technology can enhance instructional practices. Features of the online social learning network utilized more frequently were those that enhanced teachers&rsquo; goals around writing instruction. The online social learning network was also found to include several aspects of Community of Practice, resulting in the sustained use and integration of the online social learning network for instructional purposes. Factors such as convenience, flexibility and ubiquitous access to resources and peers were cited as benefits to participating in hybrid professional development models. </p>

<p> Hands-on experiential learning activities are an important component of computing education disciplines. Laboratory environments provide learner access to real world equipment for completing experiments. Local campus facilities are commonly used to host laboratory classes. While campus facilities afford hands-on experience with real equipment high maintenance costs, restricted access, and limited flexibility diminish laboratory effectiveness. Web-based simulation and remote laboratory formats have emerged as low cost options, which allow open access and learner control. Simulation lacks fidelity and remote laboratories are considered too complex for novice learners.</p><p> A web-based combined laboratory format incorporates the benefits of each format while mitigating the shortcomings. Relatively few studies have examined the cognitive benefits of web-based laboratory formats in meeting computing education students&rsquo; goals. A web-based combined laboratory model that incorporates motivation strategies was developed to address non-traditional computing education students&rsquo; preferences for control of pace and access to learning. Internal validation of the laboratory model was conducted using pilot studies and Delphi expert review techniques. A panel of instructors from diverse computing education backgrounds reviewed the laboratory model. Panel recommendations guided enhancement of the model design.</p>

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Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

The study is focusing on the use of Video Technology in teaching and learning process. This was conducted in rural schools because it has been discovered that most community / rural schools do not have adequate resources, especially the modern technologies that are used by certain schools in modern countries to enhance their teaching and learning process Shellington(1995). The purpose of this study was to find out the general view of learners and educators towards the use of video technology in their schools. Generally it has been discovered that many participants of this study, both learners and educators were very positive towards the use of video technology. Though many participants voted for further usage of videos in future, but there were few discrepancies that were discovered during this study that needs immediate attention so that these schools will benefit a lot in the use of Video Technology in their classrooms. In the conclusion and recommendations of this study it was then recommended that teachers should be empowered in different ways so that they could be able to use this equipment effectively and profitable. Learners showed keen interest in other methods of teaching other than the traditional way of teaching where the teacher stands in front of them and spoon-feed them with information. In this case the researcher of this study therefore recommends that community schools should try to work hand in hand with their communities so as to be able to buy what ever resources they need for their teaching, because some of these modern technology are quite affordable even rural schools can afford them. Again it has been noted that few participants from this study have access to television at their home. In that case it is then recommended such learners should be encouraged to use them on their own at their spare times, because in that way independent learning will be inculcated. / Thesis (M.Ed.)-University of Durban-Westville, 2004.