This study expanded on current research on study abroad and global learning, using the Global Perspective Inventory (GPI), and conducted at Florida International University (FIU) in Miami, FL. The GPI assesses the holistic development of a global perspective in higher education within three domains and their respective FIU-determined equivalents: cognitive (global awareness), intrapersonal (global perspective), and interpersonal (global engagement). The main purpose of this study was to assess FIU’s undergraduate students’ perceptions of study abroad on their level of achievement of global awareness, global perspective, and global engagement. The secondary purpose was to determine how the students described their study abroad experience and achievement of global learning. The research design for this study consisted of parallel mixed methods. The quantitative component was an ex post facto with hypothesis design, using a pretest/posttest nonequivalent group methodology. FIU undergraduates (N=147) who studied abroad for one semester or more completed the GPI pre- and post-tests. Descriptive statistics and paired t-tests were conducted to compare the means. The interviews included 10 students, and were analyzed through Structural coding, Saldaña’s In Vivo coding, and Value coding. Quantitative analyses indicated positive changes in the students’ global awareness and global perspective. These analyses also showed that the FIU students achieved higher post-test means on all the domains of the GPI compared to other studies. Qualitative analyses showed that the students’ experiences incorporated all three global learning outcomes, most notably global awareness and perspective.

The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of how it has helped them in the cognitive and social domains. Data collected were through student and teacher perception surveys, student and teacher perception questionnaires, classroom observations, student focus group discussions, and teacher interviews. Themes that emerged from the data sources were student interactions, students' autonomy in personalizing their learning space, teacher perceptions of comfort in the classroom, and student perceptions of comfort in the classroom. The findings of this study point to four recommendations for educational leaders to ensure the effective implementation of new and dynamic learning spaces: (1) consult and support teacher and students, (2) provide professional development, (3) visit campuses and other learning spaces, and (4) add color. In order for real change to take place, teachers need to enquire about and embrace student preferences and allow for the discomfort that will be present when trying something new. Teachers must be willing to relinquish control of the learning experience for the student in order to allow for possibilities in personalized learning on the part of the student. They must risk initial failure in order to allow for greater successes in the long run.

This applied dissertation was designed to provide deeper insight to current knowledge about establishing teaching presence (TP) in online courses. Distance education environments are considered more convenient than traditional learning environments, as they provide more opportunities for learning that occurs in various settings. In distance education environments, effective learning should focus on the interaction between e-learning technologies and educational practice in higher education. Online courses are typically devoid of the visual cues and interaction of the traditional classroom. Online learners may experience an isolation effect as a result of learning in the perceived absence of their peers and instructor. Feelings of isolation experienced by distant students are grounded in Moore’s transactional distance (TD) theory. The concept of distance in online education does not refer simply to geographic or temporal separation, but also to the pedagogical space between students and instructors. In Moore’s TD theory, as the amount of dialogue increases, TD decreases. Establishing TP in online education can minimize the isolation effect and reduce TD in many ways. The purpose of this study was to describe and compare student and faculty perceptions of TP in synchronous and asynchronous distance education courses at the college or university level. A mixed-method methodology was employed using a scale measuring TP for the quantitative strand and student and faculty focus groups for the qualitative strand.

This dissertation presents a qualitative case study of students enrolled in online courses and how they perceived the orientation program they completed before starting these courses. The study was based on the perspectives of students enrolled in a fully online program at a small community college in western Maine. They were interviewed individually to find out: (a) what are the perceptions of participants toward the materials presented in the orientation after completing their first semester; (b) what aspects of the orientation resonate most with participants when it comes to completing a course (nature of online learning, how to use course management system, technical requirements or learning skills and motivation). Besides the interviews, data was collected from the college’s learning management system. The results of the study show that participants were satisfied with the content of the orientation; however, more information pertaining to specific aspects of the learning management system should be included for additional satisfaction. Participants requested additional information concerning navigating courses, turning in assignments, and posting on discussion boards. The information provided in the interviews was consistent with the theory presented by Rovai’s (2003) persistence model. Participants’ perceptions fell into tow categories, personal and technical. These results were consistent with the current literature pertaining to online courses, orientations, and persistence. The results and findings of this study add to the body of knowledge concerning what materials in an orientation program are most effective in helping students complete online courses. The participants in this study perceived information about the use of the learning management system to be most important. Academic Deans and Student Services coordinators can learn more about what students’ perceive to be the important elements of an orientation program. The study also contributes to the existing literature on attrition, persistence, and retention.

The rights of all persons to be granted equal access to higher education are espoused in the Universal Declaration of Human Rights. More recently, attention has focused on the provision of inclusive education specifically for students with disabilities. In, amongst others, the United Nation’s Convention on the Rights of Persons with Disabilities (CRPD), inclusive education has been promoted as an appropriate vehicle to realise equal participation of students with disabilities in all levels of education. Following a history of exclusivity of educational opportunities in South Africa, higher education practitioners and policymakers should critically engage in strategic efforts that address barriers against students with disabilities to promote diversity and inclusion consistent with international human rights instruments. Furthermore, an in-depth intersectional analysis of the myriad of factors that hinder the full inclusion of students with disabilities is required. Utilising critical disability theory as a theoretical approach, this study's main aim was to analyse how students with disabilities are included in the disability policy and in praxis of South African research-intensive universities in accordance with the 4-A Framework. This Framework's markers, namely availability, accessibility, acceptability, and adaptability, were operationalized for the higher education context and expanded to include a fifth marker, affordability. A deductive qualitative thematic analysis, using a protocol based on these markers was used to analyse disability policies of South African Tier 1 universities and the perceptions of students with disabilities registered at these institutions. Results suggest that the disability policies made mention of provisions related to availability, accessibility, and acceptability. Policy provisions related to adaptability were not uniformly mentioned. Affordability was neglected and not given due regard. Overall, participants perceived their universities as being available. Many of the indicators relating to accessibility, acceptability were not mentioned in the participants’ responses. Adaptability was generally perceived to be met, and participants were ambivalent in their responses relating to affordability. Students with disabilities appear to have limited expectations regarding their rights to be realised (internalised ableism). The thesis ends by discussing the implications of the findings and recommendations for future research. / Thesis (PhD (Augmentative and Alternative Communication))--University of Pretoria, 2021. / Centre for Augmentative and Alternative Communication (CAAC) / PhD (Augmentative and Alternative Communication) / Unrestricted

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This qualitative study investigated the experiences of students during their reading tasks for their university Spanish courses during the Fall 2013 semester at Brigham Young University in Provo, Utah. The purpose of this research was to explore what types of reading strategies university Spanish students use during literary readings tasks and their perceptions of the reading strategies they use. This case study employed stimulated recall protocol interviews, student reading logs and student notes in texts. Interviews were conducted within 24 hours of the reading, while reading logs and notes were completed during the reading. The data collected were analyzed for recurring patterns. Results suggested that students employ a variety of reading strategies but are less aware of metacognitive and affective strategies. Furthermore, it was found that individual affective factors such as stress, fatigue, frustration, confidence level and motivation might have a greater impact on strategy use than proficiency in the second language. Assessment and time constraints were also found to affect strategy implementation suggesting a strong washback in the foreign language classroom. Finally, participant comments demonstrated that students perceive reading in the foreign language class to be a pragmatic stepping-stone towards individual learning goals that may differ from the learning outcomes of a literature course.

STEM (Science, Technology, Engineering, and Mathematics) academic programs and career fields continue to lack representation among females and minorities. STEM learning programs that engage youth in culturally relevant and personally meaningful experiences in STEM have been shown to develop participant self-concept as a scientist, as well as increase interest in related careers. This study uses the Draw-a-Scientist Checklist (DAST-C) instrument, as well as the Draw-a-Scientist Growth (DAST-G) instrument, which was developed and implemented by the author as part of this research. The DAST-C and DAST-G instruments were used to examine the science-related perceptions of youth before and after participation in a residential STEM geosciences program. An analysis found that the program produced statistically significant (p<.05) reductions to the DAST-C scientist stereotype scores in all twelve cycles of the program between 2018 and 2019, and statistically significant gains to the DAST-G scientist perception growth scores in eleven of the cycles.

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