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Pages
- Title
- Improving training effectiveness through motivation : creating a psychological states intervention
- Creator
- Weissbein, Daniel Adam
- Date
- 2000
- Collection
- Electronic Theses & Dissertations
- Title
- Use of technology by nursing students : learning styles, age, and experience
- Creator
- Hoisington, Denise L. (Denise Louise)
- Date
- 2000
- Collection
- Electronic Theses & Dissertations
- Title
- Emancipatory learning, an exploratory study of critical reflection in internet family studies students
- Creator
- Bailey, Deborah C., DePoole
- Date
- 2001
- Collection
- Electronic Theses & Dissertations
- Title
- Factors relate to individual differences in the academic and behavioral adjustment of young children from low-income families
- Creator
- Hwang, Hye-Won
- Date
- 2001
- Collection
- Electronic Theses & Dissertations
- Title
- Exploration in task space : similarity effects on task switching
- Creator
- Arrington, Catherine M.
- Date
- 2002
- Collection
- Electronic Theses & Dissertations
- Title
- An examination of the instructional, motivational, and emotional elements of error training
- Creator
- Bell, Bradford S.
- Date
- 2002
- Collection
- Electronic Theses & Dissertations
- Title
- Mentor/mentee perceptions of mentor functions : the mentoring of adult learners in a leadership development network
- Creator
- Teja, Gary A.
- Date
- 2003
- Collection
- Electronic Theses & Dissertations
- Title
- Using goal orientation to develop customized learning environments : an interactionist approach
- Creator
- Scheu, Christine Renee
- Date
- 2008
- Collection
- Electronic Theses & Dissertations
- Title
- The influence of worldviews on selective recall from texts about history and physics
- Creator
- Forsyth, Benjamin Robert
- Date
- 2010
- Collection
- Electronic Theses & Dissertations
- Title
- More than just skill : mathematics identities, socialization, and remediation among African American undergraduates
- Creator
- Larnell, Gregory V.
- Date
- 2011
- Collection
- Electronic Theses & Dissertations
- Description
-
The primary goal of this dissertation is to shed light on a complex and persistent phenomenon in the mathematics education pipeline: disproportionately high student enrollment rates in remedial mathematics courses--particularly among entering, African American college students. As data have indicated throughout the past few decades, African Americans and other students of color have been disproportionately "gate-kept" upon matriculation to four-year universities and relegated to introductory...
Show moreThe primary goal of this dissertation is to shed light on a complex and persistent phenomenon in the mathematics education pipeline: disproportionately high student enrollment rates in remedial mathematics courses--particularly among entering, African American college students. As data have indicated throughout the past few decades, African Americans and other students of color have been disproportionately "gate-kept" upon matriculation to four-year universities and relegated to introductory courses that flank the shallowest end of the postsecondary mathematics curriculum. The present, mainly qualitative study was situated in a remedial mathematics course at a large, Midwestern university. Drawing on phenomenology and case study as the main research strategies, I investigated the following questions: (a) What mathematics identities do students construct while enrolled and participating in a remedial mathematics course? (b) How are students engaging academically and with mathematics, in particular? (c) How do students' mathematics identities relate to their engagement?During a five-month period, extensive classroom observations in the university's lowest-level, "remedial" mathematics course were conducted, with a focus on noting norms, regular activities, and patterns of interaction among the students and instructors. The primary findings are centered on the academic transitions of four, principal "case" participants. To supplement the ethnographic research, I conducted a series of semi-structured interviews with each case study participant to allow students--in their own voices--to discuss the factors that influenced their mathematics education and learning trajectories during their transitions as first-year university students. Based on narrative analyses of many hours of interview data, I began to evince and advance a central finding: The conventional perspectives are extremely limited explanations, particularly with regard to who the students in remedial mathematics courses are (or tend to be), what supports they have, or how they choose to support their own achievement. The latter chapters concentrate on the experiences of two students and their negotiation of various socialization forces and processes. Although the primary subject of these conversations with the students was mathematics and the nature of their mathematics experiences, they often discussed the intersecting nature of their various other identities (e.g., as sons or daughters, as first-generation students, as members of working-class families or communities) with their mathematics-specific identities. Most prominently, students openly discussed the racialized nature of their mathematics learning experiences--that is, what it meant to be African American in this particular mathematics-learning context. The students, I claimed, were also recognizing and negotiating identity contingencies in the environment (relating to social psychological research on the topic), in the form of masternarratives about African American participation in mathematics education settings. In the latter chapters, I discuss the empirical evidence and theoretical nature of these constructions and how students negotiated or worked against them. The dissertation closes with a discussion of students' agency (in the form of counternarratives) and implications for future research on the experiences of African American students in mathematics education.
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- Title
- Improving third generation learning : the effects of peer feedback training on quality feedback, trainee characteristics, and performance
- Creator
- Massman, Adam John
- Date
- 2012
- Collection
- Electronic Theses & Dissertations
- Description
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As organizations build technology enabled, social learning environments, Kraiger (2008) suggested that organizations are on the brink of the next generation of learning. Third generation learning is a peer-to-peer learning environment where peers sustain the learning culture typically within an online learning environment. One of the major assumptions of this learning environment is that the learners sufficiently understand how and when to give each other feedback to sustain effective...
Show moreAs organizations build technology enabled, social learning environments, Kraiger (2008) suggested that organizations are on the brink of the next generation of learning. Third generation learning is a peer-to-peer learning environment where peers sustain the learning culture typically within an online learning environment. One of the major assumptions of this learning environment is that the learners sufficiently understand how and when to give each other feedback to sustain effective learning experiences (Sadler, 1989). Research on peer feedback has shown that, while the benefits of peer feedback are positive, peers lack adequate skills to give proper peer feedback. Crafting quality peer feedback within these environments may affect the entire learning process from trainee characteristics (e.g. London & Smither, 1995) and training outcomes (e.g. Nicol & Macfarlane-Dick, 2006). Thus, this dissertation crafted an intervention to increase peer feedback effectiveness based on five principles of quality feedback. Previous researchers have attempted to increase peer feedback quality through training (e.g. Sluijsmans et al., 2001); however, these researchers have had mixed results, mostly because they did not rely on traditional feedback research on constructing quality feedback. In this dissertation, learners who received peer feedback training were compared to participants who did not receive peer feedback training. A participant's feedback environment and feedback orientation were measured to determine how these can moderate peer feedback quality and trainee characteristics, respectively. Trainee characteristics were assessed and training outcomes were assessed to determine the impact of quality peer feedback, ultimately hypothesized as a result of peer feedback training. Results indicated that participants who received peer feedback training resulted in higher quality feedback, higher trainee characteristics, and training outcomes. Higher quality feedback resulted in higher knowledge. A participant's feedback environment and feedback orientation did not moderate peer feedback quality and trainee characteristics, respectively. Self-efficacy and motivation mediated the relationship between quality and outcomes. Implications for training are discussed.
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- Title
- Effects of belongingness and synchronicity on face-to-face and computer-mediated online cooperative pedagogy
- Creator
- Saltarelli, Andrew John
- Date
- 2012
- Collection
- Electronic Theses & Dissertations
- Description
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Previous research suggests asynchronous online computer-mediated communication (CMC) has deleterious effects on certain cooperative learning pedagogies (e.g., constructive controversy), but the processes underlying this effect and how it may be ameliorated remain unclear. This study tests whether asynchronous CMC thwarts belongingness needs necessary for promotive social interactions and motivation underlying cooperative learning pedagogies by randomly assigning 171 students to a 3 (initial...
Show morePrevious research suggests asynchronous online computer-mediated communication (CMC) has deleterious effects on certain cooperative learning pedagogies (e.g., constructive controversy), but the processes underlying this effect and how it may be ameliorated remain unclear. This study tests whether asynchronous CMC thwarts belongingness needs necessary for promotive social interactions and motivation underlying cooperative learning pedagogies by randomly assigning 171 students to a 3 (initial belongingness: acceptance, mild rejection, control) x 3 (synchronicity: face-to-face, synchronous CMC, asynchronous CMC) experimental-control design. As predicted, under acceptance, cooperative perceptions, epistemic regulation, and motivation (post-controversy belongingness, interest-value, perceptions of technology) increased. Also as expected, under asynchronous CMC, competitive and individualistic perceptions and relational regulation increased, while epistemic regulation, motivation (post-controversy belongingness, interest-value, perceptions of technology), and achievement (completion rate, integrative statements) decreased. Overall, findings suggest that synchronicity and belongingness have additive effects on constructive controversy, and that acceptance buffers but does not offset the effects of asynchronous CMC.
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- Title
- Learner perspectives on learning using smartphones
- Creator
- Sawaya, Sandra Fady
- Date
- 2015
- Collection
- Electronic Theses & Dissertations
- Description
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Over the past decade, research on the use of mobile devices for learning has seenincredible growth. Researchers and teachers alike have capitalized on the affordances ofthese devices and used them as tools for learning (e.g., Kearney, Schuck, Burden, &Aubusson, 2012; Kukulska-Hulme & Shield, 2008). Mobile devices, however, arepersonal devices and it is likely that individuals use them for learning in unique ways thatbest suits their needs. In addition, it follows that these individuals would...
Show moreOver the past decade, research on the use of mobile devices for learning has seenincredible growth. Researchers and teachers alike have capitalized on the affordances ofthese devices and used them as tools for learning (e.g., Kearney, Schuck, Burden, &Aubusson, 2012; Kukulska-Hulme & Shield, 2008). Mobile devices, however, arepersonal devices and it is likely that individuals use them for learning in unique ways thatbest suits their needs. In addition, it follows that these individuals would also have aunique understanding of learning using mobile devices. According to Cochrane (2013)and Traxler and Vosloo (2014) the learner perspective on the use of mobile devices inlearning has not been adequately examined.The purpose of this study was to contribute to the growing field of mobilelearning and shed light on the learner perspective on the use of these devices for learning;specifically, the use of smartphones for learning. To do so, this study followed aphenomenographic approach, focusing on revealing participants’ use of smartphones forlearning and their understanding of this phenomenon by examining their experiences ofusing their devices for learning (Marton & Booth, 1997).This qualitative study provided an in-depth look at the phenomenon of learningusing smartphones from the perspective of learners. Questionnaires were sent out to arandom sample of students at a large Midwestern university. These were used todetermine how individuals used their smartphones for learning. In addition, follow-up,Smartphones and Learning Sawaya semi-structured interviews were conducted with a subset of participants. These examined the participants’ understanding of this type of learning. This study also considered whether and how the use of smartphones changed the participants’ understanding of learning.Findings from the analysis of the questionnaire data suggested that participantsused their smartphone for learning predominantly by looking up information on the web.These types of learning activities were characterized by the following dimensions:timeliness, duration, size, motive, and focus. Moreover, they each have an explicitpurpose: either to consume, to practice, to keep up-to-date, to manage, to play, toparticipate, and to generate; and one of two implicit purposes: to achieve an emotional,cognitive, and behavioral balance or to extend one’s sensory, cognitive, or behavioralself.Analysis of the interview data suggested that participants’ conceptions (or tacitunderstandings) of learning using smartphones are as follows: filling gap in knowledge,supporting pre-existing knowledge, adding to pre-existing knowledge, discovering newknowledge, applying knowledge, and sharing knowledge. These conceptions reflected aconcrete way of understanding what learning is. In addition, the data further revealedthat participants’ understanding of learning has somewhat changed after having usedsmartphones and has taken on characteristics similar to those of mobile devices.
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- Title
- How Arab executives learn
- Creator
- Khattab, Amira
- Date
- 2015
- Collection
- Electronic Theses & Dissertations
- Description
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This exploratory investigation aims to identify best practices associated with classroom-based professional development programs and examine the relationship between culture (both values and geographical regions) and learning preferences of Arab leaders. Existing research indicates that approaches to learning vary across cultures and that incongruence exists between modern (i.e., imported Western) pedagogical models and traditional orientations to learning typically found in the Arab...
Show moreThis exploratory investigation aims to identify best practices associated with classroom-based professional development programs and examine the relationship between culture (both values and geographical regions) and learning preferences of Arab leaders. Existing research indicates that approaches to learning vary across cultures and that incongruence exists between modern (i.e., imported Western) pedagogical models and traditional orientations to learning typically found in the Arab classroom. Yet empirical research in the Arab world around best practices and learning preferences of executives has been scarce. In this study, I raise five key research questions: (a) What are the most effective Arab leadership development practices (i.e. learning activities, leadership competencies, motivation enablers, barriers to participation, instructor’s characteristics and learning environment) as identified by business and international management experts? (b) What are the similarities and differences between experts’ and Arab learners’ views of best leadership development practices? (c) How do regional differences relate to learning preferences of Arab executives? (d) How do cultural dimensions relate to Arab executives’ learning preferences? and, (e) How do executives’ characteristics (i.e. gender, sector, age and education background) relate to Arab preferences for leadership development? These research questions are addressed through the analysis of three sets of existing data. First, the Delphi process was utilized to survey 24 experts in the field of executive education to determine the factors that they deem significant in influencing the effectiveness of the design and delivery of leadership professional development programs. This survey was followed by eight face-to-face interviews to elucidate issues (e.g., gender and cultural sensitivity), which arose from the Delphi process. The third phase of data collection used a forced-choice method questionnaire administered to more than 1,500 business leaders from 17 different countries, carried out by internet exchange, telephone and written correspondence. This large-scale survey identified Arab leaders’ cultural background and gauged their responses to the methods that the experts interviewed in the first two phases identified as best practices. This study analyzes the responses, limitations notwithstanding, to identify best practices related to central aspects of classroom-based professional development programs and examines the relationship between culture and Arab leaders’ learning preferences. Findings encourage the appreciation of local tradition and openness to new approaches to leadership and learning.
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- Title
- The effects of community of inquiry, learning presence, and mentor presence on learning outcomes : a revised community of inquiry model for K-12 online learners
- Creator
- Zhang, Yining
- Date
- 2018
- Collection
- Electronic Theses & Dissertations
- Description
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"Amid an explosive increase in K-12 online education in the United States, the quality of online learning has become a primary concern for researchers, educators, and policymakers. Two theoretical frameworks, Community of Inquiry (CoI) and self-regulated learning (SRL) have provided especially insightful explanations of how students learn in online settings. The present dissertation proposes a revised CoI framework that incorporates learning presence (i.e., self-efficacy and SRL strategies)...
Show more"Amid an explosive increase in K-12 online education in the United States, the quality of online learning has become a primary concern for researchers, educators, and policymakers. Two theoretical frameworks, Community of Inquiry (CoI) and self-regulated learning (SRL) have provided especially insightful explanations of how students learn in online settings. The present dissertation proposes a revised CoI framework that incorporates learning presence (i.e., self-efficacy and SRL strategies) and mentor presence and connects to learning outcomes in K-12 online setting from a sample of 696 high-school level online learners. The study yields four key findings: First, in contrast to Shea and Bidjerano's (2010) model, this study found a significant relationship between teaching presence and SRL, and a non-significant relationship between teaching presence and self-efficacy. Second, because learning under the supervision of a mentor is a unique feature of K-12 online learning, this study found that mentor presence significantly predicted students' use of self-regulated learning strategies. Third, when using the revised framework to predict learning outcomes (i.e., satisfaction, perceived progress, final grade), it was found that the hypothesized model containing CoI and SRL can be related to learning outcomes, thus answering previous scholars' calls for a realistic integration of learning presence and learning outcomes into the CoI framework. And fourth, based on a comparison of two groups of students with different primary online learning locations (i.e., at-home vs. at-school), the study found that at-school students showed significantly less feelings of isolation, higher ability in generating curiosity once the online learning starts, higher perceptions on mentor's practice as a problem solver, and higher goal-setting and help-seeking strategies than those whose primary online learning location is at home. In short, this study is among the first to shed light on the relationships among CoI, self-efficacy, SRL, and learning outcomes in a K-12 online-learning context. Its findings establish the capacity of the proposed theoretical framework to identify important components in K-12 online learning while striking a delicate balance between extensiveness and parsimony. This study also extends our understanding of the mechanisms of online learning among K-12 students, and thus has considerable practical implications for online educators as well as future researchers. Specific recommendations for future research projects are also provided."--Pages ii-iii.
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