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The purpose of this study was to examine the effects of different types of annotations on college students’ foreign language learning in the synchronous computer-mediated communication environment. One hundred and forty-seven second year students were randomly assigned to three conditions: text-only annotations, text + picture annotations, and no annotation. Results indicated that students who received the text-only annotations and the text + picture annotations significantly outperform students who had no access to any annotations on information comprehension and vocabulary learning. However, no significant differences between the two annotations groups were found. The findings, when examined in light of the previous research about computer-based multimedia learning, call into questions of instructional materials design and instructional support that should be provided to students during instruction. The study extended research on applying multimedia principles to different teaching and learning situations, specifically, the synchronous multimodal computer-mediated communication environment. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Summer Semester 2017. / June 2, 2017. / Includes bibliographical references. / Vanessa Dennen, Professor Directing Dissertation; Xufeng Niu, University Representative; Fengfeng Ke, Committee Member; James Klein, Committee Member.

Underrepresented (UR) university students approach postsecondary studies in multitudes; yet are minorities in the larger landscape. They are less prepared given sustained societal and systemic inequities, and face added obstacles to success and marginalization in postsecondary settings. To empower them and redress pervasive deficit framing, I evaluated the impacts of a distinctive training system in explicit metacognitive regulation (MR) on low performing, UR university students’ skills and agency. Metacognition, or “thinking about thinking” and self-regulation, the successful control of learning processes are critical to students’ learning and achievement. While institutionalized MR teachings characteristically occur in discipline specific or ‘learning to learn’ courses, the challenges of restricted access and stigmatization of UR students are also pervasive. MR training with explicit motivational theory as content, which is also discipline-flexible and culturally driven, is nonexistent. I used mixed data, bound in a descriptive case study to measure the impacts of this nuanced training. To determine initial impacts, I obtained the participants’ pre to post scores on the Metacognitive Awareness Inventory and Self-Regulation Skills Inventory-Self Report. I interviewed participants six months after training as well, to investigate their extended applications of MR skill for agency. MRT participants significantly improved in MR skill initially and used such skills for agency in their academic lives in the two semesters after training. The students also exerted behaviors in their academic contexts to exemplify Bandura’s (1986) agency tenets – Intentionality, Forethought, Self-Reactiveness and Self-Reflectiveness. I attribute the MRT participants’ successes to the integration of explicit motivation theory topics, cultural relevance and context autonomy in training, with implications and recommendations to researchers and practitioners. I encourage future research studies evaluating such intentional MR training systems, which can subsidize agency within these culturally nuanced college learners. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2018. / May 4, 2018. / Agency, Culture, Marginalized Students, Metacognition, Self-Regulation, Underrepresented Students / Includes bibliographical references. / James Klein, Professor Directing Dissertation; Maxine Jones, University Representative; Vanessa Dennen, Committee Member; Tamara Bertrand Jones, Committee Member.

The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey & Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected such as a designer log, extant data, surveys, and interviews. The findings indicated that the nine-step problem design process was somewhat suitable in the context of this study due to conditions such as decision-making power, existing materials, lack of knowledge, unclear information of the steps, and time. Therefore, it is recommended that designers have client buy-in when deciding which design model or processes to follow and have some content expertise and experience designing problem based learning. It is also important to have subject matter expert involvement when using the steps to design problem based learning. In regards of participants’ perceptions, the instructor had positive views toward problem based learning and indicated her intention to use it again in the future. However, the instructor felt that designing problem based learning was a challenging and time-consuming task. Overall, the students found problem based learning to be interesting but challenging in terms of completing the video competition and reflection tasks. For future research, performance data such as students’ achievement and problem-solving skills should be collected to inform the effectiveness of the problems developed by using the nine-step problem design process. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / January 9, 2018. / 3C3R, Design and development research, Nine-step problem design process, Problem based learning / Includes bibliographical references. / James Klein, Professor Directing Dissertation; Jonathan Adams, University Representative; Vanessa Dennen, Committee Member; Allan Jeong, Committee Member.

Productive failure refers to an instructional strategy that tasks students with attempting to solve a complex and/or ill-structured problem prior to instruction about the topic. In their problem-solving attempts, the students are anticipated to fail. Failure is a subject of discussion in many theories related to learning (e.g., expertise and self-regulation). In these theories, failure is considered as a natural occurrence where the learners must identify a method to recover. However, recent literature has begun to investigate the efficacy of leading learners directly to experience failure as an instructional strategy. This study investigated the effectiveness of the instructional strategy “productive failure” in improving learners’ conceptual knowledge in chemistry. Productive failure is comprised of two phases, exploration and consolidation. Exploration refers to learners having the opportunity to generate multiple solutions to a problem (i.e., attempt to solve the problem through multiple representations). Consolidation refers to an event where learners refine, correct, and/or consolidate the knowledge generated in the exploration phase. The research on productive failure has traditionally used a complex and/or ill-structured problem during the exploration phase and teacher-led instruction in the consolidation phase. Thus, productive failure is defined as a preparation for future learning activity, in that the exploration phase prepares individuals to learn from the subsequent consolidation phase. Compared to other instructional strategies, productive failure has led to improved knowledge gains on concepts, whereas other learning outcomes result in minimal or no gain. While the efficacy of this approach has been documented throughout the literature, many of the learner characteristics moderating their success under this strategy have not been identified. The types of elements that lead to improved learning under this approach should relate to learners’ abilities to persist through the exploration phase and realize the connection among explored concepts during the consolidation phase. Two characteristics that fit these criteria are cognitive flexibility and need for cognition. Cognitive flexibility deals with a person’s ability to adapt to a learning situation and quickly restructure their way of thinking. Need for cognition refers to a learners’ disposition towards difficult activity. The purpose of this study was to document the effects of productive failure against direct instruction with practice on conceptual learning. Also, this study aimed to identify a moderating role between learners’ need for cognition and cognitive flexibility in their conceptual learning outcomes. In addition, the study investigated four exploratory hypotheses dealing with learners’ satisfaction and process variables of problem solving. The study occurred in an undergraduate chemistry course with 64 students enrolled at a research three university in the southeastern United States during the Fall 2017 semester. This study focused on the topic of chemical reactions, where learners were tasked with explaining molecular changes in a substance. Of the 64 students invited, 58 attended the session where the learners had an opportunity to consent. Of the 58 students, 52 consented to be a part of the study. Those 52 students were randomly assigned into one of the two conditions. Throughout the implementation of the study, six participants dropped out by not attending one or more sessions. This left a remaining 46 total students, with 24 in the direct instruction with practice condition and 22 in the productive failure condition. The difference between these groups was in the sequence of events. Learners in the productive failure condition were tasked to solve a complex problem before instruction on the topic (i.e., chemical reactions), whereas these events were reversed for participants in the comparison group. All participants completed five separate instruments: a demographic and background survey, the cognitive flexibility measure, the need for cognition measure, a satisfaction measure, and a knowledge test before and after instruction. In addition, information on learners’ problem solving performance (i.e., self-reported problem solving time and number of solutions generated) was gather in each group. A combination of t-tests and two-way ANOVAs were conducted to investigate the seven hypotheses laid out within this study. The results indicated that there was no significant difference between the conditions in their posttest scores (i.e., conceptual learning). While cognitive flexibility approached being a significant predictor, neither it nor need for cognition were significant factors impacting learning in either group. The exploratory hypotheses indicated that cognitive flexibility impacted the amount of time learners spent on problem solving, while need for cognition had no impact. Finally, learners’ satisfaction on productive failure was not originally equivalent but in a delayed measure there was no significant differences among the groups. The implications, limitations and suggestions for future research are discussed. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / March 27, 2018. / chemistry, conceptual knowledge, instructional design, productive failure / Includes bibliographical references. / Aubteen Darabi, Professor Directing Dissertation; Neil Charness, University Representative; James D. Klein, Committee Member; Insu Paek, Committee Member.

Motivating learners to participate and interact in online discussions is a challenge faced by many instructors. Despite clear guidelines, learners do not always participate in online discussions and do not meet the expected participation criteria or requirements for the course. Because online interactions are integral to social constructivist learning, little or no learner participation can be a barrier to social dialogue process for knowledge building and learning. While learner participation in online discussions can be attributed to several contextual factors, formative feedback is important to motivate learner participation and interaction. One reason why students might not be motivated to participate could be little or no awareness of how to effectively interact in a course discussion. In this context, SNA can be used to visualize the structure and patterns of interaction in online discussions. Such information can be used to create self-awareness as well as an awareness of other students’ participation. This study explored if structural indicators e.g., participant location in the discussion and relational information about their interaction with others when provided as SNA-based feedback, can motivate learner participation and interaction in online discussion. For the purposes of providing SNA-based feedback, the study used Ego network and two centrality measures—Degree and Eigenvector. The ego network is the neighborhood of a participant and showed direct connections with others in the discussion network. Degree centrality was a measure of the total number of messages sent or received from different interaction partners. Eigenvector centrality was a measure of interaction with partners who in turn, have more interaction partners. Participants with a high centrality score are those who interact more with other participants as they send messages and receive replies. This study addressed student reactions to the SNA-based feedback. Of particular interest was motivational reactions of students and whether they would use the feedback to optimize their discussion participation and interaction. The two research questions that guided this study are: 1) What are learner perceptions of the SNA-based feedback? 2) How do learners participate and interact in the course discussion before and after receiving SNA-based feedback? The participants in the study were 10 students enrolled in a graduate level online course at a large southern research university. The 10 participants agreed to receive feedback and complete a survey at the end of the study. Of these 10 students, three agreed to participate in a follow-up interview. A modified version of Deci and Ryan’s (2007) Intrinsic Motivation Inventory (IMI) for pre- and post-survey was used in the study to measure learner motivation to participate in online discussions. Scores on the Attention, Relevance, Confidence, and Satisfaction subscales in a modified version of Keller’s (1987) IMMS survey were used to measure motivational reactions of students to SNA-based feedback. Prompted interviews were conducted with the three participants who indicated willingness to participate. The results of the IMI survey indicated that the students were motivated regarding their beliefs about online discussion. Regarding the perceptions of the SNA-based feedback, the results of the modified IMMS survey showed three of the 10 participants with high motivational reactions, two with low motivational reactions, and the remaining five showing medium motivational reactions regarding their perception of the SNA-based feedback. The Contribution Index (CI) showed that four participants each received more messages than the total number of messages sent. The remaining six participants sent more messages than the number of messages each participant received. While the motivational reactions to SNA-based feedback did not encourage the participants to post more messages, a visible change in behavior was noticeable in early discussion postings by the participants. Findings from this study indicate that the participants actively participated and engaged in the discussions throughout the entire discussion week. The participants appreciated the feedback as it provided them an opportunity to reflect on their behavior and also used to guide how they wanted to participate in the discussion. The participants also noticed a greater sense of connectedness with the whole class after receiving SNA-based feedback. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2017. / November 13, 2017. / Includes bibliographical references. / Vanessa P. Dennen, Professor Directing Dissertation; Ulla Sypher, University Representative; James D. Klein, Committee Member; Aubteen Darabi, Committee Member.

Yao, Yupei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 58-60). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

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The primary focus of this study is with the design of accounting systems in specific enterprise contexts: more specifically with the sequential processes for describing the nature of such systems, prescribing how they should look in the future and bringing such changes into being. Such concerns are explored at both a general theoretical level and in terms of the detailed design problems of the accounting systems in the Church of England. The contents of this study can be seen to be divided into three major parts. The first takes a critical look at the nature of accounting knowledge, particularly financial and management accounting, paying particular attention to it's methodological underpinnings. The conclusion, from this part, is that this knowledge stock does not adequately deal with the sequential processes of interest to this study primarily because of the dominant scientific and functionalist assumptions upon which such knowledge is based which are argued to be an inappropriate foundation upon which to build to satisfy this problem focus. The second part presents a case for, and describes the nature of, a methodological approach based on Critical Theory as the basis for satisfying the sequential concerns of this study. The third part applies this methodological approach in the process of trying to both understand and change the accounting systems in the Church of England. The conclusion forthcoming from this study is that the approach based on Critical Theory is a general 'theory' for the sequential concerns of this study but not the only approach which could fulfil such a claim. However, what does become apparent is that if the problem focus of this study is seen as important for the accounting mission then major shifts in the dominant methodology of accounting thought is necessary.

The continuum design sensitivity analysis (CDSA) has been applied to the magnetostatic and electrostatic force calculation. This method allows the computation of the net loading force on a body as well as the force distribution on the surface of the body. An algorithm for force calculation combined with a standard field analysis software package is presented. The efficiency and accuracy of the method is proved through the numerical implementation applied to a set of test examples. In addition, the new approach has several advantages over the traditional methods based on the Maxwell Stress Tensor, such as no air gap or artificial interference with the original model is required. Particularly, the performance analysis of a MEMS micro-mirror using CDSA torque calculation is conducted for the first time.