Historically, the doctoral dissertation has had two purposes: to train young scholars in proper research methodology, and to contribute original findings to research. However, some feel that the traditional dissertation format falls short of these goals for two reasons. First, the majority of dissertations never get published in academic journals, and dissertations are unlikely to get cited in academic articles. Second, many students in doctoral programs see little authenticity in traditional dissertations because the writing style and process differ from that of academic articles. In response to these concerns, many Instructional Technology programs have implemented alternative dissertation formats. This study used survey data to investigate the benefits, challenges, perceptions and current practices of alternative dissertation formats in Instructional Technology. Online surveys were sent to 74 students, 61 alumni, and 38 faculty of Instructional Technology programs in 2010, and 78 students, 43 alumni, and 12 department representatives in 2014. Data were analyzed using qualitative and quantitative methods. Surveys found that alumni who completed alternative dissertation formats received more citations for their dissertations than those who completed traditional dissertations, showing that alternative dissertations increase the likelihood of impact. Additionally, respondents reported that alternative dissertation formats facilitate authenticity and collaboration, and prepare students for a career in academia. However, some participants perceived alternative dissertations as less rigorous than traditional dissertations, with ambiguous requirements and expectations of quality. More research is needed in order to understand current practices for alternative dissertation formats in Instructional Technology.

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From images of distance education (DE) in advertisements to examples of extant DE theory and practice, and finally to a possible dystopia and utopia for DE, this dissertation investigates the rich representations at the intersection of feminism, pragmatism, and web based distance education. It is composed of three parts. The first part is the construction of a feminist-pragmatic theoretical and analytical tool, motivated by images of DE in commercial advertisements. These images include control of nature (and the natural body), gendered experience, transactions of bodies and tools, loss of bodies, and atomic individualism. In response to these images, the main unifying theme of the tool is organic holism where the world as a dynamic system connects with culture, biology, history, and context. It draws heavily on the work of John Dewey, Charlene Haddock Seigfried, Timothy Kaufman-Osborn, Shannon Sullivan, Nancy Fraser, Donna Haraway, Sandra Harding, and Carolyn Merchant in order to form a rich weaving useful to instructional technologists and philosophers of education. The second part explores three examples of extant web based distance education using this tool. Lastly, I explore alternatives to current instantiations of distance education including a dystopia and a melioristic option that I call sustainable technology. / Ph. D.

My dissertation contains two separate components. One part is a theoretical examination of the effect of ownership structure on format choice in the radio industry. I use a Hotelling type location model to study the effects of mergers in the radio industry. I find that common ownership of two radio stations results in format choices that are more similar than under competitive ownership, and also that the stations will advertise more if they are operated under common ownership. Welfare results are ambiguous, but there is evidence that total welfare might decrease as the result of a merger, with obvious policy implications for the Federal Trade Commission and the Antitrust Division of the Department of Justice who evaluate and regulate mergers in all industries. The second component is an empirical study designed to assess the effectiveness of a mathematical tutorial that I authored in conjunction with colleagues in the Math department here at Virginia Tech. I taught four large sections of Principles of Macroeconomics in the spring and fall of 2001. Each class met on MWF; two sections at 8 AM, one at 10:10 AM, and one at 1:25 PM. I required one of the sections (8 AM Spring) to review the module and take a proficiency quiz to demonstrate their skill level in basic math that is used in the Economics Principles course. Final average in the course is the dependant variable in a regression designed to discover which variables have explanatory power in determining performance in introductory economics. Besides exposure to the math module, I include other independent variables describing class time, semester, demographics and effort. In addition, I collected qualitative information about the students' perceptions of the module's effectiveness and administration. I find that exposure to the Math module does not have a significant effect on performance in the course. However, within the treatment group, there is a positive significant effect of time spent using the module on performance. Also, being registered for an 8 AM section has a significant negative effect. Overall, student comments indicate a dislike for the module. Students report that they prefer learning math skills through lectures by the professor and use of textbooks. / Ph. D.

The leadership traits necessary in today's military medicine learning environment involve recognition of the rapid changes in technology, and possession of the ability to ensure continuous transformation and adaptability to that change. Understanding the culture of military medicine is an essential leadership capability, coupled with effective communication and visionary skills (Chambers, 1991). Medical organizations that adopt new technologies in their training can expect better productivity and medical readiness (von Lubitz, Beier, Freer, Levine, Pletcher, Treloar, Wilkerson, & Wolf, 2001). United States medical school programs have recognized the need to introduce new technologies to allow clinicians to stay competent and reduce lethal medical mishaps (Elwyn & Lewis, 1998). The purpose of this study is to examine the adoption of instructional technology by faculty members at a military medical education program (Interservice Physician Assistant Program – IPAP). Within the case study, factors that facilitated or inhibited the adoption of instructional technology were examined. Additionally, IPAP program leadership behaviors were examined to describe its association with faculty member's adoption of instructional technology. Multiple methods were used to gather data including interviews, observations, and document analysis. This research used the grounded theory qualitative method approach to develop a theory deductively from the data. Fifteen faculty members participated in this study, 12 faculty members and three program leaders. The findings suggest that significant efforts and positive attitudes toward the use of instructional technology existed among faculty members. However, the process of instructional technology integration at this military medical training facility faced impediments that affected its adoption rate by faculty members. The impediments included unreliable infrastructure, lack of training and technical support of new technologies, time commitment constraints that hindered training accessibility, compatibility with existing instructional technologies, complexity of the technology, and inadequate technical support. The data analysis was based on Rogers' theory of diffusion and adopter categories (relative advantage, compatibility, complexity, trialability, and observability). The results of this study indicated that Roger's five variables of adoption of innovations were not effectively met. Moreover, the results identified specific issues from these categories that either influenced or inhibited the adoption rate of technology innovation at this training facility; such as organization factors, personal motivation, and social factors. The following recommendations were made: (1) emphasis on conducting faculty training and professional development on instructional technologies, (2) extending the physician assistant program curricula to accommodate built-in staff development training times, (3) encourage peer-to-peer mentorship training by supporting instructors with limited instructional technology experience, (4) develop a technology personnel qualification standards (PQS) check-in process for new faculty members, (5) provide sufficient infrastructure and technical support to meet the demands of an expanding technology-based curriculum, (6) an establishment of dialogue between organizations responsible for coordinating infrastructure, technical support, and training, and (7) provide competent technicians that are trained to troubleshoot all aspects of technology support. / Ph. D.

The goal of this research was to compare the learning outcomes of three methods of instruction: a text-based instructional system and two multimedia systems. The two multimedia systems used different interface designs. The first multimedia system used a topic-oriented interface which is somewhat standard in multimedia design. The second multimedia system presented a problem solving context and simulated an industrial setting where the user played the role of an industrial engineer. All three methods presented analogous information about Time Study Analysis, a work measurement technique used by industrial engineers. A between subjects experimental design with two independent measures examined two domains of learning: verbal information and intellectual skills. This design was used for two sessions to examine original learning and retention components of learning. Original learning was measured immediately following the instructional treatment. Retention was measured two weeks after treatment. Thirty subjects of similar backgrounds (undergraduates in Industrial and Systems Engineering) participated in the experiment’s two sessions. Post-tests were used to measure verbal information and intellectual skills domains of learning during each session. A combined score for both domains was calculated. The scores were analyzed using ANOVA (analysis of variance). No significant differences were found between the three instructional methods for the two domains or the combined score during either the original learning session or the retention session of the experiment. / Master of Science

As more artifacts are created in a digital format, there is a need to have metadata associated with the artifacts to increase the chance for resource discovery by others. This is especially the case with non-textual artifacts. Once these artifacts have descriptive metadata associated with them, they have the potential to become learning objects which can be used by others in their own teaching and research. This study explored the design and development of a performance support tool to create descriptive metadata by users that are most familiar with the non-textual learning objects, yet may not have an understanding of the various metadata schemas and standards required by other institutional/knowledge repositories and search engines. In order to create such a tool, certain features need to be included in order for users to create appropriate metadata. The tool needs to have Unicode character support in order metadata entry, display and searching. Research found that characteristics such as controlled vocabularies, tooltips, validation rules, and having a relevant image on the same screen as the metadata form help users to create appropriate and accurate metadata; yet, no existing tool was found that contained all of these features to assist faculty in describing their non-textual learning objects. These characteristics were operationalized in the design and development of the performance support tool. Findings from the evaluation of the tool indicate that the owner of the learning objects was able to create a customized, non-standard metadata form that users were then able to use to create appropriate and accurate descriptive metadata. / Ph. D.

The purpose of the study was to investigate the current status and competencies of CEIT graduates working in IT firms from the employers&rsquo / point of view. In addition, the cases were evaluated to see whether the graduates have gained competency in their undergraduate education or while working for the firms. In the end the main goal was to identify how well CEIT departments are preparing students for professional practice. The participants of this study were thirteen employers of CEIT graduates working in IT firms in a technopolis. A mixed methods research approach including both quantitative and qualitative research methods was employed as the primary method in order to reach the purpose of this study. Within the scope of this mixed method study, firstly, the quantitative technique was employed in which the data were gathered through a questionnaire to examine the competencies of CEIT graduates. Then, the qualitative part of the study was employed through a follow-up semi-structured interview to confirm and complement the quantitative findings. According to the results of this study, CEIT graduates are average competent at pedagogical, technical and communcation issues. They are more competent within communication and teamwork, and least competent within technical issues according to the employers.

The purpose of this study was to describe technology learning methods that teachers attend and perceive as effective. The goal was to provide district personnel data that may be utilized when planning for more effective technology staff development. This study examined (1) the methods of learning instructional technology that are being utilized by teachers and administrators and (2) why these methods are being utilized in two Texas school districts. Data was collected from educators via an online survey consisting of demographics, technology training methods, level of technology use (CBAM 1 item), stages of adoption and technology level of use (LoTi, 50-item). Educators with different technology levels of use (high, low) differed on their perceptions and utilization of technology training methods. Specifically, educators with different technology levels of use differed in their perceptions of independent online help, and learning through trial and error technology training methods. Results from the study showed that educators tended to use the technology training method that they perceived as most effective. Educators tended to utilize learning by trial and error, peer support, and technology personnel support the most frequently for learning technology integration Educators' in the study had varying technology levels of use based on their educator categories. Administrators tended to score much higher than both elementary and secondary teachers on their technology levels of use. Participants gave a variety of reasons for utilizing certain technology training methods most frequently. The most popular reason was that the method fit into their time schedule followed by the location of the training. The least given reason was that it was the best method for learning the technology skill.

The problem addressed is the significant lack of empirical research to describe the nature and extent of technology for use in physical therapy education (PTE). The goal was to facilitate the use of instructional technologies in accredited physical therapy (PT) courses. Computing technologies offer efficient, accessible methods for delivery of education as well as instructional formats with unique advantages for the allied health sciences. In order to facilitate the use of instructional technologies in accredited PT courses the nature and extent of current technology use in PTE are described. A description of technologies used for health professional education was extracted from the literature and used to develop a valid and reliable online survey instrument. An effort was made to survey all full-time faculty in the 200 Doctor of Physical Therapy programs accredited by the Commission on Accreditation in Physical Therapy Education. A 44% response rate was received from 904 faculty representing 193 programs. The results demonstrate that the technologies used most can be characterized as those that support cognition rather than content delivery. It is also apparent that a significant number of faculty are using technology for education while their self-assessment indicates that they have insufficient knowledge and skills to do so. Also, the findings indicate that many faculty have a limited knowledge of the technologies used in the locations where their students will receive clinical education and possibly gain employment following graduation. These results are discussed in detail. Seven recommendations are offered to facilitate diffusion of technology throughout courses offered in graduate PT programs.