Education Commons^™

Perceptions And Experiences Of Online Learning And Synchronous Communication, Michelle Fry

Dissertations

Abstract

High-quality and effective online education is essential to the continuous growth of higher education. As online higher education grows in professional programs, it is especially pertinent to investigate learning designs for their effectiveness in supporting the acquisition of professional skills. Drawing upon the Community of Inquiry (CoI) and the Practice-Based Teaching (PBT) frameworks, this research investigated the effectiveness of one online graduate program designed for practicing teachers to learn new skills (i.e., diagnostic assessment and differentiated instruction) in teaching reading to elementary students. The learning design introduced a new component of virtual presence (i.e., synchronous communication) at strategic points …

The Importance Of Leadership Motivational Activities In Encouraging International Students To Return To Their Tier 1 Universities, Eric Hall

Dissertations

Abstract

The problem is international students are not returning to their undergraduate Tier 1 institutions during a period when quality student enrollment is essential, and there is scant research on academic advising strategies that can be used to combat international student attrition at these universities (O’Keefe, 2013). Studies have often lumped all international students together and made efforts to attract more international students, but the reasons why international students chose research universities, and returned, were not being investigated in this manner (Hegarty, 2014).

The purpose of this proposed study was to gain an understanding of the decision-making and reasoning processes …

Supporting Novice Teacher Enactments In The Field Class, Diane Salmon, Kavita Kapadia Matsko, Ryan Mccarty, Aleksandra Veselovsky, Lisa Mozer, Xue Han

NCE Research Residencies

Teacher preparation programs at NLU are developing practice-centered approaches to teacher education that entail a core set of teaching practices and intentionally designed field-learning opportunities. One addition to prior practice with this approach is the inclusion of a video coaching context where candidates receive feedback from field supervisors on their teaching videos. This study investigated candidate and supervisor perceptions of the feedback in the video coaching context affords in addition to the traditional contexts of face to face field visits and competency appraisal surveys. The findings point to a unique self-regulatory benefit to the video coaching context. They also suggest …