Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 178-202).

Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2006. / Elizabeth Mynatt, Committee Member ; Janet Kolodner, Committee Member ; Amy Bruckman, Committee Chair ; Michael Eisenberg, Committee Member ; Mark Guzdial, Committee Member. Vita. Includes bibliographical references.

Thesis (M.Ed.St.) - University of Queensland, 2006. / Includes bibliography.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains x, 257 p. Includes abstract. Includes bibliographical references (p. 236-246).

<p> The researcher explored the lived experience of adult online college honor students (AOCHS) with the goal of describing critical factors that support academic success. The study addressed a gap in the literature concerning how the technology and virtual context of adult online college education are perceived, interpreted, and employed by the most successful students in undergraduate online college degree programs. Participants described how they perceived their online learning experience, what meaning they attribute to this experience, and what strategies they employ to achieve academic success in the online learning environment. The study was based on Deming&rsquo;s total quality management philosophy, Nonaka&rsquo;s theoretical context for knowledge generation, and the community of inquiry (CoI), a conceptual framework for online education. An online questionnaire and individual telephone interviews were used to gather qualitative data, which were analyzed using thematic coding and analytic induction to address the study&rsquo;s purpose and answer the research questions. Follow-up interview subjects were purposefully selected to provide a heterogeneous sample based on self-reported demographics, priorities, and motivations. Results showed that honor students&rsquo; expect that the technologies and user interfaces in online college classes should be as engaging and effective as social media, online entertainment, and Internet commerce technologies that they use in their nonacademic lives. That online instructors should be active and encouraging participants in the learning process. And that students&rsquo; personal, academic success is supported by a mature self-image and work ethic, effective time management and workload planning, clear and timely communication with faculty members, positive collaboration with classmates, and fluent use of learning technology.</p>

<p> Technological developments in the workplace in the United States have led to a demand for highly skilled laborers in the workforce. Hence, adult students return to college to earn four-year college degrees or obtain certifications in order to meet the demand for highly skilled positions. Thus, colleges and universities must find learning models that best meet the needs of adults. The problem addressed in this research study focuses on adult learners&rsquo; experiences and whether or not technology paired with immediate intervention services in the developmental English language courses meets their needs by improving their learning outcomes. Hence, adult participants were asked in face-to-face interviews what experiences best served them. A random, purposeful, and heterogeneous sample of first-year adult learners, exclusively ranging from 25 to 60 years of age, was recruited. A basic qualitative research methodology was used in this study, which involved semistructured interviews with the adult participants, the open and axial coding of the responses of the participants, and the interpretation of the coded responses. Themes then began to emerge from the coded data collected from the interviews. The interpretation of the coding revealed that the adult participants in the study testified that the computerized program was user friendly, helped them develop computer skills, and was a superior learning tool. They also testified that the immediate intervention and personal attention of the instructor and computer lab staff assisted them as adult learners with their concentration, encouraged them to attend four year colleges, provided them with in-service training, and helped them in the development of their careers. Briefly, the findings show that students appreciated computer-learning programs because they could develop computer skills and also acquire basic skills by accessing hypermedia/multimedia and game stimulation on computers, which they found user-friendly. It was clear that students felt that they made significant progress in their English development because they had support services readily available to them. Further, since they were independent adult learners, it was evident that they preferred to self-pace and self-regulate their learning. It is hopeful that the examination of the findings of the study will generate new strategies for improving students&rsquo; learning experiences.</p><p>

<p> This dissertation was a case study of student perceptions in two history classrooms in a large suburban high school. In each classroom examined for this study the teacher was committed to using social studies inquiry and mobile technology in their instruction. Students were also expected to complete assignments and conduct inquiry with mobile technology. The purpose of this study was to examine the voice and experiences of high school students, and how high school students construct meaning through inquiry and mobile technology in the social studies classroom. 109 students participated in observations, focus groups, personal interviews and submitted completed examples of inquiry with technology. There were four general themes uncovered in the data for this study. The four themes that generated the findings for this study are that students engaged in inquiry using mobile technology (a) embraced the availability of resources and information when planning and conducting inquiries (b) reflected on communication with teachers and peers during the inquiry process (c) expressed that mobile technology provided opportunities to engage in learning and enhance knowledge outside of prescribed assignments (d) and used various creative outlets of mobile technology to communicate outcomes. </p><p>

<p> This research study focused on how technology-based tools have changed the 21^st century education arena in elementary school mathematics classes. The research highlighted the inner city schools where many students in the class are achieving below state standards set for third grade level. The research question asked to what extent do students have a higher level of engagement in math classes in which iPads and other technologies are used? Technology continued to advance in 21^st century classrooms where students are daily participants in teaching and learning with acquired experience using technology tools to accelerate their learning experience. Children are technology users with a passion for texting, web surfing, playing interactive games, social media, and more. The research methodology was data collection of achievement levels, using a quantitative method. The quantitative process for the research project supplemented the greater understanding of student achievement growth from integrated iPads in a third-grade math class in inner city schools in Chicago. The test was completed by the students, and the scores were automatically updated on the public website. The students had two hours to complete the test, and the students&rsquo; information was kept confidential. The students that were taught using technology outscored the students that were not taught using technology. The recommendation was to implement technology in all schools and create a challenging curriculum. The final recommendation for teaching with technology included the beneficial factors.</p><p>

<p> Personalized learning for students has been an emerging trend which seeks to support teaching and learning in the 21st century (Netoch, 2017). This study identified beliefs of secondary educators on the different aspects of personalized learning for students. Areas covered in this study included teacher professional development on the personalized learning process, amount or quality of teacher support for the implementation of personalized learning, the impact of technology on personalized learning with classroom instruction, and any obstacles to the personalized learning process. Findings from this study were compared to identify connections between responses as they related to the research questions. Many teachers surveyed indicated they felt instructional technology was needed but not necessary for all aspects of personalized learning. Most secondary teachers indicated some form of personalized learning was prevalent in their school. The majority of teachers indicated their students seldom or never utilized assistance on problem-solving help from automated tutoring services. In another related area, less than 50% of teachers reported students seldom or never used personalized learning systems feedback from automated systems regarding their own learning strengths and weaknesses. A majority of teacher respondents valued professional development offered to them through the school, as well as the support they received. A majority also somewhat or strongly agreed the professional development aided them in implementing technology for personalized learning in the classroom. Finally, one of the major obstacles reported by teachers was the excessive time needed to develop content for technology-based instruction.</p><p>

<p> The purpose of this study is to explore the technology high school music students are using to improve musicianship. For this study, research was done to determine how students are using the available devices and the most popular applications, programs, and websites available and used by high school band students. A survey was issued to instrumental music students in two high schools asking questions pertaining to the topic. Then, data was compiled into lists consisting of the devices, uses, and applications that were the most favored. The results showed that a majority of students occasionally used technology to either self-evaluate while practicing or find music on their own. In addition, students favored using smart devices while practicing, and they chose applications based on accessibility or familiarity. The findings from this study were similar to a few sources in the related literature, which determine that students are familiar with the technology in similar ways several educators are. For those reading this thesis, the information will provide them with better awareness of the technology their pupils use for music learning.</p><p>