Thesis (M.S.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: John M. Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 14, 2006). Document formatted into pages; contains xii, 100 pages. Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Theses (Ed. D.)--Marshall University, 2007. / Title from document title page. Includes abstract. Includes vitae. Document formatted into pages: contains viii, 174 pages Bibliography: p. 149-163

This paper presents the results of a study using podcasting in a first semester Spanish course and its benefits on students' ability to differentiate between verbs `ser' and `estar'. Podcasts are digital media files that are distributed over the Internet, in this case iTunes U, using syndication feeds for playback on computers and portable media devices. Some pedagogical benefits to podcasting are its unique distribution process and the portability of the instructional material. In this study, students in one first semester Spanish class listen to one podcast per week focusing on a different area of `ser' and `estar' that is directly related to class material covered during that week while students in the other first semester Spanish class receive a written assignment instead. This study compares the effectiveness of podcasts in teaching students to differentiate between the verbs 'ser' and 'estar' and the benefit of increased enthusiasm for foreign language learning as a result of the podcasts. The results from the study show that podcasts have a positive effect on students' ability to differentiate between `ser' and `estar' and students enjoy using podcasts and feel they are improving their Spanish language skills as a result of using them. The results of this study imply that podcasting can have a positive effect as a foreign language learning tool.

<p> The purpose of this study was to explore the types of online tools and strategies used with problem-based learning. The target population for this study consisted of instructional designers who were currently working in the field and have four or more years of experience in designing problem-based curriculum using synchronous and asynchronous tools in an online environment. A modified Delphi method was used in this study that provided insights and consensus to answer the research question and sub-question by obtaining relevant information from expert instructional designers using three Delphi iterative rounds of statements. The findings of this study suggested that the combination of synchronous and asynchronous tools used in a problem-based environment could provide learners with a wider range of opportunities to learn and interact with their peers and instructors. The results of the study suggested certain synchronous and asynchronous tools may be more effective when supporting problem-based learning in an online training environment. The results of the study also suggested there were challenges using synchronous and asynchronous tools that supported problem-based learning.</p><p>

<p> This study examined two questions related to the effectiveness of project-based learning (PBL) instruction. First, is PBL more effective than a textbook-based instructional model, and second what are teacher perceptions related to PBL methodology? Student growth scores in the Measures of Academic Progress (MAP) assessment for reading and math, as measured within one school year, fall to spring, for students in PBL and non-PBL classes were compared. A teacher survey was conducted to measure teacher perceptions of PBL and textbook-based instructional program strengths and weaknesses. Additional data on effective instructional strategies can provide further direction for educators to continue the full implementation of the Common Core State Standards (CCSS) that call for students to gain a deeper understanding and knowledge of grade level standards. The study was located in a large urban school district in Northern California. The overall findings of this study were that the MAP assessment data reflected higher annual growth scores for reading and math in six of the eight grade levels studied. Teacher survey participant responses reflected consistent support for a textbook-based instructional program over a PBL instructional program, due in large part to the additional time teachers spent in preparing for PBL lessons.</p><p>

<p> This study explored the experiences of professors and instructional designers as they interact to design and develop a distance learning course. Six professors from several different universities who reported that their pedagogy improved after these interactions during the conversion process were identified and interviewed, along with the instructional designers with whom they collaborated, to determine what elements of the interaction led to the change in their pedagogical practices. The study used a Hermeneutics phenomenology approach employing a universal instructional design model (Merrill, 2013) and a threat regulation model of trust (Williams, 2007) to shape data collection and analysis. Analysis of the data showed that principles from the instructional design model (Merrill, 2013) were used by the instructional designers to communicate good teaching practices. Strategies from the trust-building model (Williams, 2007) were employed by the instructional designers as well as some of the faculty to reduce threats to collaboration. Faculty reported incorporating a more student-centered approach to their subsequent teaching, based primarily on improved student outcomes in these courses, including satisfaction, engagement, and retention of new knowledge. Four conclusions emerged from the findings: (a) Merrill&rsquo;s First Principles (2013) is a useful model for explaining student-centered practices in higher education, particularly the principle of using real-world problems in course design, (b) Williams&rsquo;s trust-building model explains some of the success of the professor/instructional designer interactions, (c) professors valued pedagogical support from experienced instructional designers, who facilitated changes in their thinking about pedagogy, and (d) professors were more likely to make changes in pedagogy when they could anticipate improved learning outcomes. Universities are recommended to implement the use of professional instructional designers and quality frameworks to introduce faculty to student-centered teaching practices. As change agents in the universities, instructional designers should take advantage of the opportunity to impact teaching practices in universities. Further research might explore how faculty incorporate new knowledge acquired as a result of interacting with instructional designers into their teaching. In addition, future studies could examine the incorporation of those features of instructional design that are not reflected in active learning methods, particularly the use of backward design to create connections between learning activities.</p><p>

<p> The aim of this multiple and independent quantitative and qualitative methods study was to investigate the relevance of Facebook groups for doctoral students during their dissertation process. A&nbsp;convenience sampling approach was used to survey quantitatively the Texas A&amp;M Ed.D. online doctoral students who met the inclusion criteria. The participants completed a valid, web-based survey using the Doctoral Student Connectedness Scale (DSCS, Terrell et al., 2009). Purposeful sampling was used to recruit a sub-sample of participants who subsequently responded to semi-structured interview questions via web conferencing. Quantitative data analysis involved descriptive statistics using SPSS for Mac. Content analysis of the qualitative data was performed using QSR NVivo 11 software. Ethnographic and Thematic analysis used Salda&ntilde;a&rsquo;s (2013) two-stage eclectic coding, where emergent themes helped explain the quantitative analysis results. These results revealed that student-to-student regular communications was the only DSCS indicator proven to be statistically/practically significant. While the quantitative results of this study were inconsistent with the results of previous studies, the qualitative data provided additional understanding of the indicators regarding the student-to-student connectedness factor and the CoP by offering their theoretical themes and their emerging themes described as alternate communications. These preferred forms of communication added perspective to low-quality relationships by further explaining that students abandoned the cohort Facebook group due to an institutional procedure designed to divide the cohort into smaller thematic groups. Because the success expressed by the doctoral student cohort group failed to be reproduced in the smaller thematic groups, it is recommended that newly structured thematic constructs incorporate the student input presented in this study.</p><p>