Education Commons^™

Interprofessional Simulation And The Development Of Professional Identity Using Asynchronous Teaching Methods, Benjamin Johnson

Graduate Theses, Dissertations, and Capstones

This study aimed to explore whether virtual, asynchronous interprofessional education (IPE) improve interprofessional attitudes as defined by the Interprofessional Education Collaborative (IPEC) core competencies and develop student professional identity. Healthcare professionals are highly specialized providers that often interact and overlap with other providers to help treat patients. Literature shows that stressful environments and a lack of understanding of roles can lead to conflict, but successful interprofessional collaboration leads to improved patient care. This study used a mixed method approach, creating a virtual, asynchronous viewing of a simulation within the school’s education platform Moodle as the intervention. The video was of …

A Grounded Theory For The Dissatisfaction Of Asynchronous Online Education Among Community College Students, Scott Sandok

Dissertations, Theses, and Projects

As higher education institutions face the pressures of decreasing enrollment, online education is experiencing significant growth. Students are attracted to asynchronous online courses’ flexibility but often have inconsistent experiences. Previous research focused on drivers of satisfaction for online learning; this study concentrated on identifying the drivers of dissatisfaction for asynchronous online delivery among community college students. This study utilized a survey and semi-structured interviews to generate a grounded theory answer to the drivers of dissatisfaction. A survey based on Moore’s Transactional Distance Theory model broadly identified the areas of most significant concern for students with experience with asynchronous online courses. …

Higher Education And Covid-19: Impact On Nontraditional Students Following A Traditional Path, R. Lauren Miller

All Theses, Dissertations, and Capstone Projects

This phenomenological research aimed to examine the impact that transitioning to online education in March of the Spring 2020 semester in response to COVID-19 had on nontraditional students. Students are considered nontraditional if they meet at least one of the following criteria: are at least 25 years old, attend school part-time, work full-time, are a veteran, have children, wait at least one year after high school before entering college, have a GED instead of a high school diploma, are a first-generation student (FGS), are enrolled in non-degree programs, or have reentered a college program (MacDonald, 2018). Nontraditional students hold multiple …

Perceptions Of The Effectiveness Of Asynchronous Online Discussions As A Supplement To Face To Face Interactions: A Meta Review, Rachel Lisa Worrell

Electronic Theses, Projects, and Dissertations

Today’s technological age is evolving students away from the traditional classroom model with over three million students exclusively enrolled in online classes (Classes and Careers, 2018) with many online courses attempting to provide an online educational experience that parallels a traditional face to face (f2f) model. Researchers have deduced that there is no significant difference between online and f2f courses.(Johnson et al., 2000; Nguyen, 2015) however, modifications must be made due to the differences in the delivery modes of instruction. Asynchronous online discussion forums can be an effective tool for improving student learning outcomes (Green et al., 2014; Tony Bates, …

Faculty And Student Perceptions Of Teaching Presence: Implications For Student Satisfaction, Analisa Mcmillan

Theses & Dissertations

This study highlights the importance of teaching presence as a necessary component of the online learning experience for students and faculty in higher education. The Community of Inquiry (COI) framework on teaching presence and the Community of Inquiry teaching presence survey were utilized in a cross-sectional stratified survey study. The study aimed to determine if there were similarities and differences between the online student’s perceptions and his or her instructor’s perceptions of teaching presence in an online graduate course. Additionally, research was conducted to determine if there was a significant relationship between teaching presence and course satisfaction in fully online …

Motivation, Persistence, And Achievement In Community College Asynchronous Online Courses, Rachel Michelle Desmarais

STEMPS Theses & Dissertations

Community college students enrolled in asynchronous online courses were examined for the correlational effects of motivation factors upon achievement and persistence in major and non-major courses. A modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia, & McKeachie, 1991) was employed to obtain measurements on motivation and self-regulatory factors. Demographic factors and first generation student status were used to determine any interaction effects.

A series of binary logistic regressions demonstrated significant, positive correlations between self-efficacy and modified MSLQ task value on persistence for these students. A series of ordinal logistic regressions demonstrated significant, positive correlations between …

Improving Argumentation Through Goal Instructions In Asynchronous Online Discussions, Yekaterina Prudchenko

STEMPS Theses & Dissertations

Argumentation incorporated into class discussions can improve students' problem solving skills and enhance their epistemic and conceptual understanding. Research indicates students sometimes need scaffolding such as goal instructions to improve their argumentation skills. This study examined the effectiveness of different types of goal instructions on participants' argumentation achievement. In particular, the study compared the effects of minimal, moderate, substantial, and no goal instructions in asynchronous online discussions on participants' argumentation achievement, as measured by development, balance, and explanatory discourse scores. The study also tried to understand participants' experiences of the goal instructions by comparing the differences in emergent themes across …