<p> The role of Information and Communication Technology (ICT) in higher education has increased in recent years, and most university administrators consider ICT important in effective teaching practices. While administrators encourage the use of ICT, many teachers do not use technology. Most studies regarding ICT have been concerned with the practices of full-time faculty. This is problematic, since adjunct faculty members are becoming a growing and influential presence on college campuses, and research suggests that factors unique to adjuncts may create barriers to ICT implementation. A review of the available literature indicates that the body of knowledge regarding adjunct faculty members' perceptions toward ICT implementation is limited. The purpose of this quantitative, non-experimental study was to investigate the degree to which differences or variations in gender, teaching discipline, average number of courses taught per semester, and perceived barriers to ICT use are related to adjunct faculty members' reported ICT integration into teaching and perceptions of ICT use to improve teaching. Data were collected via an anonymous, Internet-based survey administered to a random sample (n = 186) of part-time faculty who were on the contact list of New Faculty Majority: The National Coalition for Adjunct and Contingency Equity. Multiple linear regression analysis was conducted, one for each dependent variable. Statistically significant correlations were found between reported ICT integration into teaching and average number of courses taught per semester, (&beta; = .17, <i> t</i>(141) = 2.12, <i>p</i> = .04), as well as perceived barriers to ICT use (&beta; = -.22, <i>t</i>(141) = -2.72, <i>p</i> =.01). Statistically significant correlations also were found between perceptions of ICT use to improve teaching and perceived barriers to ICT use, (&beta; = .49, <i>t</i>(152) = 7.05, <i>p</i> =.00), as well as teaching discipline, (&beta; = .23, <i>t</i>(152) = 3.32, <i> p</i> = .00). Based on the results, it is recommended that institutions implement mentoring and training policies to encourage best practices in ICT implementation. To expand the results of the study, future research is recommended to replicate the study using a larger sample, compare perceptions of adjunct faculty members with full-time, and examine differences in low-level and high-level ICT use.</p>

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0151. Chair: Thomas M. Schwen.

Thesis (PH.D.) -- Syracuse University, 2005. / "Publication number AAT 3343465"

Thesis (PhD) -- AUT University, 2008. / Includes bibliographical references. Also held in print (xx, 255 leaves : col. ill. ; 30 cm.) in the Archive at the City Campus (T 374.26 WEC)

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2008. / Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3919. Adviser: Thomas Schwen. Includes supplementary digital materials.

<p> Online education courses provide students with flexibility of time and place to learn (Kena et al., 2016). The percentage of college students enrolled in distance education course has increased to 28%. The problem is the high rate of students who failed to complete online courses is alarming. failing rates in online courses range from 10% to 90%. If college retention in online courses remains unaddressed, the US will continue to be in disadvantage to compete globally. Self-regulation has been endorsed as a key factor to predict successful online learning. The purpose of this quasi-experimental quantitative study using a correlational research design was to examine the relationship between a self-reported and a tracing instrument to measure self-efficacy over time. The study was fulfilled by conducting a study among college students taking an online course during the fall semester of 2017 at Hartnell College, CA. Research method was a correlational statistical test analysis. The theoretical framework for the research study was the social-cognitive Self-Regulated Learning framework by Pintrich. Self-reported instrument was able to measure change over time implying that the use of self-reported mechanisms could be used to measure the dynamic relationships of SRL. Traced-self efficacy in technology use increases academic achievement over time. Self-reported and traced self-efficacy variables could better predict mastery of content in an online course. The researcher contributed with a study that measured self-efficacy over time to better understand the dynamic role of motivation in self-regulation learning (Karabenick, 2015). Future studies should consider research methodologies that include analysis over time to be able to explore the dynamic relationship between SRL processes.</p><p>

<p> The Next Generation Science Standards (NGSS) call upon K-12 science teachers to provide authentic science and engineering practices which deepen understanding of core ideas and crosscutting concepts (NGSS Lead States, 2013). Probeware technology provides exposure to these scientific practices; however, there is a disconnect between the frequency of teacher probeware use and these current mandates. Additional research is needed to study how probeware is used to improve learning outcomes.</p><p> This descriptive mixed method case study focused on the pedagogical practices of middle school science teachers in one department, identified conditions of deep learning in probeware lessons and examined whether probeware creates a learning advantage on a state science assessment. The qualitative findings of this case study indicate that probeware provides an affordance over traditional lab equipment and allows more time for deep learning as shown in the artifacts of instruction and teacher narrative. Quantitative methods were used to compare student performance scores on the 2016 8^th Grade Science Pennsylvania System of School Assessment (PSSA): this metric allowed for the comparison in performance between students of the participating teachers who use probeware (<i>n</i> = 349) and students in the same district who do not use probeware (<i>n</i> = 332). An attempt was made to control socioeconomic and demographic variables to make a valid comparison between students exposed to the same curriculum from two middle schools within the same district. The employed methodology was the first of its kind to correlate student use of probeware technology to performance on specific sections of a state-wide science assessment.</p><p> This study found that students who use probeware had slightly higher mean scores in the Nature of Science reporting category and its three sub-sections; however, statistical differences were revealed in only one sub-section: Reasoning &amp; Analysis. This is the section where students are required to explain, interpret and apply knowledge presented in graphical form. These findings are relevant because they suggest that the use of probeware provided a learning advantage on questions requiring an understanding of graphs. Statistical differences in mean scores were also noted in the Physical Science and Biology reporting categories, while no statistical differences were recorded in the Earth &amp; Space reporting category.</p><p> The results of this case study benefit science teachers, science supervisors, curriculum developers, and researchers who are tasked with aligning curricula to the NGSS. The correlation between the use of probeware and higher student performance scores supports the inclusion of this technology in elementary and secondary science.</p><p>

This study set out to determine the role that video lectures played in engaging participants with different learning styles in UCT's first Massive Open Online Course (MOOC), Medicine and the Arts: Humanising Healthcare. A framework based on Grundewald's adaptation of Kolb's Learning Model was developed in order to segment students according to their learning styles and analyse the similarities and differences in their preferences for various video production styles (e.g. talking head, location-based videos, office based videos, visually illustrative videos etc.). Since prior research in this field has been largely quantitative to date and descriptive of behaviour but devoid of meaning, this study took a mixed methods, case study approach with the aim of studying the intent behind behaviours in MOOCs rather than the behaviour itself. Eight Skype interviews with students who participated in the course were conducted and analysed. These interviews were transcribed and analysed using thematic analysis. The analysis of this qualitative data was supported by survey data gathered at the beginning of the course (pre-course survey - 2 916 respondents), surveys conducted during each week of the course (411 responses over six weeks) as well as after the completion of the course (postcourse survey - 130 respondents). All surveys were administered via electronic survey collection tools (i.e. Google Forms and Survey Monkey) and included both closed and open-ended questions. The pre- and post-course surveys were administered by FutureLearn and the surveys sent during the course were administered by the researcher. The data from the survey was analysed using mainly simple descriptive and correlation techniques as well as a cluster analysis. One of the key findings was that MOOC participants relate to the presenters in MOOCs through the videos, and the presenter's style and approach had a strong influence on the students' engagement. In addition, while there was no definitive conclusion about the effect of learning styles on engagement, a preference for social engagement was found to be a major differentiator between the natural groupings identified by the cluster analysis conducted. Given that this was a case study, it is recommended that the findings are tested across platforms and types of courses in order to further refine the results of this research and reduce bias.