M.Ed. (Media Science) / Please refer to full text to view abstract

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<p> The purpose of this research project was to improve the practice of using online lectures at a small private university. Using action research methodology, the researcher worked with a group of five university instructors to refine the use of online lectures through design and pedagogical practice. Beginning with a template or guide based on the literature, the instructors developed online lectures connected with a student activity. Following the principles of the TPACK framework, instructors were urged to develop student activities that worked best for their specific content as well as their desired student outcomes. Two cycles of implementation, analysis, and modification were used to refine the template and the student activities.</p><p> Data were gathered from the students who viewed the online lectures and from the faculty through focus group meetings after each cycle. Analysis of both the students&rsquo; experience and the instructors&rsquo; experience led to minor changes in the template but more significant changes to the associated student activities.</p><p> Findings suggest that the effective use of online lectures depends largely on the student activity included with the lecture; in other words, pedagogy is at least as important as design. Other factors, such as practice and experience with developing online lectures are needed to develop the instructors&rsquo; expertise with both technical issues as well as pedagogical issues. Although the online lecture template and suggested activities list were honed to a degree of effectiveness, it will take an ongoing process of analysis and modification to keep this tool relevant in the coming years.</p>

<p>This experiment tested the effectiveness of an equivalence-based instructional procedure on verb acquisition among five typically developing, low-performing first grade students. Additionally, the researcher compared the possibly differential effects of picture and video formats to teach actions as concepts. The researcher custom-designed a computerized, multiple exemplar plus fluency-based match-to-sample training procedure to directly train 96 total relations across 24 potential generalized equivalence classes (i.e., 24 verbs). After training, students completed post-tests for 408 potential untaught relations per verb. The independent variables in this study were the instructional procedure implemented and the two instructional visual depiction formats&mdash;photo and video. A multiple treatments, multi-probe experimental design was conducted. The researcher measured (1) accuracy, (2) rate of response, (3) the number of criterion-level performances, (4) the number of derived and generalized relations, and (5) the number of stimulus classes formed across three dependent variables: emergent relations tests, generalized emergence tests, and retention tests. The results showed that (1) the procedure implemented was overall effective in facilitating verb acquisition across some but not all measures tested; (2) video format was as, if not more, effective compared to picture format; and (3) which format promotes relatively better acquisition depends on the unique learning history of the individual student. This was a preliminary investigation and, therefore, provides initial information on verb acquisition, adds to the literature in generalized equivalence class formation, and serves as a basis for many areas of additional research. </p>

<p>In the aviation industry, digitally produced and presented flight, navigation, and aircraft information is commonly referred to as <i>glass flight decks. </i> Glass flight decks are driven by computer-based subsystems and have long been a part of military and commercial aviation sectors. Over the past 15 years, the General Aviation (GA) sector of the aviation industry has become a recent beneficiary of the rapid advancement of computer-based glass flight deck (GFD) systems. </p><p> While providing the GA pilot considerable enhancements in the quality of information about the status and operations of the aircraft, training pilots on the use of glass flight decks is often delivered with traditional methods (e.g. textbooks, PowerPoint presentations, user manuals, and limited computer-based training modules). These training methods have been reported as less than desirable in learning to use the glass flight deck interface. Difficulties in achieving a complete understanding of functional and operational characteristics of the GFD systems, acquiring a full understanding of the interrelationships of the varied subsystems, and handling the wealth of flight information provided have been reported. Documented pilot concerns of poor user experience and satisfaction, and problems with the learning the complex and sophisticated interface of the GFD are additional issues with current pilot training approaches. </p><p> A case study was executed to explore ways to improve training using GFD systems at a Midwestern aviation university. The researcher investigated if variations in instructional systems design and training methods for learning glass flight deck technology would affect the perceptions and attitudes of pilots of the learnability (an attribute of usability) of the glass flight deck interface. Specifically, this study investigated the effectiveness of scenario-based training (SBT) methods to potentially improve pilot knowledge and understanding of a GFD system, and overall pilot user experience and satisfaction. </p><p> Participants overwhelmingly reported positive learning experiences from scenario-based GFD systems flight training, noting that learning and knowledge construction were improved over other training received in the past. In contrast, participants rated the usability and learnability of the GFD training systems low, reporting various problems with the systems&rsquo; interface, and the learnability (first-time use) of the complex GFD system. However, issues with usability of the GFD training systems did not reduce or change participant attitudes towards learning and mastering GFD systems; to the contrary, all participants requested additional coursework opportunities to train on GFD systems with the scenario-based flight training format. </p>

<p> Makerspaces are fertile grounds for students to develop innovative products infused with STEAM principles and cross disciplinary content knowledge; build technological fluency; and support positive developmental growth. Yet, rarely do Makerspaces prioritize these outcomes. Rather, they tend to revolve around the creation of novel objects using cutting-edge technology; craftwork unhinged from their historical, social, political, or academically-relevant underpinnings; and/or the hacking of so-called &ldquo;black boxes&rdquo;. </p><p> What happens when an educator designs and implements a research-based and content-driven in-school Makerspace? Drawing on field observations, interviews, artifact analysis, and the Developmental Assets Profile (DAP) survey, this mixed methods study explored the experiences of students from two urban middle school classes (n=51) who participated in a social action themed Makerspace called the &ldquo;Tech Caf&eacute;.&rdquo; Working from a transformative research perspective, the Tech Caf&eacute; also sought to address the &ldquo;participation divide&rdquo;&mdash; a term suggesting that higher socioeconomic status students have more opportunity to produce media creatively than students of low socioeconomic status. </p><p> Qualitative results indicated that students reported increased agency in their ability to effect positive change in their world. They engaged in powerful collaborations with diverse members of the school&rsquo;s learning community as they worked toward solutions using low- and high-technology tools. Their products included a cigarette smoke detecting shirt, an edible insect bug stand, and a stationary making kit utilizing recycled paper. Student profiles incorporated their chosen social issue; steps and challenges in product creation; and outcomes pertaining to technological fluency and sense of agency to affect change. Findings showed that students may have benefited from scaffolding to deepen their understanding of important social issues through research.</p><p> Quantitative results of the DAP were statistically analyzed according to measures of Positive Identity, Positive Values, Commitment to Learning, Empowerment, and Social Competencies and indicated that no statistically significant differences existed in the pretest-posttest survey scores of participants (n=30). However, a descriptive analysis of score improvement showed that students who successfully created products in the Tech Caf&eacute; moved to higher DAP score ranges more often than those who did not create products. The study concludes with recommendations pertaining to the implementation of Makerspaces in schools.</p>

<p>Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura&rsquo;s construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students&rsquo; engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation&mdash;active learning strategy&mdash;significantly increased. Quantitative findings also indicate that teachers&rsquo; use of multiple methods in teaching science can affect various constructs of students&rsquo; motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation. </p>

<p> The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using Exploratory Factor Analysis (EFA) and reliability analysis. Twenty items from three competencies, i.e. social competencies, communication competencies, and technical competencies, were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach's alpha> .823). Twenty items remained in the final questionnaire after deleting one item which cross-loaded on multiple factors (social competencies with classmates: five items, social competencies with instructor: five items, communication competencies: four items, and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to discover a better understanding of the level of freshmen college students' online learning readiness by measuring their social, communication, and technical competencies. In addition, this study was looking at two factors of social integration in Tinto's SIM and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose to extend Tinto's social integration to online learning environment. </p>

The purpose of this study was to determine whether the direct instruction and guided practice of question-generating as a thinking skill was an influence on students' higher-level thinking skills. Additionally, this study investigated the levels of questions generated by the students throughout the five week study. Thirty sixth grade students in a Southwestern urban public elementary school were instructed daily in the use of Bloom's taxonomy as a guide in designing and composing questions. Higher levels of the taxonomy were emphasized for higher-level question generating (analysis, synthesis, and evaluation). A pre- and posttest measuring cognitive abilities was given to determine the level of the students' higher-level thinking skills. Scores were analyzed to determine the influence of the treatment. A significance difference was found between means by use of a t-test for correlated samples. Student questions generated throughout the study were coded according to Bloom's taxonomy levels by independent coders with a reliability of .93. Qualitative matrices were developed to display the levels, numbers, and percentages of the questions generated. A significant increase of higher-level questions were generated between week one (3.8%) and week five (80.5%). A shift occurred in the fourth week, with a higher percentage (61.7) of higher-level questions generated than lower-level (38.3). The results indicate support for the proposition that the direct instruction and guided practice in question generating as a thinking skill influenced students' higher-level thinking skills. The analysis of the question levels suggest support for recommendation that autonomy follows with mastery of instruction and guided practice in the thinking skill before using that skill in a new content area. Guided practice in this study was in the familiar content area of reading.

This study investigated the effects of advance organizers on the English reading comprehension of six bilingual learning disabled students. Little research has examined instructional strategies for teaching bilingual learning disabled students, a growing population in our schools. Based on research dealing with the use of advance organizers as an instructional strategy and on research in bilingual education, this study compared the effectiveness of using advance organizers on the English reading comprehension of six learning disabled students whose primary language was Spanish. An alternating treatment design was maintained. Following each treatment, the students read an expository text written in English and answered eight comprehension questions based on five levels of reading taxonomy. The number of correctly answered comprehension questions was recorded on graphs and statistically analyzed to compare the treatment conditions. In addition, the average proportion of correct responses for different levels of questions was computed and analyzed. Analyses of the data suggest that advance organizers were effective particularly when presented in the dominant language of the student. The five students who demonstrated equal or greater language proficiency in English scored higher when the English advance organizer was compared to the Spanish advance organizer. The student who demonstrated greater language proficiency in Spanish scored higher on the Spanish advance organizer. All students scored higher when the English advance organizer was used in comparison to no advance organizer. Three of the students scored higher on reading comprehension when the advance organizer was presented in Spanish as compared to no advance organizer. Students performed highest on questions at the appreciation and evaluation levels of the reading taxonomy. This study supports the body of research which suggests advance organizers are an effective instructional strategy and suggests their effectiveness with bilingual learning disabled students. This study also highlights the importance of considering students' dominant language, particularly their cognitive/academic/language proficiency, when determining the language for presentation of the advance organizer. Further research needs to systematically investigate the interrelationship between advance organizers and students' dominant language when attempting to facilitate English reading comprehension.