<p> This phenomenological research study explored the contributing factors experienced by Black males that epitomized their academic success in a STEM (Science, Technology, Engineering, and Mathematics) area of study. During this investigative project, eleven Black male students were interviewed to determine how they were able to successfully navigate and complete a STEM degree. The data was collected through a qualitative inquiry, which involved interviewing students and collecting the data and organizing their perspectives into common themes. The principal findings in this study suggest that Black males can excel when primary influential people establish high expectations and believe and encourage Black males to succeed by providing the essential educational support models requisite to warrant success; the Black male maintains and affirms a self-assured self-worth in himself; the Black male is exposed to these fields and professions early on in their educational quest to enable them to witness first hand powerful and productive opportunities and pathways to academic success; exposure to other Black successful male role models who can mentor and show positive proof that with effort, these fields can become a reality; increase in academic motivation and recommendations from educators and counselors who direct and guide students into and away from these rigorous career fields. An analysis of the students' individual stories gave a revealing look into the pathways of their consciousness, emotional growth, and perspectives about being a successful STEM major. This kind of insight can be a constructive diagnostic tool for students, educators, counselors, and administrators who want to motivate and influence future students to major in STEM fields of study.</p>

<p> There is an increasing demand for more baccalaureate- and graduate-prepared registered nurses in the United States, to face the healthcare challenges of the 21st century. As a strategy to meet this need, educational institutions are expanding electronic learning in nursing education; however, technology acceptance in education continues to be a concern for educational institutions. In this context, the goal of the study was to investigate factors that potentially influence registered nurses&rsquo; intentions to adopt e-learning systems. A theoretical model was used to determine whether perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses&rsquo; intentions to use e-learning systems. </p><p> A web-based survey was used to assess the effect of the aforementioned constructs on registered nurses&rsquo; intentions to use e-learning systems. The web-survey instrument was developed as a multi-item questionnaire using Likert-type scales. A 35-item survey instrument was developed using previously validated measurable items. The target population of this study was registered nurses in South Florida. The sample for this study was 323 (over 21% response rate) registered nurses at two hospitals in South Florida. </p><p> Multivariate analysis was conducted using structural equation modeling and robust standard errors with the Satorra-Bentler adjustment. The results revealed that perceived value, attitude toward e-learning systems, and resistance to change influence registered nurses&rsquo; intentions to use e-learning systems. Findings from this investigation may be of interest to educational institutions preparing to make investments in e-learning systems. The information provided in the study will allow administrators in higher educational institutions to make decisions on ways to address the challenges that may be affecting e-learning acceptance by registered nurses.</p>

<p> Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting. </p><p> The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as &ldquo;at-risk&rdquo; for failing high school courses. </p><p> The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed &ldquo;at-risk&rdquo; for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students. </p>

<p> Corporations seek Master of Business Administration (MBA) students who are ready to perform upon hiring. Business schools need to align instructional practices and technology with student, accreditation, and marketplace demands. Complex simulation use has increased exponentially to provide MBA students with business experience in the classroom. Methods to assess the effectiveness of complex simulations to achieve learning outcomes is limited to student perceptions of learning, satisfaction, and direct assessment separately. The purpose of this quantitative ex post facto comparative study was to examine MBA students&rsquo; perception of learning to real performance in integrative courses with complex simulation. Archival MBA student Peregrine COMP&trade; pretest, posttest, and SIRII&trade; scores were analyzed using independent t-test, paired sample t-test, and Pearson <i>r</i> coefficient. MBA students perceived higher levels of learning in courses with complex simulation based on the statistically significant increase in SIRII&trade; scores over courses without simulation. Another key finding from the quantitative study was the statistically significant negative correlation of students&rsquo; perception of learning to actual performance. Positive student perceptions of learning could hide a complex simulation&rsquo;s inability to meet student learning outcomes, according to the statistically significant decrease between pretest, and posttest Peregrine COMP&trade; scores. Based on the quantitative correlation analysis of student perceptions of learning to actual performance, MBA administrators and faculty need to evaluate the use of instructional technology from multiple data points to avoid applications that offer minimal value to achieving learning outcomes. Future research opportunities could include a larger MBA population from multiple regions of the United States. Additional studies could investigate undergraduate perceptions of learning to actual performance to assess any benefit from complex simulations.</p>

<p> This dissertation explored how Korean students from a Midwestern university use social media when they come to the United States for the first time to start graduate school. In order to do so, I conducted a netnography which examines their virtual communities to observe language use (both English and Korean) within the their virtual circle of friends. I did so for a period of one semester, with archival data dating back to when they first found out they were coming to the US. This thesis is based on the argument that Korean graduate students go through a shift in linguistic, cultural, and social identity, and that social media can provide those in the field of literacy, culture, and language education a glimpse into the literacy and language practices of international students outside of the classroom. This dissertation also explains the theoretical framework behind virtual communities, analyzes current literature about virtual communities in language education, uses Kozinets&rsquo; (2009) netnography as a methodology to conduct the research, and analyzes semi-structured interviews, social media, and questionnaire data through Creswell&rsquo;s (2008) notion of thematic analysis. I conclude that the use of social media generally provides a means of identity expression for Korean graduate students, and that their linguistic, cultural, and social identities are not shaped by social media itself, but social media provides an outlet where we can see negotiation of identity from when they apply to the school and through their first semester of study; by using Korean as a language of social and cultural expression and English as a means of sharing information about their programs.</p>

<p> The purpose of this case study was to document stakeholders&rsquo; perceptions of adopting and integrating OER materials in higher education. Specifically, this study sought to understand the perceptions of institutional faculty, librarians, instructional designers, and students with the adoption and use of OER at a state college in east Florida. Semi-structured interviews were conducted with institutional faculty, librarians, and instructional designers. A survey was distributed to students enrolled in OER integrated courses during the Spring semester. Theoretical perspectives on the adoption and diffusion of OER as an innovation were grounded in Roger&rsquo;s Diffusion of Innovation theory. </p><p> An analysis of the data revealed that stakeholder perceptions are a key factor in the rate of adoption and diffusion within the institution. Faculty perceptions of resource quality and time involved to curate the resources proved challenging for OER adoption and integration. Instructional designers perceived the resources as time consuming yet highly accessible. Librarians perceived the resources as beneficial, but a lack of awareness and understanding of licensing rules made adoption and integration challenging. Students perceived the resources as advantageous, above average in quality, and just as effective as traditional textbooks. Despite the challenges presented, stakeholders agreed that access to the resources and the cost savings for students were significant enough to outweigh the time involved to locate, adapt, implement, and utilize the resources.</p><p>

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 95-102). Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 161-178). Also available on the Internet.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Marilyn Johnston-Parsons. Includes bibliographical references (leaves 178-186) Available on microfilm from Pro Quest Information and Learning.

Thesis (D. Min.)--Covenant Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 126-131).