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For many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the exploration of faculty personal network exposure models and social learning opportunities. The study utilized online survey and open-ended interview instruments for the investigation. Faculty from several colleges at the University of Central Florida voluntarily completed the survey instrument identifying with whom, how, and why they discuss teaching online, including the influence of these discussions. In-depth interviews offered internal descriptions of their personal networks. Survey results established baseline data for demographic and future comparisons and identified concerns, issues, and trends unique to synchronous and asynchronous Internet-based faculty development and support needs. Phenomenological data produced the emergent categories and themes used to investigate and explain faculty's communication channel usage and social learning experiences. Similarities between diffusion and knowledge research findings and participants reflected more conformity than anticipated. Differences in communication channel and learning style preferences and usage and faculty's 24/7 work life needs, present challenges to administrators and educators responsible for providing development and support systems.

Incorporating technology into learning has brought major benefits to learners and has greatly changed higher education. Since there is limited number of experimental research investigating the effectiveness of applying wikis, this study collected experimental data to investigate its effectiveness. The purpose of the study was to examine the effectiveness of applying wikis in terms of students' learning outcomes, to investigate the changes regarding students' attitude towards language learning, to explore the communication channels in wikis that facilitate students' interaction in the e-learning environment as well as students' experience of using wikis. Results showed that there existed statistically significant difference between the group with and without wikis, which means the group applying wikis performed better in listening and reading abilities. When compared with the non-wiki group, the wiki group had a more favorable attitude towards the class, their English ability improvement, and cooperative learning. Moreover, the students agreed that wikis helped them complete their assignment, they felt comfortable in the wiki environment, and it was easy for them to use wikis. From the experiences of using wikis shared by the students, they provided recommendations about the interface and the edit functions in the wiki environment. Their interaction with other team members and the course material increased but they expressed that the main interaction was through face-to-face and instant message software. Finally, the wiki environment allowed students to fulfill their role duties, cooperate, negotiate, manage their contribution, and modeling from each other.

Primary care within the United States’ health care system is evolving to address increases in chronic conditions across the lifespan that impact individuals’ daily lives, and the health care system’s performance and cost. Even as interprofessional primary care teams aim to manage a large majority of health needs over time, these teams often lack the skilled professionals necessary to address function in daily life. Occupational therapy’s distinct value as experts in evaluation and intervention for health-related occupational development, adaptation, prevention and management can address this problem. However, continued education and additional tools are necessary in order for occupational therapists to increase their knowledge of the profession’s role in primary care, increase self-efficacy in promoting occupational therapy to stakeholders, and increase self-efficacy to utilize resources for research and establishing occupational therapy in primary care settings. The proposed online course "Occupational Therapy in Primary Care: What, Why, Where, & How?" is specifically targeted to occupational therapists to addresses these outcomes. Theoretical and historical evaluation of occupational therapy in primary care in the United States and Canada supports understanding the problem and mechanisms that can help navigate efforts to include occupational therapy in primary care. Diffusion of Innovations and Adult Learning Theory guide the course’s two-phases of development and dissemination. This project is a timely contribution to the emerging area of occupational therapy in primary care that supports the Institute for Health Care Improvements’ (IHI) Triple Aim to improve the individual experience of care, health of populations and reduce per capita cost of care.

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In many academic disciplines, there are promising discoveries and valuable information, which have the potential to improve lives but have not been transferred to or taken up in ‘real world’ practice. There are multiple, complex reasons for this divide between theory and practice—sometimes referred to as the ‘know-do’ gap—and there are a number of disciplines and research fields that have grown out of the perceived need to close these gaps. In the field of health, Knowledge Translation (KT) and its related research field, Implementation Science (IS) aim to shorten the time between discovery and implementation to save and improve lives. In the field of humanitarian development, the discipline of Communication for Development (ComDev) arose from a belief that communication methods could help close the perceived gap in development between high- and low-income societies. While Implementation Science and Communication for Development share some historical roots and key characteristics and IS is being increasingly applied in development contexts, there has been limited knowledge exchange between these fields. The aim of this paper is to provide an overview of the characteristics of IS and ComDev, analyze some key similarities and differences between them and discuss how knowledge from each could help inform the other to more effectively achieve their common goals.

BACKGROUND: The mandate to provide inclusive education in Canadian schools means that Speech-Language Pathologists (SLPs) need to be well-versed in frameworks such as Universal Design for Learning (UDL) that support learning among students with diverse backgrounds and abilities. To be responsive, professional graduate programs need resources that support teaching SLP students about UDL. PURPOSE: 1) To use an instructional design model and Knowledge Translation (KT) theory to develop educational resources about UDL for SLP graduate students; and 2) to assess feasibility of the resources and SLP students’ perceived and actual UDL knowledge change after resource implementation. METHODS: First, educational resources about UDL were created for SLP students using a process in which the first three phases of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional design model were combined with the Diffusion of Innovations (DOI) KT theory and supported by engagement of key SLP stakeholders. Stakeholder feedback about their involvement in the resource development process was assessed through a focus group and analyzed using conventional content analysis. Next, the last two phases of the ADDIE model were conducted in which the developed resources were implemented and evaluated with 19 SLP students over a three-hour session; resource feasibility and UDL knowledge were measured before and after the session using anonymous, web-based questionnaires. RESULTS: The novel process for developing resources was deemed suitable for creating high-quality theory-informed resources tailored to SLP students. SLP students perceived the resources to be practical and acceptable. There was a statistically significant improvement in students’ perceived UDL knowledge as well as improvements in actual UDL knowledge. CONCLUSION: Health educators could consider the described methodology when developing content-specific resources for health professional students. This thesis introduces a new set of resources that could be used to address an important gap in SLP training. / Thesis / Master of Science Rehabilitation Science (MSc) / Inclusive education in which students with diverse abilities learn together is an expectation within Canadian schools. People who work in schools, like Speech-Language Pathologists (SLPs), need to know about frameworks such as Universal Design for Learning (UDL) that identify specific strategies for supporting inclusive education. However, many SLPs do not know about UDL or how to apply this framework when they work with teachers. In this thesis, I used a new resource development process involving a rigorous resource design method with a theory that helps people use new ideas, to make educational resources about UDL for SLP graduate students. Next, I implemented and evaluated the resources with 19 SLP students at McMaster University. Students felt the resources were suitable and taught them new information about UDL. This thesis provides new teaching resources for SLP students to increase their knowledge about UDL and better prepare them for working in schools.