The purpose of this study was to investigate the relationships between students' motivational orientations and their perceptions of an electronic distance education (EDE) environment. Subjects were 156 participants (81 women, 75 men; 83 undergraduates, 73 graduate students) enrolled in Utah State University's electronic distance education system, Com-Net. A comparison group was also utilized, that consisted of 85 participants (64 females, 21 males; 34 undergraduates, 51 graduates) from rural Utah enrolled in Utah State University extension programs. These students were from seven classes which were taught by the traditional method with an instructor physically present. Correlation coefficients were computed to test the hypotheses of this study. The independent variables (motivational orientations), as measured by Boshier's Education Participation Scale, were correlated with the dependent variables (satisfaction, material environment, involvement, and extension) as measured by the Learning Environment Inventory and the College and University Classroom Environment Inventory. One-way analyses of variance were computed to explore possible relationships with independent variables not included in the original hypotheses. Multiple regression analysis was used with satisfaction as the independent variable to look for possible explanations of student satisfaction. The participants in this study differ significantly from the norms in their motivational orientations in the areas of professional advancement and cognitive interest. Although the null hypotheses were rejected the relationships were weak, and there appears to be little practical relationship between motivational orientations and participants' satisfaction. These results suggest that participant satisfaction is largely independent of initial motives that impel individuals to participate. Motivational orientations' minimal impact on participant satisfaction suggest that the sources of variation in satisfaction lie elsewhere. There may be other internal variables that affect satisfaction, but more probably there are external variables that greatly influence satisfaction.

The quest to comprehend how cultural differences can impact learning is one of those intriguing challenges that continue to beguile some scholars and educational leaders even at a time that is characterized as globalized. This dissertation is a qualitative case study about teaching to culturally diverse populations and is primarily based on the interviews of seven accountants designated as instructors and the direct observation of those instructors while teaching accounting principles to other accountants. The English language was used despite the fact that all participants, including the instructors, spoke English as a second or third language and came from diverse cultures around the world. It brings to light how an American company (American World Trade or AWT) felt they succeeded in teaching to the diverse population of students though not purposely providing accommodations for the diverse cultural differences in the classroom. During the year 2009, AWT took the materials USU developed around the world and presented conferences in regional offices of Bangkok, Budapest, Santo Domingo, Pretoria, and San Salvador. The pilot study interviews took place at the end of 2009. This study was based on the conference that took place in February 2010 in which 16 of the 70 countries were represented. This dissertation does several things: First, it looks at the cultural dimensions of students and instructors from 16 different countries, in an international setting, and examines if lack of knowledge about cultural dimensions and accommodating for them could interfere with learning. Second, it looks at the strategies and behaviors used by the instructors who were not knowledgeable of cultural dimensions to reveal if they were unconsciously adapting their teaching for the culturally diverse. Third, this study offers an in-depth look at several additional factors, including cultural intelligence (CQ), which could explain their ostensible teaching successes.

This study explored the design of learner-learner activities including types of pedagogy and media in online courses and graduate students’ perceptions of social interaction, cognitive learning and overall satisfaction. Data collection and analysis involved both quantitative and qualitative methods following a Sequential Explanatory Model. Data instruments include a modified version of the Community of Inquiry (CoI) Survey version 14b (Swan, Shea, Richardson, Ice, Garrison, Cleveland-Innes, & Arbaugh, 2008), a Rubric for Assessing Interactive Qualities of Distance Learning Courses (Roblyer, 2004), and a semi-structured interview protocol. A total of 106 graduate students participated in the survey. Twelve of the participants were also interviewed. Six online courses were reviewed and the six instructors who taught them as well as the 12 interviewees who took the courses were asked to complete the Roblyer’s (2004) Rubric. Data was collected and analyzed across 4 phases. Quantitative data were analyzed using SPSS software to compute descriptive statistics to include frequencies Pearson Correlation and Regression analysis. Qualitative data was analyzed through a process of open then thematic coding. Some qualitative data were quantitized. Results from each data set were triangulated in the final phase of data analysis. Frequency results from the survey indicated that less than half of the participants experienced Group Work and Synchronous Class Seminars in online courses and that asynchronous interactions through discussion were more common when compared to synchronous interactions. Graduate students who experienced opportunities for learner-learner interaction found them to be useful and of value in providing them with a broader perspective on the issues covered. Online courses include a variety of activity types that support learner-learner activities and these activities were spread across programs and courses. Results of Pearson correlation showed positive associations between cognitive (r=.687), social (r=.602) and teaching (r=.562) presence and satisfaction. Regression analysis indicated that facilitation (teaching presence), affective expression and group cohesion (social presence) and resolution (cognitive presence) were strong predictors of satisfaction. Overall, cognitive presence (R2.537) explained the most variance and was the strongest predictor of satisfaction. Qualitative data results reflect an appreciation for learner-learner interaction. Graduate students reported value gained from having the opportunity to view or listen to the perspectives and experiences of their peers and being able to feel a part of the learning community. A few students however, found learner-learner interaction was not helpful, useful or meaningful. Fifty percent of participants in this study reported taking online classes as a matter of necessity and not preference, and almost half the participants (48%) preferred to work alone. Interestingly however, only less than 15% of participants expressed dislike for learner-learner interaction. Challenges with group work were the most pronounced of those reported. Students had positive perceptions of the course design, reporting coherent and structured courses. Instructor role also received positive reviews with students highlighting the quality and level of feedback received. The results of this study have important implications for online teaching and learning research, online course design, and theory development. The study shows that graduate students benefit from learner-learner interactions and that more importantly they are aware of the relationship between course design, learner-learner interaction and online learning. The results of this study also have implications for the design and delivery of online courses that seek to ensure collaborative learning through learner-learner interaction with the intent of strengthening both social and cognitive presence through the incorporation of social and instructional interaction opportunities. This study provides a rich quantitative and qualitative exploration of firsthand information on graduate students’ experience and perception of the design for a variety of learner-learner activities and their value in contributing to their learning in online courses. These perceptions provide support for improvements to the way opportunities for learner-learner interaction are developed and managed in the online environment.

The Instructional Media Centre at the Canberra College of Advanced Education has been developed in the belief that teaching and learning are performing arts - particularly when they take place together - and that they are greatly enhanced by an understanding, and appropriate use, of the media. This Centre was established to provide media services to the whole College, and to teach media courses in its School of Teacher Education. Its development entailed the procurement of equipment, the employment of staff, the organization of administrative procedures, the devising of courses, the production of materials, and later the design of a building to house the operation. In the absence of any comprehensive, coherent and cogent theory this development was essentially pragmatic. Factors such as the availability of money and material resources determined its lower limits; the skills and beliefs of the people involved its upper limits. Designing, producing and delivering media materials, teaching, and evaluating the outcomes of those activities are however susceptible to theoretical examination, if not completely to prediction and control. Media producers, managers, teachers and students require an artistry that goes beyond theoretical insight and technical competence. Traditional theoretical frameworks have not adequately encompassed this quality. The study examines the development of this Centre and the complex of factors which have influenced it, in the light of the available theories. It pays particular attention to the ways in which theory informs practice in each of the Centre's areas of activity, and also to the personal preferences and attitudes of the people involved. Educational media is seen as a field governed more by convention than by formula. Its unpredictable and uncontrollable aspects are seen as signs of its artistry. And artists have ultimately to be left to their own devices and their own genius. Perhaps the most important outcome of the study is that it translates some knowledge from someone's head to a more objective and accessible form of record.

This qualitative study was designed to identify and explore the preservice technology training experiences of novice teachers and examine their perceptions of how well their teacher preparation program prepared them with the knowledge and skills necessary to fulfill the National Educational Technology Standards for Teachers (NETS•T). Data were collected by following an instrumental case study design utilizing semi-structured interviews, documents, and field notes. Simultaneous collection and analysis of the data helped the researcher to create a deeper understanding of the technology training experiences of novice teachers. The findings of this study revealed that novice teachers believe there was a lack of emphasis on technology integration in their teacher preparation program outside of the one required technology course. They expressed a need for technology training to be integrated across the curriculum. They wanted to be provided with authentic learning experiences so they could connect the theory to the practice in relation to technology integration. They wanted more time to practice, reflect, and plan student-centered, technology-rich lessons and they wanted to see all teacher education faculty modeling technology so connections could be made between the technology tools and the appropriate uses of these tools within their content areas. Last, they believe future preservice teachers need more hands-on experiences in creating student-centered, technology-rich lessons, not just within the one required technology course, but throughout their teacher preparation program. Furthermore, 90 percent of the participants expressed a need for more exposure to the technology standards. They stated the only place they were exposed to these technology standards was in the one required technology course and felt that one semester was not enough exposure for them to learn how to implement each of the standards with confidence. All stated they would have liked to have seen all faculty members throughout the teacher preparation program incorporate these technology standards into their teaching, so they would have been provided with adequate exposure to the technology standards.

This study identified current trends in website design and development for college and university recreation programs accredited by the NRPA/AALR Council on Accreditation. Emphasis was on design, content, governance, and development. The study was an attempt to provide insight for program administrators by identifying current practices related to website design and development. This was the first study to identify current trends in website design and development at nationally accredited recreation programs. This information can be used to evaluate existing websites and plan future website development. Data were collected using an electronic survey instrument created with E-listen software. Three invitations were emailed to program administrators at college and university recreation programs accredited by the NRPA/AALR Council on Accreditation (n=98). Basic descriptive statistics including measures of central tendency and frequency distributions were calculated to address the research questions. The results of this study showed that faculty were most often responsible for their program’s website construction, content and design input, and maintenance. Students did not play a large role in these responsibilities. The websites were most commonly maintained monthly. The most common components available on program websites were informative and served as marketing and recruiting tools. The majority of websites did not contain components for student entertainment or communication. Over half of the websites included links to professional organizations’ homepages. Just under half of the websites did not include a link to the National Recreation and Park Association.

This study employed a design-based research methodology to develop a theoretically sound approach for designing instructional treatments. The instruction of interest addressed the broad issue of physician wellness among medical school faculty, with particular emphasis on physician self-diagnosis and self-care. The theoretically sound approach comprised a domain theory and design framework. The domain theory was posited subsequent to an examination of the literature, and subjected to expert examination through three cycles of instructional treatment development. The design framework for crafting the treatment was created from components of existing frameworks, and evolved with the cycles of development. The instructional treatment was designed to be delivered to a web browser from a server using a Python microframework to preserve the anonymity of the end user. Experts in three relevant knowledge domains verified that the instructional treatment embodied the domain theory, and was suitable for use as a practical instructional treatment. Subsequently, a limited-time pilot deployment was initiated among practicing faculty physicians (N=273) to solicit user feedback. Responses were obtained through a survey instrument created for the purpose and hosted on a remote website. Although the response rate was low (12%), the responses were encouraging and useful for guiding future research and treatment development.

Teachers integrate technology to make the learning environment interactive and appealing to students. The purpose of this qualitative case study was to explore perceptions of teachers at one high school working to integrate technology into instruction following participation in professional development. Guided by Dewey's constructivist theory and Mishra and Koehler's technological pedagogical content knowledge model, this study explored teachers' perceptions of pedagogy and technology integration following participation in professional development and the strategies they used to overcome barriers to integrating technology. Twelve purposefully selected high school teachers from English, social studies, mathematics, science, electives, health education, and special education provided triangulated data in the form of interviews, lesson plans, and classroom observations. Through the qualitative coding and analysis process, emergent themes were developed. Teachers suggested that professional development for technology integration should benefit the learning environment, be relevant to course content so that teachers can make connections to real-world learning experiences, and that there should be consistent follow-up training. Findings suggested that teachers have limited access to hardware and software and lack time to develop technology-rich lesson plans, and students lack technical skills. The implications for this study include that district and school administrators should plan and implement relevant professional development, assess the needs of teachers through effective communication, and identify additional resources or training to help teachers who struggle to integrate technology.

Given the proliferation of information and the lifelong importance of information literacy skills, there is a need to determine how to best design information literacy instruction in order to help students locate, evaluate, and use information more effectively. This experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student understanding and application of information literacy concepts as compared to how librarians currently provide information literacy skills instruction. The experimental group received an instruction session and an online library research guide designed using the I-LEARN model, and the control group received an instruction session and an online library guide designed using a systems model. The analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups.

abstract: There have been conflicting accounts of animation's facilitation in learning from instructional media, being at best no different if not hindering performance. Procedural motor learning represents one of the few the areas in which animations have shown to be facilitative. These studies examine the effects of instructional media (animation vs. static), rotation (facing vs. over the shoulder) and spatial abilities (low vs. high spatial abilities) on two procedural motor tasks, knot tying and endoscope reprocessing. Results indicate that for all conditions observed in which participants engaged in procedural motor learning tasks, performance was significantly improved with animations over static images. Further, performance was greater for rotations of instructional media that did not require participants to perform a mental rotation under some circumstances. Interactions between Media x Rotation suggest that media that was animated and did not require a participant to mentally rotate led to improved performance. Individual spatial abilities were found to influence total steps correct and total number of errors made in the knot tying task, but this was not observed in the endoscope task. These findings have implications for the design of instructional media for procedural motor tasks and provide strong support for the usage of animations in this context. / Dissertation/Thesis / M.S. Applied Psychology 2012