<p> <b>Purpose:</b> The purpose of this case study was to determine the impact of utilizing predictive modeling to improve successful course completion rates for at-risk students at California community colleges. A secondary purpose of the study was to identify factors of predictive modeling that have the most importance for improving successful course completion rates for at-risk students as perceived by California community college administrators.</p><p> <b>Methodology:</b> This case study identified specific administrators at five community colleges within two California community college districts using predictive modeling to improve successful course completion rates. Participants were chosen based on specific criteria. The study was designed to collect data through interviews, documents and archival sources to answer the research questions.</p><p> <b>Findings:</b> These findings were identified as impacts: (1) no discernable improvement in course completion rates; (2) student contact, (3) timely intervention strategies; (4) identify and monitor students; (5) sufficient support services; (6) successful completions and retentions to achieve educational goal; and (7) institutional metrics and reporting. The findings identified as important factors were: (1) planning and strategy; (2) communication and training; (3) resources; (4) outcomes; and (5) inclusion. </p><p> <b>Conclusions:</b> It is too early to determine any impact on successful course completion rates by using predictive modeling software. A diverse population of stakeholders must jointly determine the outcomes desired from and identify the data needed to accurately analyze and model predictions. These data streams allow policy decisions to start with data. Predictive modeling software is a tool to identify students for timely and specific interventions. Increasing a student&rsquo;s sense of belonging, engagement, and awareness is important to successful course completions. Administrators need assistance with and exposure to data analytics and predictive modeling to establish a data-driven decision-making culture. A culture of continuous review and improvement of the predictive models should be established.</p><p> <b>Recommendations:</b> Provide administrators and other personnel with professional-development learning activities related to using data to inform policy and procedures that encourage student engagement, strategies for student success, and a cycle of continuous review and improvement. </p><p>

D.Ed.

M.Sc. (Computer Science) / Knowledge sharing technique has been revolutionized over the past years, and the use of Information and Communication Technologies (ICTs) is one of the main contributors to this revolution. One of the knowledge sharing means that emerged from the use of ICTs is the electronic Learning (e-Learning) system. An e-Learning Management System (e-LMS) is a software application that utilises ICTs to manage and deliver e-Learning to users. One of the main advantages of the e-LMS is unlimited access to information, including shared knowledge regardless of geographic location and time, which is the basis for its widespread popularity of e-LMSs in the academic and corporate environment. The main motivation behind this study is the realisation of the unique nature of e-LMSs, and its dependency on ICTs that makes it more vulnerable to information security risks; if these information security risks are not mitigated or put to an acceptable level, the overall integrity of the entire e-Learning process will be compromised. Moreover, in spite of the abundance of literature in e-Learning systems, the security aspect of e-LMS has been given very little consideration. This dissertation will investigate the possible information security risks facing e-LMSs from each user’s (i.e. Lecturers, Learners and Administrator) perspective. For the identified risks, as a possible information security counter measure, the author has created an information security reference framework, called ‘An Information Security Reference Framework for e-Learning Management Systems’ (ISRFe-LMS), which is based on the International Organization for Standardization’s (ISO) 27002. The ISO 27002 Standard is internationally accepted best practice for Information Security Management. Thus, the purpose of this dissertation is strictly focused on creating and enhancing the security of e-LMSs through the creation of the ISRFe-LMS. The Moodle e-LMS has been studied from its information security capabilities and mapped to the ISRFe-LMS, to validate how well it conforms to the security standards and criteria set by the ISRFe-LMS.

Educators’ competence in the integration of computers in teaching and learning is an important aspect of the improvement of standards of education both locally and worldwide. The fact that educators at the selected school perceived themselves to be competent in and enthusiastic about the use of computers to conduct educational activities holds great promise for the future of our educational endeavours. However, the reality is that there is still a lot of work to be done. The researcher has noted that the GautengOnline project and the Education and Training Development Practices Sector Education and Training Authority (ETDP Seta) are currently (2004) funding 100 educators at Rand Afrikaans University to study the Advanced Certificate in Education (ACE): Educational Computing. This is a two year programme which includes theory and practical about the use of computers in teaching and learning. The ACE: Educational Computing is a curricular offering that empowers educators to employ ICT in teaching and learning activities. The course will also give educators the opportunity to design and develop educational multimedia and interactive web-based learning environments. The researcher learnt that that the course is not about ICT, but it is a course about teaching with ICT. Towards the end of this study (May 2004) the GautengOnline project had started to provide training sessions to all educators in each GautengOnline school (rather than only five per school)l. These training sessions are conducted during four consecutive Saturdays and take place at the schools. It seems that the GautengOnline project and other role players are continuously contributing to addressing the digital divide that exists in South African schools. / Mr. G.V. Lautenbach

<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> Computational Thinking continues to gain popularity and traction within conversations about curriculum development for the 21^st century, but little exists in the literature to guide the inclusion of Computational Thinking into curriculum outside of K12. This Delphi study seeks to fill part of the gap in the literature and instantiate conversation in the Higher Education community about the importance of CT as a topic, and how it may be approached formally in curriculum development. </p><p> Over 3 rounds of Delphi panel deliberation, several interesting and informative themes emerged related to issues of domain expertise, interdisciplinary collaboration, and ensurance of quality and integrity of computational knowledge, attitudes and practices through curricular initiatives. Additionally, potential solutions and vehicles for delivering strong outcomes are identified and discussed, through the lens of Landscapes of Practice (Wenger, 2014). </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>

<p> <b>Purpose.</b> The purpose of this quantitative research study was to examine the factors that influence students&rsquo; intentions to continue to use digital texts. Specifically, the purpose was to investigate what impact the external factors of instructor modeling and instructor expectation to use had on the intention to continue to use digital textbooks as well as how the internal factors of perceived ease of use, perceived usefulness, and satisfaction with the digital textbook impact students&rsquo; intentions to continue to use digital textbooks. </p><p> <b>Theoretical Framework.</b> The theoretical framework for this study is the Technology Adoption Model (TAM). This user acceptance model was developed by Fred Davis (1986) and is used extensively to provide an understanding of user acceptance processes as well as theoretical insights into the design and implementation learning technology. </p><p> <b>Methodology.</b> This study used a quantitative, cross-sectional survey instrument based on the E-Book Adoption Scale (Jin, 2014b), an instrument that was tested for reliability and validity using a Cronbach&rsquo;s alpha test. </p><p> <b>Findings.</b> Students&rsquo; perceived ease of use and usefulness of the digital text predict student satisfaction with the digital text. Students whose instructors did not provide resources for using a digital text were more likely to be satisfied with the digital version of the textbook yet, there is no significant relationship between instructor expectations and intervention to students&rsquo; intentions to continue to use digital textbooks. </p><p> <b>Recommendations.</b> The ease of use of a digital interface is the aspect most likely to impact student satisfaction. College student purchasing patterns of digital texts are significantly influenced by the perceived ease of use of the text and the perceived usefulness of the text. Perceived ease of use is related to the interface of the text. Publishers who clearly apply this field of research to their product development will provide digital texts that students are more likely to be satisfied with and to adopt as a preferred learning platform. Institutions that develop support systems to help their faculty members make the most of the digital features of the texts will better support students.</p><p>