This dissertation was developed to research how prepared aspiring Education Entrepreneurs would feel when supported holistically through a methodology that incorporates a blending of informational and transformational learning approaches while teaching Entrepreneurship. Our current entrepreneurship programs, both formal and informal, have not adequately prepared aspiring venture seekers to succeed in the field, as documented by the high failure rate of start-ups (Hisrich, Peters, & Shepherd, 2017). Embedding transformational personal growth in a way that elevates a shift in one’s personal beliefs, values, and attitudes, as opposed to a sole focus on informational learning, has yet to be formally explored with Entrepreneurs. This leaves one to wonder how prepared aspiring Entrepreneurs would feel when partaking in a curriculum grounded in preparation and training that is more holistic

Massive Open Online Courses (MOOCs) have gained great popularity during a relatively short time frame. Yet, measuring MOOC learner success has been fairly challenging. The development of technology and scale of online education considerably outpace efforts to evaluate and understand how well it is succeeding at improving outcomes. As a response and after reviewing current literature and relevant theories, in this dissertation, three research directions have been identified, as critical steps toward better understanding MOOC success: 1.How does a learner’s motivation influence their outcomes? 2. How does a learner’s motivation influence their performance and engagement within a MOOC? 3. How does a learner’s performance and engagement within the course influence their outcomes? Given these three research questions, three studies have been conducted to analyze both MOOC learner motivation and learning activities via taking into account learner data before, during, and after taking a MOOC. This research considers success at two stages: during the course itself (course completion), and the student’s post-course career development. The results of Study 1 showed that course completers tend to be more interested in the course content, whereas non-completers tend to be more interested in MOOCs as a type of learning experience. Learners who complete the course tend to have more self-efficacy for their ability to complete the course, from the beginning. Grit and goal orientation are associated with course completion, with grit predicting course completion independently from intention to complete, and with comparable strength. Study 2 investigated 5 behavioral thresholds in addition to just looking at course completion alone and looked into how each of the 5 types may link to the different motivational aspects included in the pre-course survey. The results indicated that emerging patterns unique to the MOOC environment could be related to various learning needs that require engagement with the course materials on varied levels. For example, skipping introductory videos might relate to learners intention of focusing on a sub-set of the course materials. Results of Study 3 showed that career advancers earn better scores and are more likely to complete the course. Career advancers also engaged more frequently with all key course components such as course pages, lecture videos, assignment submissions, and discussion forums. However, when further examining interaction behaviors within discussion forums, advancers tend to be forum lurkers who frequently read the forums but were less likely to post, comment, or vote. The results of these studies can increase our understanding of MOOC learner success and help inform a framework that evaluates a MOOC learner’s success in a comprehensive way.

This folio presents three studies (a dissertation and two electives) which use qualitative case study methodologies to investigate technology adoption from three perspectives. Central to all three studies is the study context of Monash University. The Dissertation explores adoption of web-based learning and teaching approaches from the perspective of teaching academics as they incorporate these to facilitate their students’ learning. The study investigates teaching academics’ reasons for adopting these new technologies, the factors that influenced their adoption decisions, and the challenges they were confronted with, including the contributing factors that impacted on their adoption decisions. The study shows that while contextual factors such as power and politics of the school, department, faculty and the institution impact on adoption, supportive organisational infrastructures and policy frameworks are necessary to encourage adoption, including wider adoption. In turn, on going staff development, adoption of new work practices and being adaptive to changing work environments are key demands made on teaching academics as a result of adopting web-based teaching approaches. Elective 1, a smaller study, leads on from the dissertation and examines the impact of technology adoption on the evolving role of educational designers. The study identifies the educational designers’ role change in assisting teaching academics to move from more conventional forms of teaching to more technology based learner-centred collaborative models. An important aspect of the study is the managers’ perspectives of this role in a university that has adopted a strong flexible learning and technology policy. The findings show that educational designers now work as project managers in larger teams consisting of a wider range of professionals, their expanded role in introducing technology into learning designs, providing staff development in the area, and giving technical help including advice on copyright and intellectual property issues. Elective 2 explores student readiness to adopt these technologies for learning. The study is designed to achieve an understanding of three broad categories of learners from a first year design unit: (1) South East Asian and East Asian students, (2) all other international students, and (3) local Australian students are studied to examine their readiness for modes of learning that are flexible; their approaches to study in a creative discipline area; and their openness to using technology. Findings of the study are discussed under the key themes – dependence on the teacher and classroom environment, flexible learning and working alone, structure, communication and work patterns. The study concludes by discussing the possible cultural attributes that have an impact on the learning. The three studies found that the institution, its people, structures and processes must all adapt, evolve and grow in order to provide effective, engaging, student-centred web-based learning environments. Students in turn must be enabled to manage their study, make use of the technologies and maximise their learning experience. The findings revealed the stage of technology use reached at Monash University at the time of the study through the voices of the teaching academics, educational designers and students.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

This study was conducted to investigate the student-to-student interactions that take place in an online community college course, and how the interactions impact an online learning community. The literature review revealed three related themes: (a) the impact of the teaching/learning environment on student interaction, (b) barriers in the online environment, and (c) peer collaboration in the online environment. The case was selected using four selection criteria: (a) the class was offered completely online (b) the instructor was experienced teaching online classes, (c) computer technology was not the primary content of the course, and (d) the level of interaction was sufficient to investigate student interaction. Data were collected from public transcripts including bulletin board forum postings, email, group papers, and interviews. Six of the 16 students enrolled in the class and the instructor were interviewed. In this case, the environment impacted the way students interacted, collaborated, and socialized with peers. It changed the way participants existed within the learning community and impacted how students interpreted meaning and perceived time. The study generated findings with implications for community college instructors and participants of online learning communities. The online environment may impact: (1) how conflict is handled, (2) the quality of discussion among peers, (3) student involvement with peers, (4) the formation of cohesive groups, (5) a student's ability to interpret the meaning of comments made by others, (6) a student's expectations of the time needed to complete tasks and respond to others, and (7) the ability to design a flexible structure that encourages students to explore outside their comfort zone. Additional research is warranted. It is recommended that future studies be conducted to investigate how conflict, time, and collaboration impact an online learning community. / Graduation date: 2002

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Rodney P. Riegle (chair), Dianne C. Gardner, W. Paul Vogt, Galen B. Crow. Includes bibliographical references (leaves 141-175) and abstract. Also available in print.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 119-129.

Thesis (Ed. D.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

Thesis (M.S.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains ix, 88 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 86-88).

Thesis (M.A.)--University of Central Florida, 2009. / Adviser: Jeffrey Kaplan. Includes bibliographical references (p. 57-59).