Dissertations / Theses: 'Courses in technology'

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Michael, Rebekah. "Gendered Performance Difference in Information Technology Courses." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543920227122293.

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Baumgartner, Max R. "Instructional Technologies in Graduate Physical Therapy Courses." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/87.

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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.

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Kamppi, Tomi. "ICT System for Courses in Computer Networking." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-53605.

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The project focuses on renewing the current ICT-system in the 8th floor server room, at KTH, Kista. The current ICT-system, surrounding administrative tasks and user functionality are described, and a new improved ICT-system proposal is given. The current and proposed systems are compared. The current ICT-system gives users access to 16 Intel E7501, servers with 2.4 GHz Xeon processors, and 1.5-2 GB of RAM, and 16 SUN Fire v120 servers. These servers are in the proposed ICT-system replaced with hardware capable of running 64-bit software. The future ICT‐system proposal is based on VMware vSphere 4, and surrounding VMware management software. The solution focuses on providing a more flexible and easier administration of the environment, as well as more possibilities for the users, for example in the form of virtual networking configurations. The server room has networking equipment most notably in the form of HP switches, which are kept in the proposed system. The servers that support the server room are also incorporated into the proposed system, these supporting server provide the server room with all surrounding services. Due to hardware incompatibilities the proposed ICT-system has not yet been implemented.

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Collins-Brown, Elaine Toledo Cheri. "Aspects of online courses that are more effective and successful than traditional, face-to-face courses." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152501&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271488&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006. Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Cheri A. Toledo (chair), Adel T. Al-Bataineh, Charles D. Dziuban, Vicky L. Morgan, Wendy G. Troxel. Includes bibliographical references (leaves 233-244) and abstract. Also available in print.

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I'Anson, S. J. "Physical aspects of chemical injection damp-proof courses." Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373622.

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Cleugh, Christina. "Sense of community in post-secondary online blended courses| Importance of, opportunities and implications for course development." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601445.

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The need to belong and connect with others is universal among human beings. Technological advances make connecting and belonging possible via technologies, without face to face interaction. This new ubiquitous way of belonging and connecting is seen in all areas of communication, including work, schools and social environments. Online learning programs pose new challenges and questions. The purpose of this study was to learn more about the importance of sense of community within blended online programs and to determine whether there are specific learning activities that either enhance or detract from a sense of community. This information will inform course developers as to how to build community enhancing learning activities into blended online courses. Forty-three graduate students enrolled in three different blended online programs from one University participated in an online survey process. The Classroom Community Scale (CCS) was used to assess an overall sense of community as well as 2 subscales; connectedness and learning. Overall, 86% of the subjects reported a sense of community within their educational program. Specific learning activities were assessed for use as well as student perceptions regarding whether the activity enhanced or detracted from the sense of community. Learning activities that were both collaborative in nature and synchronous were those rated by students as enhancing the sense of community. The most utilized learning activities were reading, synchronous discussions, collaborative assignments, writing and asynchronous discussions. Enhancing activities included face to face orientation pre-program start, collaborative projects, synchronous virtual sessions and group presentations. To enhance community in online programs, it is recommended that an initial pre-program face to face session can best serve to build the initial community and support more effective learning. Additionally, course developers should incorporate synchronous and collaborative learning activities as much as possible within the structure of the course. Finally, faculty could use the CCS to measure connectedness and learning as a way to understand the learning and community preferences of the students in order to determine options and alternatives for learning and assignment completion.

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Richman, David A. "Strategies needed to market technology education courses at Arrowhead High School." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000richmand.pdf.

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Hrubik-Vulanovic, Tatjana. "Effects of intelligent tutoring systems in basic algebra courses on subsequent mathematics lecture courses." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618883.

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The purpose of this study was to investigate how intelligent tutoring system ALEKS, which was implemented in remedial Basic Algebra courses, affected students' success in subsequent lecture courses and how former ALEKS students and instructors in lecture courses perceived ALEKS learning environment. ALEKS courses were delivered in emporium style: instructors were available to answer students' questions, while ALEKS guided students through online exercises individually based on their skills and knowledge. The participants were students from four mathematics lecture courses and their instructors. Some students took remedial courses in ALEKS prior to the lecture courses while some students did not. The quantitative part of the study compared ALEKS and non-ALEKS students on the final examination and students' self-reported-preparedness. The qualitative part of the study discussed students' and instructors' perceptions of ALEKS based on student surveys and instructor interviews. No difference between ALEKS and non-ALEKS students was found in final examination scores and self-reported-preparedness. Students rated learning experience in ALEKS emporium on average at 2.74 on the scale of one to five, with five being the highest. One third of students liked studying at their own pace and ALEKS content (they rated ALEKS emporium at 3.29), while one fourth claimed that “nothing was good” in emporium courses (they rated ALEKS emporium at 1.55). Although ALEKS emporium was very different from lecture courses, only one fifth of students reported changes in their study habits. The instructors did not observe any difference between ALEKS and non-ALEKS students and mentioned benefits of ALEKS-like tool for drill-and-practice. One instructor observed positive shifts in student attitude towards mathematics but advised longer study to be conducted to confirm this observation. Providing a choice to students between online and lecture courses, while increasing the role of instructors in online courses, may result in better student satisfaction. Students could also be gradually trained to effectively use online resources. The design changes in ALEKS could include the replacement of the “pie” with the bar chart, different types of feedback, explanation of how assessments are done, and ability to revisit problems on assessments.

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Fetzer, Frank. "Boyceville High School female students' opinions toward perspective technology education courses." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006fetzerf.pdf.

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Anderson, Hope M. "Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612402.

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Digital learning is becoming increasingly prevalent in colleges and universities in the United States (Allen & Seaman, 2013; Godev, 2014), including in the social field of second language learning. In larger language programs in particular, online and blended (partially online) courses are gaining popularity, such as the recently cited "hybrid revolution in Spanish-language learning" (Long, 2014, p. 1). Administrators look to digital solutions to tight finances, a lack of classroom space, and student demands. A current challenge in the field is helping instructors and students adapt to digital pedagogy and a new perspective: Technology provides innovative possibilities for instruction and interaction, not solely a distance replication of face-to-face courses (Blake, 2009, 2013, 2014; Goertler, 2011, 2014). To be successful, digital learning must include pedagogically sound course design and adequate support for both instructors and learners, requirements that may make this trend not as economical as originally believed (Godev, 2014).Responding to Hermosilla's (2014) declaration that "a pending task is to gather accurate data on existing hybrid Spanish programs in US colleges and universities in order to carry out comparative studies" (p. 3), this dissertation examines lower-division blended courses of languages other than English currently or recently taught at U.S. colleges and universities. The dissertation follows Wu's (2015) assumption that the courses appearing in the prior research literature might not be representative of the vast number of blended courses that now exist. The dissertation draws upon an original survey of 121 instructor and administrator participants representing 52 language programs and 13 languages, interviews with 21 of these participants, and surveys of 35 students in 4 participants' classes. Conducted using mixed methods and thematic analysis, the dissertation provides information about blended course designs so that other institutions can learn from them and emulate them. The study explores the choices that underlie the selection and development of curricula, materials, and technologies in blended language courses; student, instructor, and administrator perspectives on these courses; and support (training, professional development, and resources) available to participants. Most participants (98 in total) reported being very or somewhat satisfied with the current setup of their blended courses. Variables correlated with instructor satisfaction included a greater number of years of instruction (overall and in the blended format), instructors' amount of influence over the curriculum and materials, their choice of teaching blended classes, and the availability of technology training in their programs. Themes emerging from the interviews included an emphasis on the communicative approach, the use of textbook website packages and (in a few cases) open educational resources, a frustration with inadequate student preparation, instructor autonomy, and varying levels of support for instructors and students. Blended courses in basic language programs are best served when instructors choose their level of technological integration, contribute to the course design, and are offered preparation and support related to both technology and teaching methods. The study recommends ways that institutions, departments, instructors, and students of languages can make the most of digital pedagogy, not only in officially blended courses, but also in courses across the spectrum of technological integration, from fully face-to-face to fully online. Useful strategies include selecting and creating technological materials that align with the skills that instructors and administrators want students to develop, providing training and support for both pedagogy and technology to new and continuing instructors, and offering technological support to students. The lessons of this study are applicable not only to courses that are officially blended, but also to all language programs considering or evaluating new technological integrations.

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Ham, Marsha K. "Students' perceptions of Web-based distance learning courses." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279944.

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The purpose of this study was to investigate student satisfaction levels with their web-based learning experience. Study sites were three public Doctoral/Research Universities---Extensive. A cross-sectional, web-based survey collected data from students about their perceptions of satisfaction and success in the two months following completion of their spring 2001 courses. Two hundred sixty-nine (269) students enrolled in 40 graduate-level, web-based courses at the three sites were surveyed. Students were divided into two study groups: completers and non-completers. The survey for course completers covered five major topic areas: experience with computers and the Web, course participation, images of self, perceptions of satisfaction and success, and general information. The survey for non-completers covered two topic areas: general information and factors affecting decision to drop from the course. Hierarchical regressions revealed significant relationships between satisfaction and self-efficacy and between self-efficacy and interpersonal control at two sites (p̲ < .05 and p̲ < .001, respectively). Hierarchical regressions also revealed significant relationships between satisfaction and level of communication (p̲ < .01 and p̲ < .05, respectively). When limiting the definition of available technical support to instructor assistance or help from teaching assistants, there appeared to be a significant relationship between available technical support and students' overall success in their courses (p̲ < .05). Students' attitudes about the Web were positively correlated to both their overall satisfaction and success at one site (p̲ < .05) while at the second site attitudes toward the Web were positively correlated only to satisfaction with the course (p̲ < .05). No significant relationships were found between students' participation in collaborative learning activities and satisfaction. The study raises a number of questions related to the relationship of gender to student satisfaction and success and to the relationship of discipline to the structure of the web-based course. Future research can address these relationships to clarify the relationship between students' perceptions of satisfaction and success and the type of learning activities and experiences they encounter in web-based distance courses based on gender and field of study.

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Smith, Evelyn G. "Faculty Integration of Technology in Undergraduate Courses at Private Colleges and Universities." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2444.

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The purpose of this quantitative research study was to investigate the integration of technology in undergraduate courses by faculty at private colleges and universities. Integration of technology is using technology as an instructional tool to improve teaching and learning (Clayton-Pedersen & O’Neill, 2005; Wilson & Hayes, 2000; Woodbridge, 2004). Chickering and Gamson’s (1987) 7 principles for good practice in undergraduate education provided the theoretical framework for this research. The researcher conducted a survey of full-time faculty at 21 private colleges and universities in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia. The results of the study indicated that faculty use technology significantly to communicate high expectations to students and to support diverse talents and ways of learning. However, faculty reported that they do not use technology significantly for the other 5 principles: to support student-faculty contact, promote cooperation and reciprocity among students, promote active learning, provide prompt feedback, and promote time on task. Analysis of the data indicated that female faculty use technology significantly more than male faculty for all 7 principles. Findings regarding age indicated that faculty who are 40-59 use technology significantly more than faculty under 40 to support prompt feedback, time on task, and diverse talents and ways of learning. No significant differences existed between other age groups regarding these 3 principles. No significant differences existed between any age groups regarding use of technology to promote student-faculty contact, encourage reciprocity and cooperation, promote active learning, and communicate high expectations. The results of this study extend the current knowledge about faculty use of technology to advance good practice in undergraduate education. Additionally, the results provide information about differences in use of technology by faculty based on gender and age. These findings may inform institutional policies and practices with regard to implementing a systemic approach to teaching with technology.

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Robertson, Laura. "STEM Courses at ETSU." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1319.

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May, Douglas Scott. "Meeting the Challenges of Massive Open Online Courses in Higher Education." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846325.

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The purpose of this research study is to analyze the impact that Massive Open Online Courses (MOOCs) have had on institutions of higher learning and explore successful strategies implemented by educational leaders in meeting the challenges of these new learning platforms. As online learning has exploded in recent years—with MOOCs representing the latest evolution of that process—traditional educational methods at brick and mortar colleges and universities have been challenged by the scope and reach of virtual scholarship. With this rapid development of online learning, and MOOCs specifically, educators must learn to adapt and embrace these new cyber-driven educational venues to stay relevant in today’s ever-changing, global learning environment. The insights garnered from this research project can shed light on actions taken by higher education leaders who have addressed the recent massive, evolving shift to virtual learning while still managing to retain the essence of the traditional college experience at their campuses. It is the researcher’s hope that the findings of this study will empower college educators to gain a deeper understanding of the impact of MOOCs on higher learning institutions, and to help them strategize ways to successfully incorporate these virtual learning venues into traditional educational programs at their schools. This qualitative, phenomenological research study encompasses the lived experiences of 12 higher education leaders who have had involvement with Massive Open Online Courses at their learning institutions as articulated through data collected from 12 semi-structured Interview Questions, framed by 4 overarching Research Questions. The findings of the research project have significant implications for individuals planning to implement and develop Massive Open Online Courses at their learning institutions.

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Kyriakides, Christos. "The Cyprus University of Technology students' attitudes towards technology and the frequency and type of educational technology used during academic courses." Thesis, Saint Louis University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631304.

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Purpose: Electronic media is eliminating the barriers of time, space, and distance. Digital technology is very convenient and effective in many aspects of our lives. It changes the way we live, interact, communicate, learn, work, and even play. Technology and information technology is becoming essential to numerous individuals and to various types of organizations. The purpose of this study is to describe the students' view on frequency and type of technology used at the Cyprus University of Technology during courses to support instruction. In addition, this study explores what are the Cyprus University of Technology students' attitudes towards technology in general. Methods: The research method employed in this study was quantitative. Data collection included the use of a survey. The target population of this study was the students of the undergraduate program at the Cyprus University of Technology in Limassol, Cyprus. That survey was sent to all the undergraduate students and the sample number that was used in the survey for the descriptive statistic analysis was 334. Findings: Students indicate that technology elevates the level of teaching and that technology assists students in achieving their academic goals. In addition, students find the use of technology and learning management systems extremely important for their academic success. The students report that forms of communication that utilise technology are extremely important to their academic success. In addition, students believe that handheld mobile devices to be of high importance to their academic success. Implications: A notable percentage of students specify that they wish their instructors would use all resources/tools with a higher frequency. In addition, the students indicate that they wish their instructors use more the Course or learning management system. Furthermore, the students state that they wish their instructors would use more technology to communicate with their students. Moreover, students point out that it is important that more or better technology is available in order to learn, study, or complete coursework. Furthermore, students wish their instructors use new technologies and they suppose that it is extremely or very important that they themselves were better trained or skilled at using available technologies for learning and completing course work.

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Westbrook, Ralph L. "Student Perceptions of Environmental Quality While Attending Accelerated Medical Technology College Courses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6292.

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Regional weather patterns in the southwestern United States frequently test the engineering involved in indoor air handling equipment in college facilities. Although an adequate indoor thermal environment has been found to affect student learning, little is known about students' perceptions of classroom heating and ventilation and impacts on learning. The purpose of this phenomenological study was to explore how students in accelerated medical technology courses perceived the environmental quality in their classrooms and discern whether these conditions affected overall gains in knowledge, persistence, and retention in their learning. Fourteen participants from 2 local community colleges were interviewed using purposeful sampling. Guided by Nicol and Humphrey's adaptive heat model along with the theories of Maslow, Bandura, and Bronfenbrenner, the research questions centered on how students perceived the classroom environmental quality and its effects on their learning and well-being. Thematic analysis was used to reveal concerns about the operational state of the heating, ventilation, and air conditioning systems, their effect on classroom environmental quality and the student's ability to attend class. Interview responses indicated that positive indoor environmental conditions are essential to students' learning. Project study results led to the development of a white paper for collaborative use at each development forum. Positive implications for social change include increasing staff members' knowledge about improving and maintaining adequate indoor environmental quality to support overall student achievement.

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Middleton, Darryl Terrence. "The Perceptions of High School Graduates of Career and Technology Education Courses." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/987.

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Career and technology education (CATE) courses were offered to high school students as an alternative form of education. The research problem at the study site, which is a high school located in southeastern United States was the lack of research-based findings on high school graduates' perceptions of CATE courses. The purpose of this study was to understand the participants' perceptions of the impact of CATE courses on career goals. The research question that guided this study was: What are the perceptions of high school graduates of a CATE program? The conceptual framework was based upon multiple intelligences, differentiated instruction, and the social cognitive theory of self-efficacy. Purposive sampling was used to identify 10 high school graduates who took CATE courses and were interviewed to share their perceptions of those courses. Responses were audio taped and transcribed for content analysis and coding to identify common themes on this topic. The findings indicated that CATE courses provided students with practical applications by which CATE instructors strived to meet the needs of students, indicating that CATE students have been prepared for career opportunities. The findings also indicated that CATE students graduated from high school because students developed technical and academic skills through the program. Implications for positive social change include potentially increased rate of high school graduation of CATE students and the impact of CATE courses on graduate's career goals. The results of this study can be used by CATE teachers and school administrators to support continued advocacy for teacher professional development within the field of CATE courses.

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Gronley, Mark. "Identifying factors that influence enrollment in technology education courses at Reedsburg High School." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004gronleym.pdf.

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Temagoult, Baya. "An examination of ESP/EST courses in Algerian universities and the design of an EST (English for science and technology) course for science and technology students." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301796.

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Culbertson, Pamela A. "High School Blended Learning Courses| Teacher Beliefs, Perceptions of Experiences, and Recommendations." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748089.

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Increasingly, more high school teachers are providing instruction using blended learning. This provides benefits to students such as having more time flexibility in their learning as well as the ability to work through assignments at their own pace (Oliver & Kellogg, 2015). However, this also involves student challenges, such as the need for self-motivation and time management. The purpose of this qualitative study is to gain insight regarding teacher perceptions, experiences, and recommendations regarding transitioning from teaching in a face-to-face classroom environment to blended learning. The theoretical frameworks that form the basis for this research include the Community of Inquiry (CoI), Technology Acceptance Model (TAM), Concerns Based Adoption Model (CBAM), and Disruptive Innovation Theory. Hence, this research is based on diverse frameworks to incorporate those that focus on the change process along with frameworks that address online learning for instruction. Through administering background surveys, in-depth participant interviews, review of course design, and time-ordered matrices of syllabi, triangulation of data was used to provide “convergence of evidence” (Yin, 2009, p. 117). The research focus on in-depth interviews yielded the opportunity to learn details of the blended course teachers’ experiences from their point of view. By shedding light on teacher perceptions and experiences while transitioning to blended learning, this study sought to inform how teachers may approach this journey and how districts/Board of Cooperative Educational Services (BOCES) may better assist them. Ultimately, this may inform educators of research-based approaches to provide effective blended learning instruction regarding academic, personal, and social skills. This study showed that high school blended learning teachers enjoyed having the opportunity to meet with their peers to share their ideas and learning strategies. They take pride in coming up with new and improved ways to assist their students in learning. Hence, this will provide more student engagement opportunities. Furthermore, high school blended learning teachers may gain additional ideas from attending conferences and workshops. Although this does cost money and result in reduced teacher time in the classroom, based on teacher willingness and perceptions, the benefits in attending are very valuable. The teachers are able to learn about diverse areas of blended learning through attending sessions and networking. Ultimately, this will provide greater options for student learning in blended learning environments.

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Reimers, Karl Walter. "Impact of Information Technology (IT) Industry Certification on the Achievement of High School Students Enrolled in Technology Courses." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/284.

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Being proficient with technology is becoming an essential part of a high school education, and some high schools now require computer skills as a prerequisite to graduation. School districts that recognize the relevancy and value of Information Technology (IT) courses to student careers and education can provide insight into effective teaching. Although most high school technology teachers have professional teaching certifications from passing prescribed subject area tests, many of these IT teachers do not possess IT industry certifications. IT industry certifications are official recognitions that verify competence through an array of requirements including education, experience, and examinations. The goal of this study was to quantify the effect of student achievement by comparing student posttest scores of teachers holding relevant IT industry certifications with those of teachers not possessing IT industry certifications. To accomplish the goal, nine North Carolina school districts furnished student posttest data on teachers who taught the Computer Applications I course. In addition, 51 of 80 Computer Applications I teachers completed an online survey that solicited information on IT industry certifications (e.g., Microsoft Office and IC3 Certifications). The posttest data and survey information was compared and analyzed using parametric inferential statistics. The study demonstrated that IT certified teachers had a significant, positive effect on the level of achievement of Computer Applications I high school students. Thus, high school teachers who possess IT industry certifications may be better equipped to instruct complex technology courses to their students. Based on the findings of this study, school districts should institute professional development programs that promote relevant IT industry certification to their Computer Applications I teachers. Finally, IT teachers possessing relevant IT certification could advocate the importance of IT industry certifications to their students in an effort to elevate the perceived value of technology courses.

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Lawrence, Elaine M. "Technology Integration and Pre-service Teacher Training: The Effectiveness of Embedding Technology Use in Three Pre-Methods Courses." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/659.

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Graduates of teacher education programs are expected to have acquired the skills necessary to implement technologically integrated curricula into the classroom. Many colleges of education require pre-service teachers to either enroll in an introductory computer course to acquire fundamental computer skills or a separate educational technology course that integrates the computer skill training with classroom integration skills. This requirement is gradually evolving into integrating technology into some of the required education coursework. The approach needs to go beyond minimal exposure to skills acquired in introductory computer sciences courses and modeling of instruction within education courses. Pre-service teachers need to experience integrated technology as students as one step in gaining a perspective on how to design integrated technology lessons that they will be expected to implement as part of state education standards. A constructivist approach to the integrated technology experience allows pre-service teachers to develop knowledge, skill, and insight into how technology can be effectively utilized in the classroom. This research was designed to identify specific skills and define constructivist methods for inclusion of technology into the pre-methods education curriculum that would help prepare pre-service teachers to effectively infuse technology into their lesson plans. Research indicates that anxiety levels decrease and self-efficacy levels increase in pre-service teachers who experience integrated technology skill training during methods and student teaching semesters. Recommendations indicated that these skills should be introduced into education course work earlier in the undergraduate program. This study measured and compared the self-efficacy and confidence levels of pre-service teachers who had participated in an introductory computer course to those who had participated in pre-methods education courses with constructivist-based technology integration approaches. This was accomplished by surveying education majors enrolled in the required introductory computer science course and students in each of the three required core education courses. No significant difference was noted in most areas of understanding how technological tools can enhance teaching between pre-service teachers who acquired and/or practiced technological skills as part of a discovery learning approach in education classes to those who experienced only computer skills training.

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Liberman, Leila Helene. "A Phenomenology Study on Dental Faculty Preparedness for Using Technology in Face-to-Face, Hybrid Courses, and Online Course to Reach Digital Native Learners." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745305.

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The exponential growth of online and hybrid education is most pressing and rapidly changing, increasing the need for faculty development programs for the traditional and online educator (Herman, 2012; Quinn & Kennedy-Clark, 2015). The students of today are referred to as the digital native student (DNS; Akcayir, Dundar, & Akcayir, 2016). Teaching faculty at dental schools are from the baby boomer and traditionalists’ generation (ADEA Snapshot, 2017). Additionally, there are many institutions where the teaching faculty are trained in a specific trade or skill and do not understand the need for a teaching pedagogy related to the DNS needs (Behar-Horenstein, Garvan, Catalanotto, Yu, & Xiaoying, 2016).

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Boyd, James L. "Interactive simulations| Improving learning retention in knowledge-based online training courses." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261889.

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The purpose of this quasi-experimental quantitative study was to investigate whether online interactive simulations would provide a positive improvement in learners’ ability to apply critical thinking skills in a dangerous work environment. The course in which an improvement in critical thinking skills was the target outcome was a course which addressed electrical safety-related work practices for electrical apprentices in dangerous work environments. The interactive simulation identified for this study provided different levels of high-fidelity simulations in a dangerous electrical environment, in which the learner was subjected to scenarios where that learner could face simulated injury or death. Critical thinking was measured by a post-Test instrument developed using a DELPHI process and designed to evaluate critical thinking skills in electrical scenarios presented in the simulation. An Independent Samples t-Test was conducted to determine if there was a significant difference, as determined by the post-Test, between a comparison group that did not use the simulation and an experimental group who did use the simulation. In this study, there was no significant difference between the comparison group and the experimental group on the post-Test. The theoretical framework examined in this study included constructivism, self-guided study, cognitive overload, and motivation; and the effect of each was discussed in the study. This research study identifies the need for additional research into the best use of interactive simulations in online course development.

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Nooriafshar, Mehryar. "Balancing the Use of Technology and Traditional Approaches in TeachingMathematics within Business Courses." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 450 - 453, 2012. https://slub.qucosa.de/id/qucosa%3A1795.

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Technologies associated with modern computing are being commonly used in education. Over the past few years, the usage has increased considerably. This increase is also attributed to the availability of more improved technology products and services at much lower costs. As a result, many successful educational multimedia products have been developed which have made significant contributions to learning and teaching mathematics at various levels. However, it is not always clear what exactly the position of technology in education is. In other words, to what extent does the technology-aided means of learning enhance learning and add value to the conventional materials? How are they supposed to supersede or excel the learning effectiveness of traditional methods of teaching? This paper explores the possibilities of utilizing the latest technologies such as Virtual Reality (VR) environments and Tablet PCs in conjunction with the traditional approaches and concepts in creating a balanced and more effective learning and teaching conditions. It also demonstrates how the creation of a situation where ‘one cannot see the wood for the trees’ can be avoided by striking the right balance.

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Nooriafshar, Mehryar. "Balancing the Use of Technology and Traditional Approaches in Teaching Mathematics within Business Courses." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80771.

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Technologies associated with modern computing are being commonly used in education. Over the past few years, the usage has increased considerably. This increase is also attributed to the availability of more improved technology products and services at much lower costs. As a result, many successful educational multimedia products have been developed which have made significant contributions to learning and teaching mathematics at various levels. However, it is not always clear what exactly the position of technology in education is. In other words, to what extent does the technology-aided means of learning enhance learning and add value to the conventional materials? How are they supposed to supersede or excel the learning effectiveness of traditional methods of teaching? This paper explores the possibilities of utilizing the latest technologies such as Virtual Reality (VR) environments and Tablet PCs in conjunction with the traditional approaches and concepts in creating a balanced and more effective learning and teaching conditions. It also demonstrates how the creation of a situation where ‘one cannot see the wood for the trees’ can be avoided by striking the right balance.

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Waite, William G. "Factors that prevent female students from enrolling in technology education courses at Richfield Senior High School." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003waitew.pdf.

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Birch, Dawn P. "Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16698/.

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Advances in technology and the continued emergence of the Web as a major source of global information have encouraged tertiary educators to take advantage of this growing array of resources and move beyond traditional face-to-face and distance education correspondence modes toward a rich technology-mediated learning environment. Moreover, ready access to multimedia at the desk-top has provided an opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. This study investigates pedagogical, individual and institutional factors influencing the adoption and integration of educational technology by academics at a regional Australian university for the purpose of developing interactive multimodal technology-mediated distance education courses. These courses include a range of multimodal learning objects and multiple representations of content in order to cater for different learning styles and modal preferences. The findings of this study revealed that a range of pedagogical, individual and institutional factors influence academics' development of interactive multimodal technology-mediated distance education courses. Implications for distance education providers and individual academics arising from these factors and subsequent recommendations are presented.

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Scott, Shaun Eric. "STUDENT ACADEMIC PERFORMANCE IN SKILLS-BASED TECHNOLOGY COURSES DELIVERED THROUGH DIFFERENT SCHEDULING FORMATS." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-03262009-140539/.

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This descriptive study investigated student academic performance in skills-based word processing courses taught in two different scheduling formats at one small rural western United States university over the period of several years. One scheduling format followed a more traditional approach where courses were taken at the same time as at least one other course and in a time frame more resembling a typical semester. This distributed practice model, or cohort approach, required a prerequisite beginning level course or appropriate substitute course before enrolling in an advanced word processing course, thus spreading the instructional time over a longer timeframe. The other scheduling format allowed students to take only one course at a time, thus a massed practice model, in a compressed time format that presented the contents of the entire course in 18 instructional days. Student academic performance was measured by a subset of equivalent posttest questions that were common to both scheduling formats. Retention performance during the cohort approach was measured by a subset of equivalent questions common to the beginning and advanced cohort courses. The entire population of word processing students at this university was studied and thus there is no generalizability from this study to another population. Participants self-selected into groups by enrolling in course sections. Simple means were used to compute descriptive and comparative statistics. The distributed practice cohort group out-performed the massed practice group by an experimentally important five percent on the posttest. Results from the retention portion of the study indicate additional research is needed.

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Vogle, Misti D. "Instructors' Attitudes Toward Online Visual Art Courses: Impact of Technology Experience and Incentives." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27248.

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The general purpose of this quantitative study was to review university visual art instructor attitudes toward online visual art courses, instructor perspectives toward online education instructor incentives, and instructor experience with five main technologies in accredited higher education institutions in the United States. The general findings indicate that 1) respondents show a high percentage of visual art instructors have negative attitudes toward visual art online courses; 2) visual art instructors find instructor incentives to be an important aspect for visual art online courses; 3) visual art instructors have a high percentage of technology experience; 4) visual art instructors working full-time at a 4-year institution have more experience with five main technologies than instructors working full-time at a 2-year institution ; 5) visual art instructor technology experience and visual art instructor attitude towards online visual art courses have a significant correlation, suggesting that instructors with technology experience are more likely to have positive attitudes toward distance education than instructors with less technology experience; 6) instructors are interested in learning more regarding visual art online courses; 7) visual art instructors support non-materialistic professional development in preparation for visual art online course instruction. Research suggests that technology experience and professional development both sustain importance for positive instructor attitudes toward visual art online courses.

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Cheng, Sheng-Lun. "The Relationships Between Perceived Course Structures, Conscientiousness, Motivational Beliefs, and Academic Procrastination in Online Undergraduate Courses." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565872460207536.

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Kalonde, Gilbert. "TEACHER EDUCATORS' TECHNOLOGY DECISIONS AND THE EXTENT TO WHICH THEY MODEL TECHNOLOGIES FOR INCLUSIVE CLASSROOMS IN TEACHING METHOD COURSES." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/828.

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The purpose of this study was threefold; (1) to identify instructional technologies teacher educators use in teaching methods courses, (2) to identify the factors that influence their decisions for using such technologies in teaching methods courses, and (3) to investigate the extent to which teacher educators address the use of technology in inclusion in teaching methods courses. In this study, thirty teacher educators responded to fourteen Likert Scale questions, seven open-ended questions, listed technologies they use in the methods courses, and 5 of the teacher educators responded to another seven interview questions. The study used a concurrent mixed methods research design and used t-test, analysis of variances and Wilcoxon to analyze quantitative data. For qualitative data, collected through the Open-ended Questionnaire and Technology Inventory Checklist and the semi-structured interview responses were analyzed using open-coding. The results showed that teacher educators do use several technologies. However, the technologies they use are mostly instructional technologies and not inclusive technologies. In addition, the technologies used are more of content management like Desire to Learn and Black Board. Very few pedagogical and content delivery technologies are modeled to pre-service teachers. The study found that, regardless of teacher educators' experience, tenure and non-tenure, they all model technology similarly and not much variety of technology is used. They also minimally model inclusive technologies in the methods courses. The extent teacher educators model technology to pre-service teachers was low. While one third of the participants reported modeling technology for inclusion, the results also showed that two thirds of teacher educators modeled technology minimally. These results concurred with the results from the technology inventory list which showed that very few inclusive technologies are modeled to pre-service teachers in the methods courses. Study also found a non-significant effect on technology use and technologies used due gender, tenure, K-12 teaching experience or technology training. These results have an implication on how teacher educators integrate, use and model technology in the methods courses to pre-service teachers.

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Papoulias, Lambe Bobby. "Determining the dominant learning style of millennial students enrolled in online business courses to help instructors apply the appropriate teaching methodology in online courses." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131798.

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A student’s ability to achieve his or her goal in an online course depends on the quality of the material presented by the instructor, and the motivational aspect of the student before committing to an online course. However, neither of these can be reached to their maximum if the dominant learning styles of students are not uncovered prior to enrolling in an online course. With the quick expansion of online learning in higher education, proper protocol has not been taken in order to help millennials reach their full potential, by allowing instructors to help identify methods to communicate with the students through an online platform. To maximize the impact of these two aspects, the dominant learning styles of millennials must be uncovered. The purpose of this quantitative study was to examine the dominant learning styles of millennials enrolled in an online business course, on order to provide instructors with insight of how to present course material to students in an online platform. The population consisted of 37 millennials enrolled in three separate online business courses at a California State University. Data were collected using one research instrument, the Building Excellence (BE) Learning Style Survey, consisting of approximately 120 questions. The survey instrument was used to measure the dominant learning styles of the participants among 28 different elements among six categories (perceptual, psychological, environmental, physiological, emotional, and sociological). The study looked into the perceptual category to reveal a strong necessity of millennials preferring to learn material by having it presented using visual images, and/or visual text. By improving the method of instruction in an online business course to incorporate with these learning styles, instructors can maximize their ability to teach students.

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Boushele, Mark P. "A study of interest survey results and elective technology education courses at Oshkosh West High School." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006boushelem.pdf.

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Millar, Mark William. "Transformative effects of technology in learning and teaching in first year university science courses." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7923.

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The first part of this study describes the synthesis of a research framework (known as the Transformation Framework) via the analysis of existing literature on technology-related transformation in learning and teaching. The Framework identified five Foundations that were desirable for any implementation of technology in an educational setting and also described three broad types of transformation that might be expected to occur (Institutional, Material and Behavioural). The remainder of the thesis contains a description of the application of the Framework to three science courses in the College of Science and Engineering at a large Scottish university at a point in time when they were attempting to initiate some transformation in learning and teaching, at least in part through the introduction of new technologies. The Framework was used to construct a series of specific interview questions that were designed to illuminate each possible area of transformation. Interviews were then conducted with the Undergraduate Deans who were responsible for the overall initiative of which these courses formed a part and the organisers of each of the three courses (Courses A, B and C). The interview questions were then used to construct an online survey that was used to poll the lecturers and teaching assistants involved in the delivery of each course. Finally, anonymised course marks were obtained for the three courses covering the years before, during and after the innovations were introduced. Using the Framework as a reference, the data sources were then analysed, primarily using NVivo (qualitative data) and SPSS (quantitative data), in order to identify where there may have been transformation perceived or observed, and the evidence supporting the existence of any such transformation was evaluated. Any identified transformations were then analysed further to ascertain any specific contribution that technology may have had to such change. The results provided broad support for the notion that the transformations that may occur are highly context-dependent, and are often influenced by the Foundations that are in place at the time. Course A could be described as “innovation-ready” and as such there was evidence to suggest that the technologies used had several Institutional, Material and Behavioural transformative effects. Course B was more cautious and perhaps less prepared, and yet some Institutional, Material and Behavioural transformations were observed, largely in those areas that were well attended at the Foundation stage. The Course C implementation was done at short notice, and hence with little preparation and as such was very low-key and only limited Material and Behavioural transformations were evident as a result. The research as described above highlights the fact that transformation is far more likely to occur if the proper Foundations have been put in place first, and the technology forms part of an implementation that is well thought-out by the organisers, well supported by the powers-that-be and well accepted by all those who will engage with it. The Framework itself has proved to be a useful and robust guide for this kind of study and it should have value in many different contexts in the future. Applications include not only the evaluation of existing implementations of technology in the classroom but also the planning and preparation of such implementations, informing both the design of a particular course and the choice of technology to achieve specific results.

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Clark, W. Andrew, J. Paul Sims, Craig A. Turner, and Jon L. Smith. "Embedding Innovation Process And Methodology In Engineering Technology And Business Management And Marketing Courses." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/2500.

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For many business segments, true “out of the box” innovation occurs in entrepreneurial companies where the founders aren’t hindered with the research paradigms established by mainstream businesses. The founders of these companies, many times technologists and scientists, see the application of the technology long before potential customers develop an understanding of the capabilities that the new technology can bring to the marketplace. Many times these “new technology ideas” have been developed though modifying an existing dominant design (product or service) to meet an unforeseen market need or through the development of a new design that may become the new industry standard. The competitors of tomorrow may reside in radically different markets yet have the insight to envision the application or modification of an existing technology to a market segment that they are currently not involved in. Teaching engineering technology students techniques and visioning tactics related to the innovation process has been difficult. Several of the authors have experienced, both in the classroom and in industrial settings, that many engineering and engineering technology students see innovation as the application of engineering principals resulting in small incremental changes in a process. Although these changes may result in a more efficient process through increased productivity, reduced waste, faster cycle times, etcetera; continuous improvement projects many times do not generate the dramatic market changes seen with a new dominant design. In fact in many established industries, disruptive innovation is discouraged in favor of continuous innovation because of the uncertainty of the risk/reward quotient and the impact that failed experimentation (increased research and development costs) can have on Wall Street’s perception of a company. Our university recently merged the colleges of Business and Technology and Applied Sciences resulting in a cross-pollinated faculty and the establishment of courses in the graduate and undergraduate curriculum where business and engineering technology student’s work together on class projects, many of which involve an innovation component. It is interesting that many of the faculty who incorporate a discussion or exercise related to the innovation process in their classroom have had extensive experience in an industrial setting prior to joining the university faculty. Industry seasoned faculty bring their “real-world” experience to the classroom and challenge students to move beyond continuous improvement projects. In several cases, ideas generated in the classroom or through collaborative efforts between the business and technology faculty have resulted in prototypes being built in the laboratory for further testing of the prospective innovation. The presence of a technology-centered business incubator located within walking distance from campus provides students the opportunity to observe several high technology businesses that have developed new technology niches in established market segments. These businesses provide consulting opportunities for cross-disciplinary graduate student teams to observe the challenges of introducing a new technology to address previously met market needs through introduction of a superior product. The business incubator is further linked to a sister technology-centered business incubator in Europe providing students (graduate and undergraduate) the opportunity to evaluate if a new technology should be launched initially in the United States or Europe. The creation of these learning opportunities mimic the industrial setting where graduates will be required to operate in cross-disciplinary teams that may address global manufacturing and marketing decisions. This paper discusses the pedagogical approaches several faculty members have developed to introduce and cultivate a creative innovation process to undergraduate and graduate students enrolled in technology engineering and business marketing and management classes. These approaches include identifying unmet market niche opportunities, identifying technologies utilized in alternative markets that could be utilized for different market segments, classroom exercises to compel students to search existing patent literature, ideation and brainstorming exercises and researching business entities to identify their technology strategy and implementation plans.

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McGlothlin, Cheryle D. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.

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Cheng, Hsiu-Jen. "THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177709445.

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Glenn, Ivonne. "The Role of Self-efficacy in Self-regulation Learning in Online College Courses." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810134.

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Online education courses provide students with flexibility of time and place to learn (Kena et al., 2016). The percentage of college students enrolled in distance education course has increased to 28%. The problem is the high rate of students who failed to complete online courses is alarming. failing rates in online courses range from 10% to 90%. If college retention in online courses remains unaddressed, the US will continue to be in disadvantage to compete globally. Self-regulation has been endorsed as a key factor to predict successful online learning. The purpose of this quasi-experimental quantitative study using a correlational research design was to examine the relationship between a self-reported and a tracing instrument to measure self-efficacy over time. The study was fulfilled by conducting a study among college students taking an online course during the fall semester of 2017 at Hartnell College, CA. Research method was a correlational statistical test analysis. The theoretical framework for the research study was the social-cognitive Self-Regulated Learning framework by Pintrich. Self-reported instrument was able to measure change over time implying that the use of self-reported mechanisms could be used to measure the dynamic relationships of SRL. Traced-self efficacy in technology use increases academic achievement over time. Self-reported and traced self-efficacy variables could better predict mastery of content in an online course. The researcher contributed with a study that measured self-efficacy over time to better understand the dynamic role of motivation in self-regulation learning (Karabenick, 2015). Future studies should consider research methodologies that include analysis over time to be able to explore the dynamic relationship between SRL processes.

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Singh, Bijan, and n/a. "A comparison of graduates and non-graduates in diploma courses at Fiji Institute of Technology." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061108.160203.

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This is the first study done to ascertain which factors significantly determine graduation and non-graduation in the Diploma courses at Fiji Institute of Technology. It is a quantitative study and analyses of the effects of the variables sponsored/private, entry level, race, grade point average, course sex, age and rural/urban on graduation and non-graduation. The significance of this study lies in determining which improvements are necessary in order to increase the number of graduates and thus make more effective use of the physical and human resources. Resource utilisation gains added importance because of its national implications. The Diploma graduates are the main source of middle level technical manpower for Fiji; a developing country which since its independence in 1970, has made satisfactory social, political and economic progress. For the period under study, data analysis shows that the percentage of students graduating was 40.8. Furthermore, the major finding was that Government sponsored ethnic Indian male students with New Zealand University Entrance as entry level, belonging to the 24+ age group produced statistically significant results. It has been recommended that both the Fiji Institute of Technology and the Government of Fiji should increase and strengthen Government sponsorship of Diploma students. Fiji Institute of Technology in consultation with industry should work out effective strategies such as better supervision and the monitoring of sponsored students' progress throughout the course and provision of an increased variety of work experiences, in order to improve the weaker areas of practical experience during the course. Since this is the first such study, further research in areas such as the requirements of the Diploma curriculum and the availability of training facilities and equipment, is recommended.

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Costello, Ronald J. "Sense of belonging in cyberspace| Examining the impact of hybrid courses on student persistence." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703374.

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The following is a quantitative study of the effects of hybrid course offerings on student sense of belonging and satisfaction at a commuter campus. The study employed the following independent variables: gender, age, race, class standing, GPA (which was self-reported), marital status, number of children, employment status, number of hours worked per week, number of hybrid courses taken, and 2 dependent variables (sense of belonging and satisfaction). The study found no significant difference in sense of belonging and satisfaction among students in either the hybrid or face-to-face modalities. Other findings found that students with children exhibited a negative relationship between number of children and perceived faculty support/comfort as well as a negative relationship was between number of children and perceived classroom comfort in both hybrid and face-to-face modalities. This study also includes recommendations for additional studies to explore possible interventions to increase students sense of belonging and satisfaction.

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Al-Hadrami, A. H. "Factors that affect learners' performance in web-based courses : the case of the accounting courses at the Hashemite University." Thesis, Coventry University, 2012. http://curve.coventry.ac.uk/open/items/7cd77fd2-fdb1-452a-9955-c9b383d717ef/1.

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The current research aimed to identify the main factors that affect students’ performance in web-based courses in a university in Jordan. In order to achieve this goal the current research design employed a mixed methods approach in that it embraced an exploratory approach in the first phase and moved to an explanatory approach in the second phase. The exploratory phase consisted of conducting four group interviews with students enrolled in web-based courses at the Accounting Department at the Faculty of Economics and Administrative Sciences and one group interview with Accounting instructors. While the explanatory phase employed a quantitative method (questionnaire) to examine the study’s proposed models. Astin’s Input-Environment-Outcomes (I-E-O) guided the current study’s framework to investigate factors that may influence student performance in web-based courses. Input variables were computer experience, student attitude toward web-based learning, self-efficacy, motivation, and prior performance. Environmental variables included student perceptions of the interaction of instructors; use of technology; and participation in the online learning environment. Data was gathered from a survey of 461 undergraduate students enrolled in two web-based accounting courses at the Hashemite University in Jordan. The most important contribution of the current study is that it conducted the analysis in the context of a developing country (Jordan). Therefore, this study will fill the gap in the literature regarding the effect of using web-based learning on student performance in Jordan and will provide the basis for further research in developing countries on student performance in web-based learning. The study also adds to collective knowledge of the effects of e-learning by adding a case study set in a new context to the existing range of studies. In doing so it broadens the scope of research on e-learning effectiveness. The results indicated that the study’s model was valid and fit the data and it was reasonable to test the model in terms of path significance. The study explained 73% of the variance in student performance, but only 3% of the variation in change in performance was explained. The findings of the current research revealed that input variables (particularly prior performance and student attitudes toward web-based learning) were the most significant, direct input factors affecting student performance. In addition, it was found that environmental variables (particularly student participation in web-based courses and student perceptions of the interaction of their instructors) also had a significant direct effect on student performance. These findings underline that it is not the technology used in the learning process that makes a difference in student performance in web-based learning, but it is instructor interactivity and the pedagogy used in teaching the Accounting courses at the Hashemite University. This is not to say that technology is unimportant or that it can be ignored. However, the functionality, usability and reliability of e-learning technology have rapidly improved to the point where questions of how it is deployed and exploited become more important than what it is capable of doing.

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Jennings, Amy B. "Searching for student success| Implementing immediacy in online courses." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571831.

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Growing demand for higher education has contributed to the popularity of online education. While online courses can be effective in terms of student learning and success, and there are many potential benefits, there are also still areas that can be improved. There is evidence that students can experience online courses as impersonal and lacking interaction. They can feel isolated, less satisfied, less successful, and are more likely to withdraw. Thus, one of the challenges facing online education is to find ways to increase connection and interaction between students and faculty. One means for addressing the sense of isolation students might feel in online courses might be instructor immediacy. While instructor immediacy in traditional classes has been shown to motivate students, create a sense of connection, and support their learning and success, it is not known whether or how immediacy can help students in a fully online course. The purpose of this quantitative quasi-experimental intervention study was to examine the effectiveness of faculty immediacy on undergraduate student engagement and success in an online course. Students in an upper division psychology course were randomly assigned to either a redesigned high immediacy section or a 'regular' section. The study's hypothesized framework suggested that instructor immediacy would enhance student engagement, and thereby influence student success. A survey measured immediacy and student engagement; success was measured by total points earned. The sample included 215 students enrolled in the course in the fall 2012 semester. Independent samples t-tests, correlations, multiple regression, and repeated measures ANOVA were the statistical tests used. The findings revealed no significant differences between the high immediacy (intervention section) and low immediacy (regular nonintervention group) sections of the course. Immediacy and engagement were highly correlated. Engagement was a significant predictor of student success. Age, units completed, and gender were also significant predictors of student success in this study. These results provide insight into the relationship between immediacy and engagement. Implications and recommendations based on the findings of this study are given. Further studies are recommended to further study the relationship between immediacy and engagement.

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Skinner, Miah M. "Perceptions of Adult Professional Studies Instructors Regarding Developing and Transitioning Online Courses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3006.

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Although a mandate was given in an urban southern university for instructors in the Adult Professional Studies Program (APS) to begin transitioning their face-to-face courses to online curricula, few courses have been converted. The purpose of this case study was to determine APS instructors' perceptions of developing and transitioning face-to-face courses to an online format. Lewin's change theory and force field analysis provided the conceptual framework for this study. The research questions concerned the faculty's perceptions of developing and transitioning courses to an online format. A purposeful sample of fulltime and adjunct faculty, with different levels of expertise in online courses within the APS department was invited to participate. Semistructured interview data from these faculty (n = 9) - were analyzed manually using color coding to determine the needs and barriers for instructors transitioning their face-to-face courses to online curricula. According to the study findings, the APS faculty saw value in online education, but perceived many obstacles that keep them from fully investing into this type of instruction. 10 themes were identified through data analysis in this study. These themes were used to create a 3-day professional development (PD) project for faculty members in the APS to assist educators in creating appropriate innovations for teaching and learning in an online setting. Creating a comprehensive, 3-day PD training for APS staff and faculty that address barriers noted in the findings of the study and diverse learning opportunities created learning opportunities for nontraditional students in the APS.

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Eberhardt, Edna Lucille. "Students' Use of Self-Regulation Strategies in Fully Online and Blended Courses." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560406.

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This study examined students’ use of self-regulation strategies in fully online and blended courses in a rural high school in northeast Georgia. An examination of self-regulation strategies between and within ethnic groups, gender, students’ grade level, and students enrolled or not enrolled in online or blended courses was conducted. Students (n = 507) and teachers (n = 57) from the high school were provided online learning tasks aimed to advance strategies on self-regulated learning. A modified version of the MSLQ (Pintrich, Smith, Garcia, and McKeachie (1991) was used for the students’ survey. The 19-items modified MSLQ survey was associated with eight factors of self-regulation. The eight factors were goal setting, motivation, task strategies, environment structuring, time management, help-seeking, self-efficacy for computer usage, and self-evaluation. However, based on factor analyses, only three factors emerged from the principal component analysis (PCA). The three factors were task strategies, goal setting, and self-efficacy for computer usage. In the qualitative investigation, teacher questionnaires and teacher interviews were used to generate a rich account of students’ self-regulated strategies, offering insight that helped to identify what self-regulated strategies students need to succeed in online and blended courses.

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Thomas, Rita M. "Student Perceptions of Quality in Fully Online Courses| A Mixed Methods Study." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10598972.

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Online learning has become a significant component of the long-term strategy for leading universities into the future. The rapid growth of online learning forces the need for academic accountability. The purpose of this sequential mixed methods study was to examine factors affecting student perceptions of online course quality using benchmarks in the design principles of Teaching/Learning, Course Structure, and Student Support in online courses. Furthermore, the study aimed to discover whether the interaction of a social presence was perceived as important to the quality of the student’s online learning experience. The elements of benchmark categories, social presence, and student perceptions provide a great perspective of the educational experiences in fully online courses. Two hundred forty-five students were surveyed and eleven students participated in follow-up interviews. Results indicated that interaction between students and the instructor was a key element in their perceptions of a quality learning experience. Teaching presence was identified as very important to the quality of online courses. Benchmark standards measured in this study are important components to the design of online courses. These measurements act as an indicator to administrators, faculty, and instructional designers about the importance of designing courses that include the benchmark standards, especially instructor interactions as well as student-to-student interactions and social presence.

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Hunn, Niares. "The Role of Online College Courses in Rehabilitating Offenders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/282.

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Research and testimonial evidence indicate the importance of postsecondary education in the rehabilitating inmates and in decreasing reoffending. However, limited research exists on improving critical thinking skills and cognitive processing among inmates. The purpose of this quantitative study was to (a) examine the influence of a psychology course on the critical thinking scores for individuals who took an online psychology course and to (b) analyze how the scores of inmates and other students in the course differed. Using a social cognitive theoretical framework, pretest and posttest scores were compared using a paired t test of statistical analysis of secondary, archival data (n = 25).Secondary data analysis using ANOVA was used to examine the effect of the course on inmates' test scores after course completion. Results indicated that critical thinking skills improved for all students; there was no significant difference based on incarceration status. The outcomes of this study, as well as future data on graduation and recidivism rates, need to be integrated into policy and programs developed for correctional facilities, collegiate classrooms, and for other professionals. It is recommended that correctional facilities, colleges, legislators, and other organizations with direct impact on inmates should collect and analyze these specific variables in a longitudinal study. The results can be used to improve the delivery of online courses offered to inmates, thereby improving opportunities for inmates, easing reentry into society at large, and resulting in positive social change.

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Levy, Jacqueline Anita. "Causal-comparative study analyzing student success in hybrid anatomy and physiology courses." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606821.

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In the biological sciences, higher student success levels are achieved in traditionally formatted, face-to-face coursework than in hybrid courses. The methodologies used to combine hybrid and in-person elements to the course need to be applied to the biological sciences to emulate the success seen in the traditional courses since the number of hybrid course offerings at community colleges are rapidly increasing. Research has delineated that creating online collaborative communities and increasing student engagement all function to increase student successful outcomes. This causal-comparative study was conducted using student data from four sections of hybrid, introductory anatomy and physiology courses over the 2011 and 2012 calendar years. The study included two sources of data: unit exam scores and student surveys. Analysis of the unit exam scores determined that there were statistically significant differences in student success and achievement by the implementation of the following web-enhanced technologies: a) discussion boards, b) Breeze, and c) Wiki tools. In the scope of this study, student success and achievement was defined as a student earning a C (70%) or higher at the completion of the course. There were a total of 29 surveys conducted per each unit during the 2012 semesters that related to the web-enhanced technologies implemented into the course: Discussion boards, Breeze®, and Wiki tools. Demographic data was also compiled on all of the students enrolled in the classes during this study to demonstrate that there is no specified niche or trend seen in the students enrolling for this particular course. Unit 1 was used as a baseline to compare the students from the two years. It was determined that the students were not significantly different in aptitude levels at the beginning of the courses based on their Unit 1 exam scores. Inferential statistical analysis was done to examine student success and achievement using the following tools: t-test of independent means of the variables, mean, standard deviation, and magnitude of effect. The findings of this study indicate that the web-enhanced technology Wiki tools provided the largest increase in student success and achievement in the hybrid, introductory anatomy and physiology course. Descriptive analysis of the surveys revealed that more than a third of each class felt that the implemented web-enhanced technology functioned to increase collaboration amongst the students and helped to emulate a traditional, face-to-face formatted course. The study included four recommendations for practice and nine recommendations for further research. A couple of recommendations for practice included using a single web-enhanced technology for the duration of the semester and having instructors and students complete tutorial sessions for the chosen technology being implemented. Examples of recommendations for research include replicating this study at other institutions and comparing face-to-face, traditional classes to hybrid courses within the same STEM discipline.

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Bernal, Elaine V. "A case study of a program for university STEM faculty to redesign courses using technology." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124791.

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The purpose of this case study was to evaluate a multi-campus university program designed to support STEM faculty in redesigning bottleneck courses, with integration of technology as one strategy. Despite the positive student learning outcomes in course redesign programs with an aim to support faculty in technology integration, there remains a need to evaluate how technology integration professional development (PD) programs impact faculty instructional practice, and determine the effectiveness of these programs in that effort. This study researched the California State University (CSU) Office of the Chancellor Course Redesign with Technology (CRT) Program, and employed the logic model of program evaluation to document the activities of the PD program to study the impact of the activities on what faculty learned about technology and their application of the program to develop instructional strategies that incorporate technology. Data were collected from the first two academic years of the CRT program (2013-2014 and 2014-2015) and frameworks related to andragogy as well as the theories of Technological, Pedagogical, and Content Knowledge (TPACK), Diffusion of Innovation, and Communities of Practice frameworks were used to analyze archived professional development training content and faculty-produced electronic portfolios. The findings reveal that while the training content focused on simple technology adoption, most course redesigns involved changes in technology and instructional strategies in which faculty sought to understand students’ challenges, support scientific thinking of course content, and enhance reflective teaching practices. This investigation showed strong, significant, and positive relationships among high levels of technology integration, awareness of innovation characteristics, and faculty collaboration in course redesigns. High occurrences of these variables were also significantly associated with grade point average increases in course redesigns. This study’s findings and methodology have the potential to inform the development and evaluation of further efforts to redesign university courses using technology.

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Ruijan, Du. "Teaching Guideline for Work-Integrated E-Learning : Design Challenges of Online Courses in Production Technology." Thesis, Högskolan Väst, Avd för informatik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-6322.

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Due to the increasing requirements for continuous competence development in the manufacturing industry, workplace training and e-learning combined builds a new education platform. Such initiatives and educational models have increasingly been studied as work-integrated e-learning focusing on how organizations are trying to increasingly incorporate higher education at the work place, and how higher education can benefit from close cooperation with organizations. This thesis work investigate challenges among experienced higher education teachers who are going to design and implement course modules as a work-integrated e-learning initiative based on demands from several manufacturing industries in West Sweden. During the project, the required 20-40 course credits (ECTS) will be divided into smaller course modules, consisting of about 2-5 credits in order to meet demands of flexibility and time sensitiveness from participating manufacturing companies. As it is a cooperative project, the course modules could be tailored according to different requirements from the companies. The course modules are focusing on industrial automation, flexible and virtual automation, robotics, simulation based manufacturing, production systems and precision engineering among other fields within production technology. The research method is abduction with qualitative research, and the empirical data is collected through interviews. Through an abductive approach teachers subjective experiences were analyzed in accordance to how they expressed their challenges in relation to how to design courses with flexible pedagogical set ups, incorporating course content and what digital technology best matched these aspects. Based on these analyses, the design guideline was constructed in relation to the analysis and to previous research of collaborative learning and engineering education. The guideline for engineering teaching in production technology suggests a new pedagogical approach of work-integrated e-learning. The guideline is expected to help teachers to design and implement work-integrated e-learning course modules in the production technology field. As a result, the outcome of the guideline could contribute to the development of work-integrated e-learning as a more effective learning approach for competence development for engineering teachers

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Dissertations / Theses on the topic 'Courses in technology'

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