Thesis (M.S.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 53-55). Also available on the World Wide Web.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains x, 257 p. Includes abstract. Includes bibliographical references (p. 236-246).

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 293-318).

<p> The purpose of this study was to determine if there was a statistically significant, positive relationship between utilizing the Computer Assisted Instruction (CAI) program, Ticket to Read (T2R), as measured by the accumulated number of passages read and reading achievement, as measured by the statewide North Carolina End of Grade (NCEOG) reading assessment scores, within a third-grade elementary school sample. This quantitative, non-experimental correlational study examined the NCEOG reading assessment standardized scores and determined if third-grade students obtained reading achievement with the supplemental use of the T2R program during the 2013-2014 school year. The methodology examined and compared the NCEOG reading assessment scores for third-grade students from schools that utilized T2R schools and NTR schools that did not utilize the T2R program. Archival data were analyzed from a sample of 478 third-grade students of which included 281 students from T2R schools and 206 third-grade students from NT2R schools and conclusions were made about the students&rsquo; reading achievement performance. Using a Pearson <i> r</i> correlational statistic test, this study revealed that the null hypothesis should be rejected because T2R utilization and reading achievement scores were positively correlated and statistically significant with an obtained p value less than .05 (<i>r</i>=.250, <i>p</i>=.000). The study&rsquo;s findings supported the theory that CAI promotes independent opportunities for students to practice and strengthen their reading skills and exhibit reading achievement. The findings can be used to provide educators an evidence-based practical approach or doable practices for planning instruction, monitoring learner&rsquo;s progress, and fostering students&rsquo; reading achievement.</p>

<p> Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual&rsquo;s PLN provides unanticipated benefits when sharing publicly online.</p>

<p> The researcher explored the lived experience of adult online college honor students (AOCHS) with the goal of describing critical factors that support academic success. The study addressed a gap in the literature concerning how the technology and virtual context of adult online college education are perceived, interpreted, and employed by the most successful students in undergraduate online college degree programs. Participants described how they perceived their online learning experience, what meaning they attribute to this experience, and what strategies they employ to achieve academic success in the online learning environment. The study was based on Deming&rsquo;s total quality management philosophy, Nonaka&rsquo;s theoretical context for knowledge generation, and the community of inquiry (CoI), a conceptual framework for online education. An online questionnaire and individual telephone interviews were used to gather qualitative data, which were analyzed using thematic coding and analytic induction to address the study&rsquo;s purpose and answer the research questions. Follow-up interview subjects were purposefully selected to provide a heterogeneous sample based on self-reported demographics, priorities, and motivations. Results showed that honor students&rsquo; expect that the technologies and user interfaces in online college classes should be as engaging and effective as social media, online entertainment, and Internet commerce technologies that they use in their nonacademic lives. That online instructors should be active and encouraging participants in the learning process. And that students&rsquo; personal, academic success is supported by a mature self-image and work ethic, effective time management and workload planning, clear and timely communication with faculty members, positive collaboration with classmates, and fluent use of learning technology.</p>

<p> Technological developments in the workplace in the United States have led to a demand for highly skilled laborers in the workforce. Hence, adult students return to college to earn four-year college degrees or obtain certifications in order to meet the demand for highly skilled positions. Thus, colleges and universities must find learning models that best meet the needs of adults. The problem addressed in this research study focuses on adult learners&rsquo; experiences and whether or not technology paired with immediate intervention services in the developmental English language courses meets their needs by improving their learning outcomes. Hence, adult participants were asked in face-to-face interviews what experiences best served them. A random, purposeful, and heterogeneous sample of first-year adult learners, exclusively ranging from 25 to 60 years of age, was recruited. A basic qualitative research methodology was used in this study, which involved semistructured interviews with the adult participants, the open and axial coding of the responses of the participants, and the interpretation of the coded responses. Themes then began to emerge from the coded data collected from the interviews. The interpretation of the coding revealed that the adult participants in the study testified that the computerized program was user friendly, helped them develop computer skills, and was a superior learning tool. They also testified that the immediate intervention and personal attention of the instructor and computer lab staff assisted them as adult learners with their concentration, encouraged them to attend four year colleges, provided them with in-service training, and helped them in the development of their careers. Briefly, the findings show that students appreciated computer-learning programs because they could develop computer skills and also acquire basic skills by accessing hypermedia/multimedia and game stimulation on computers, which they found user-friendly. It was clear that students felt that they made significant progress in their English development because they had support services readily available to them. Further, since they were independent adult learners, it was evident that they preferred to self-pace and self-regulate their learning. It is hopeful that the examination of the findings of the study will generate new strategies for improving students&rsquo; learning experiences.</p><p>

PURPOSE. This thesis considers the best way to address the challenges faced by educators, institutions and funding bodies trying to not only develop and implement educational technology successfully but tackle the challenge of understanding and evidencing what works (and what does not) and why. The aim of the research was to find and validate an evaluation method that provided usable and useful evidence. APPROACH. A range of evaluations were undertaken to elicit the strengths and weaknesses of different approaches, augmented by drawing upon the experiences and outcomes published by others. An analysis of the issues was made and significance of the problem established. The problem being premature timing, unsuitable models, rapid change, complex implementation chains, inconsistent terminology, ideology and marketisation. A tailored realist evaluation framework was proposed as an alternative method and it was tested to evaluate an institutional lecture capture (LC) initiative. FINDINGS. The theory-driven realist approach provided a level of abstraction that helped gather evidence about wider influences and theories of potential future impact of the LC programme and its linked policy. It proved valuable in generating real and practical recommendations for the institution, including what more could be done to improve uptake and support embedding in teaching and learning, from practice, policy and technological points of view. It identified some unanticipated disadvantages of LC as well determining how and when it was most effective. PRACTICAL IMPLICATIONS. A Realist Evaluation of Technology Initiative (RETI) framework has been produced as tool to aid the rapid adoption of the approach. Recommendations for future research and seven guiding principles have been proposed to encourage the formation of a community of realist evaluative researchers in educational technology. ORIGINALITY/VALUE. The rigorous application of a tailored realist evaluation framework (RETI) for educational technology (including the development of two Domain Reference Models) is the primary contribution to new knowledge. This research is significance because it has potential to enable the synthesis of evaluation findings within the sector. This will enable an evidence-base of what works, for whom, in which contexts and why, ultimately benefiting policy-makers and practitioners to support better informed decision making and investment in education.

<p> This dissertation was a case study of student perceptions in two history classrooms in a large suburban high school. In each classroom examined for this study the teacher was committed to using social studies inquiry and mobile technology in their instruction. Students were also expected to complete assignments and conduct inquiry with mobile technology. The purpose of this study was to examine the voice and experiences of high school students, and how high school students construct meaning through inquiry and mobile technology in the social studies classroom. 109 students participated in observations, focus groups, personal interviews and submitted completed examples of inquiry with technology. There were four general themes uncovered in the data for this study. The four themes that generated the findings for this study are that students engaged in inquiry using mobile technology (a) embraced the availability of resources and information when planning and conducting inquiries (b) reflected on communication with teachers and peers during the inquiry process (c) expressed that mobile technology provided opportunities to engage in learning and enhance knowledge outside of prescribed assignments (d) and used various creative outlets of mobile technology to communicate outcomes. </p><p>

<p> The problem addressed in this study is that even though it has been demonstrated that having too high or too low of a cognitive load placed on learners during a clinical simulation activity can negatively affect learner performance during that activity, researchers admit that it is not yet clear how various components (i.e. instructor, equipment, fidelity, etc.) within the simulation activity affect learner cognitive load (Fraser, Ma, Teteris, Baxter, et al., 2012; Schlairet et al., 2015). The purpose of this study was to determine if there was a difference in cognitive load between learners going through simulation scenarios that were remotely facilitated (instructor not in the room) and those that had their scenarios locally facilitated (instructor in the room), if there was a difference in communication behavior between the two conditions, and if there was a relationship between communication behavior and learner cognitive load. This study employed a convergent-parallel mixed-methods design using a sample of healthcare providers going through their Pediatric Advanced Life Support certification skills checkoff. Participants in each session were given a set of standardized simulation scenarios that were video recorded and later analyzed. Following their scenarios, participants were administered a survey that measured their cognitive load. The results indicated participants in the remote facilitation group experienced higher cognitive load that those in the local group. Analysis of the video data indicated that locally facilitated scenarios had a higher degree of instructor-initiated communication and less intra-group communication that those in the remote facilitation group. Thus, having an instructor in the room during a scenario had a negative effect on team communication, and remote facilitation should be considered when group communication is part of the learning objectives. Thus, it is recommended facilitators who witness a lessening of intra-group communication during a scenario should consider the possibility that the cognitive load of their learners is increasing.</p><p>