Many studies have been conducted where a face-to-face training environment is compared to an online training environment. While some research has been conducted on the nature of online training in faith-based not-for-profit organizations, little to no research has been found on engagement. The purpose of this study was to determine if the level of engagement of participants in a training course for new staff and interns with Campus Crusade for Christ would be increased by conducting training online instead of face-to-face and by utilizing multiple forms of media. The survey that was utilized included questions adapted from the Student Course Engagement Questionnaire Handelsman et al., 2005) and was analyzed utilizing the Rasch measurement model to understand whether the survey successfully met the requirements for measuring engagement. The Rasch measurement analysis revealed that the survey was weak and did not measure engagement, thus the results of the survey revealed no significant differences in the level of engagement. Further research is recommended with new questions being added to the survey that are considered to have a greater level of difficulty as well as research should be conducted that involve qualitative data collection.
Tag Archive: Technologyof
A study of Student Engagement with Media in Online Training (Education Papers posted on May 13th, 2014 )
Experiences of students with visual impairments in adoption of digital talking textbooks: An interpretative phenomenological analysis (Education Papers posted on May 13th, 2014 )
Assistive technology devices have become essential tools for students with visual impairments. In 2009, the Malaysian Ministry ofintroduced Digital Talking Textbooks (DTTs) for selected subjects to facilitate learning. The purpose of this qualitative study was to explore, describe, and interpret the experiences of students with visual impairments in using DTTs to assist their learning. The study looked at what factors influence students with visual impairments to adopt or to reject DTTs. Data were obtained from 12 students’ in-depth interviews. Tentative themes emerged, were refined, and became the six emergent super-ordinate themes for this research: (1) functionality of the innovation, (2) support to use the innovation, (3) knowledge of the innovation, (4) challenges for effective use of the innovation, (5) alternatives to the innovation, and (6) adaptation of the innovation. Providing in-house training for teachers and students, affordable tools, and sufficient trial and usage time for students are recommended to ensure DTTs are efficiently adopted.
New literacies practices of early career English teachers: From digital spaces to the classroom (Education Papers posted on May 13th, 2014 )
Within the field of education, the phrase technological revolution has become a popular trope in our society, particularly in the past decade. As new technologies are introduced, they are often touted to be the keystone to a new age of education. In the past hundred years, many technologies have come and gone, but not much has changed in education. The field of new literacies research takes a particular interest in new and emerging technologies and promotes the idea that new technologies have changed what it means to be literate in our society. In this, the perception of change that new literacies promotes is different as it places the emphasis on theengagement the technologies facilitate as opposed to the technology itself. The millennial generation, who is now coming of age and entering the workforce, grew up alongside these technologies. Having never known a world without digital technologies, many scholars have written about this generation and the changes they may bring to the work place and society. This collective case study investigates the relationship of the new literacies practices this generation of early career English teachers engage in their use of popular, technologies for personal reasons and their classroom practice as teachers. The findings of this study indicate that the new literacies practices the teachers use in their personal usage of technologies can be seen echoing in their classroom teaching practices.
Exploring Online Community Among Rural Medical Education Students: A Case Study (Education Papers posted on May 13th, 2014 )
There is a severe shortage of rural physicians in America. One reason physicians choose not to practice, or persist in practice, in rural areas is due to a lack of professional community, i.e., community of practice CoP). Online, “virtual” CoPs, enabled by now common Internet communication technology can help give rural physicians the CoP experience they traditionally have lacked, despite their remote practice locations. Therefore, it is important for ruraleducation programs to provide technological experiences that give students the skills needed to create virtual CoPs in future rural practice contexts. The Oregon Rural Scholars Program ORSP) provides such a technological experience in the form of the Student Clinical Round SCR) activity. ORSP students located in remote, rural parts of Oregon “meet” in a synchronous online space i.e., a virtual meeting room) with a faculty member, where they participate in the SCR activity via video chat, screen and document sharing, real-time collaborative note taking, and text chatting. The literature indicates that activities like the SCR may be precursors to virtual CoPs, and therefore it is important to better understand the ORSP SCR as it could be a strategy for creating virtual CoPs among rural practitioners. As the ORSP SCR is a novel educational approach among U.S. rural education programs, an intrinsic case study design was used to explore the impact of the SCR activity on one cohort of ORSP third-year students. Additionally, the study sought to better understand the nature of the ORSP students experiences of having participated in the SCR. Recorded SCR sessions were coded using the Community of Inquiry CoI) framework, a well validated methodology for analyzing higher education online learning. The CoI analysis revealed a movement of the group away from an individual, task focus towards a community, collaborative focus as the SCR sessions progressed. Additionally, student interview and field notes analyses revealed that the SCR experience reduced isolation, increased sense of community and positively influenced rural practice choice among the study participants. Conclusions drawn from this study are that the online ORSP SCR experience provides a strong constructivist learning environment, thus creating the context for virtual CoP emergence. Additionally, the SCR activity is capable of generating an actual virtual CoP, an event directly observed during the study. Recommendations call for rural medical education programs as well as current rural practitioners to adopt similar online approaches to group learning, as such approaches may provide contexts for virtual CoP formation, thus contributing to the likelihood future physicians may become and current physicians may persist as rural practitioners.
Effect of computer-aided instruction on attitude and achievement of fifth grade math students (Education Papers posted on May 13th, 2014 )
The purpose of this quasi-experimental non-equivalent control group study was to test theories of constructivism and motivation, along with research-based teaching practices of differentiating instruction and instructing within a child’s Zone of Proximal Development, in measuring the effect of computer-aided instruction on fifth grade students’ attitude and achievement in math. Students in Pennsylvania completed an attitude survey at the beginning, middle, and end of the study (Pierce, Stacey &； Barkatsas, 2007). Achievement was measured by the 4Sight Math assessment (Pennsylvania StateAssociation, 2007) which was given at the beginning of the study, after the first seven weeks of instruction, and then at the end of the study. Five fifth grade teachers were randomly assigned as treatment or control, indicating which instructional strategy they would implement. Treatment groups received traditional direct instruction and guided practice, and then computer-aided instruction as a supplemental math practice session. Control groups participated in traditional instruction and guided practice, which incorporated Interactive Whiteboards, with only traditional methods used for supplemental practice. Data from the attitude survey were used to indicate changes that students showed after using the computer for practice as compared to using traditional methods of practice. Data from the 4Sight Math assessments were used to determine any changes in achievement after each method was implemented. Results determined that computer-aided instruction did not have a significant effect on student achievement, but did positively impact the attitude of low-achievers.
Use of observational learning enhanced instruction in low language competency audiences (Education Papers posted on May 13th, 2014 )
This dissertation investigates the use of observational learning enhancedinstruction to mitigate problems of low language competency among learners. Low language competency can cause improper comprehension of instruction and education, resulting in misdiagnosis, reduced recall, under reporting of conditions and reduced adherence to medical advice. In addition to severely reducing the quality of healthcare to low language competency populations, such issues also translate to tens of billions of dollars in losses each year. Guided by the cognitive theory, a learning method was proposed which used Natural User Interface (NUI) software to deliver observational learning enhancements. A randomized full experiment, double blind procedure was undertaken with one treatment and one control group, with the treatment group receiving the observational learning enhancement. The results of the study show that, for audiences with low language competency, observational learning enhanced instruction results in significantly better accuracy of performance and better learner self-efficacy than status quo audio-video based learning methods. The results also showed the successful extension of the observational learning model to NUI based systems.
Changing the culture of silence: The potential of an online educational sexual health and female cancer prevention intervention in Pakistan (Education Papers posted on May 13th, 2014 )
This dissertation evaluates the effectiveness of a customized educationalintervention on sexual and female cancer prevention among young women in Pakistan and evaluates the applicability of the integrated model of behavior prevention (IM) when predicting three health behaviors among this population. The study used randomized experimental design with one treatment group and one control group. The results of the study suggest that exposure to web-based customized heath information has positive effect on behavioral intentions to perform breast self-exams and get vaccinated for human papillomavirus, but not for condom use. It was also found that exposure to the website did not have an impact on the constructs in the IM model that should predict behavioral intentions.
App Assisted Language Learning: How Students Perceive Japanese Smartphone Apps (Education Papers posted on May 13th, 2014 )
Computer Assisted Language Learning (CALL) has been used in second language classrooms since the 1960&rsquo；s. With the advancement of technology, new resources are becoming available to assist language learning. The widespread use of internet-capable cell phones and the thousands of apps available for smartphones creates a new market for potential language learning. This study explores whether students are aware of Japanese apps, if teachers are aware of and share these language apps with their students and what features of these apps the students find useful. The results show that just over half of the students are aware of Japanese apps, however, very few students heard of the apps from their teachers. Dictionaries are the most popular app downloaded by the students, followed by kanji practice. However, there is no app currently available that includes all the features the students stated they would like to see in an app.
The role of trust in traditional face-to-face mentoring has already been investigated in several research studies. However, to our knowledge, very few studies have examined how trust is established in electronic-mentoring relationships. The purpose of the current study is to examine by means of the Mayer et al. (1995) model how e-mentees perceive a prospective e-mentor’s trustworthiness and how these perceptions influence the decision to be mentored by a particular e-mentor. A sample comprised of 253 undergraduate and graduate students from the Telfer School of Management at the University of Ottawa participated as potential mentees by completing a survey after having reviewed the selected e-mentor’s profile. The survey employed quantitative and qualitative measurements to assess the mentee’s perception of the prospective e-mentor’s level of trustworthiness. In the quantitative section, both the Behavioural Trust Inventory (Gillespie, 2003) and the Factors of Perceived Trustworthiness (Mayer et al., 1999) were measured. The Behavioural Trust Inventory was designed to measure the extent to which a mentee is willing to be vulnerable in e-mentoring relationships. The Factors of Perceived Trustworthiness (ability, benevolence and integrity) were designed to measure these three attributes’ contributions to the extent to which the mentees perceived the e-mentor as being trustworthy. The factorial structure (confirmatory factor analysis) and internal consistency (Cronbach’s alpha) of the constructs were examined. Structural equation modeling was conducted to test the fit of the models (Behavioural Trust Inventory and Mayer et al.) to an e-mentoring context. In the qualitative section, the indicators of trustworthiness were collected by means of an open-ended question and were analyzed by means of content analysis. The results of the quantitative analysis revealed that the models (the Behavioural Trust Inventory and the Factors of Perceived Trustworthiness) have an adequate fit with the e-mentoring model after accounting for some correlated error terms. The results of the qualitative analysis identified some other attributes (apart from ability, benevolence and integrity groups) have an influence on the extent to which the mentees perceived the e-mentor as being trustworthy. The main finding is that the Mayer et al. (1995) model appears to be a suitable device for the measurement of trust in e-mentoring relationships at the initiation phase.
Beyond installation: Effective use of interactive whiteboards in Yukon classrooms (Education Papers posted on April 11th, 2014 )
This study employed a mixed model approach to investigate the use of interactive white boards among a group of teachers in a small, northern public school system. Interactive whiteboards were new to these schools and little was known about the effects this technology had upon the teachers’ pedagogies and teaching strategies. The purpose of this study was to evaluate those effects by determining the frequencies, levels, and types of interactive whiteboard utilization. The participants were also asked to identify the professional development supports that would assist them to improve the effectiveness of their use of interactive whiteboards. Following the analyses of the quantitative and qualitative data, the combined results of the study were used to prepare a description of the pioneers’ utilization of interactive whiteboards and identify professional development recommendations to facilitate the integration of whiteboards in this school system.