<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> Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department&rsquo;s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training. </p><p> The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course. </p><p> The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.</p><p>

<p> This qualitative case study illustrated perceptions of seven fine arts teachers who were veteran participants in an ePortfolio evaluation method (with three or more years participation). The research questions centered on professional growth, reflection, and the impact ePortfolio had on the craft of teaching. A blended conceptual framework of Sch&ouml;n&rsquo;s (1983, 1987) theory of reflection-in-action and reflection-on-action, and Mezirow&rsquo;s (1991) transformative learning theory was applied to analyze the data. The researcher explored types of reflection fine arts teachers perceive through ePortfolio evaluation, and how the process of ePortfolio evaluation doubled as a professional development for some teachers. Through three phases of the study which included a written eInterview, a video interview, and a face-to-face portfolio review, teacher perceptions of benefits and challenges emerged. Benefits included evidence of reflective practice, retention of highly effective teachers, a focus on student growth and state standards, and among five participants, a reported shift in practice from product-focused to process-focused teaching in their fine arts&rsquo; classrooms. Emerging as challenges in ePortfolio practice included time, training, technology, and lack of adequate feedback in the perceptions of the seven participants in this study.</p><p>

<p> The purpose of this study is centered on health information management (HIM) student learning outcomes and attrition in an online learning environment as compared with that of a traditional face-to-face learning environment. Online education has become mainstream and enrollment continues to grow even though overall enrollment in higher education has decreased (Poulin &amp; Straut, 2016). In addition, colleges and universities retain fewer online students than traditional face-to-face students (Brown, 2017). Furthermore, student satisfaction has been labeled as a measure of quality for online education (Online Learning Consortium, 2017). The Community of Inquiry theory of student satisfaction with an online learning environment was utilized as the theoretical framework for this study (Garrison, Anderson, &amp; Archer, 2000). Quantitative data were collected from accredited two-year associate health information management program directors for analysis in this study. Students currently enrolled in health information management online courses were surveyed with a Community of Inquiry survey instrument to assess their perceptions of satisfaction with online courses. Descriptive analysis methods were utilized to answer the four research questions which guided this study. The findings of the study on differences between the national Registered Health Information Technician final exam scores and domain scores from graduates of traditional face-to-face courses with similar peers enrolled in online courses demonstrated a significant difference with lower overall scores for online graduates. On the other hand, there was no statistically significant difference between attrition rates of traditional face-to-face and online programs. Based on the analysis of the Community of Inquiry data, students of current online HIM courses have an above average degree of satisfaction.</p><p>

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 109-116). Also available in print.

<p> Law schools are criticized for graduating students who lack the skills necessary to practice law. Legal research is a foundational ability necessary to support lawyering competency. The American Bar Association (ABA) establishes standards for legal education that include a requirement that each law student receive substantial instruction in legal skills, including legal research. Despite the recognized importance of legal research in legal education, there is no consensus of what to teach as part of a legal research course or even how to teach such a course. </p><p> Legal educators struggle to address these issues. The practicing bar and judiciary have expressed concerns about law school graduates ability to conduct legal research. Studies have been conducted detailing the poor research ability of law students and their lack of skills. Although deficiencies in law student research skills have been identified, there is no agreement as to how to remediate these deficiencies. This dissertation suggests the legal research resources that should be taught in law schools by identifying the research resources used by practicing attorneys and comparing them to those resources currently included in legal research instruction at the 202 ABA-accredited law schools. </p><p> Multiple data sources were used in this study. Practitioner resource information was based on data provided by practicing attorneys responding to the 2013 ABA Legal Technology Survey. Resources taught in ABA-accredited law schools were identified through three sources: a 2014 law school legal research survey sent to the 202 ABA-accredited law schools, a review of law school syllabi from ABA-accredited law school legal research and legal research and writing courses, and the Association of Legal Writing Directors 2013 annual survey of legal research and writing faculty. The combined data from these three sources were compared to the resources used by practicing lawyers identified in the annual national 2013 ABA Legal Technology Survey. This comparison of what is taught with what is used in practice identifies a deficiency in law school instruction in the research resources used by practicing attorneys. These survey results detail distinct areas of inadequate instruction in legal research resources and provide legal educators with detailed information necessary to develop a curriculum that will result in graduating students with practice-ready competencies.</p>

<p>Traditional classroom educators face the challenge of teaching online due to the increasing demand of online courses at higher education institutions. Educators who transition from the traditional classroom to online instruction experience the need to incorporate different skills and strategies in order to become an effective online instructor. This qualitative study sought to investigate the difficulties experienced by traditional classroom instructors who are attempting to transition to an online classroom format and what strategies can be used to overcome these difficulties. A qualitative meta-synthesis design was used for this research study because the research questions and approach position towards the appropriateness of meta-synthesis research. Four themes presented themselves from the meta-synthesis of eight research studies. The following four themes captured the experience of educators transitioning from traditional instruction to online instruction: increased workload, changing roles and skills, enhanced support and training, and various communication and engagement strategies. The findings from this study found that traditional educators transitioning to online instruction face many challenges as they attempt to create an engaging classroom environment that echoes engagement in a traditional classroom. The results of this study can assist educators in developing their online teaching skills.

Thesis (Ph.D.)--Iowa State University, 1995. / Includes bibliographical references (leaves 104-111).

Thesis (M.Ed. Mgt.)--Unitec New Zealand, 2008. / Includes bibliographical references (leaves 89-93).

Thesis (Ph. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.