Education Commons^™

Appreciative Inquiry Impact On University Instructor's Nonverbal Immediacy, Aviva Gordon

Wayne State University Dissertations

The impact of Appreciative Inquiry on university instructor’s Nonverbal Immediacy was explored. Nonverbal Immediacy has been investigated extensively through the perception of students and rarely used as an instructional strategy or to enhance Appreciative Inquiry. Self-determination Theory informed this research with the constructs competence, relatedness, and autonomy inherent in Nonverbal Immediacy and Appreciative Inquiry. An adapted instrument collected data from Communication courses, twice during one semester. The Coronavirus interrupted research, so the second survey was modified for online. The research question could not be answered conclusively. However, both instruments were found reliable, valid and replicable. The recent online nonverbal immediacy …

Moving Toward Blended Learning: A Multiple Case Design Based Research Study In Higher Education, Ahmet B. Ustun

Wayne State University Dissertations

The purpose of this multiple case design-based research study was to determine what elements were needed to assist two higher education instructors inexperienced in designing and teaching a blended learning course to successfully create and implement it, to document the instructors’ perceptions about their first experience of teaching a blended learning course, and to reveal how this blended learning course influenced student satisfaction. The goal of the study was to iteratively design, develop, implement, evaluate and redesign a desired blended learning course based on constructivist design theory, cognitive learning theory, and ARCS motivational design theory over the three iterative phases. …

Investigating University Instructors’ Experiences And Uses Of Mobile Technology In Teaching And Learning In Saudi Arabia, Ibrahim K. Alali

Wayne State University Dissertations

The use of mobile technology in teaching and learning has become a worldwide phenomenon. Many university instructors in Saudi Arabia have also started using their own mobile technology in their teaching and for communication with students. But there is limited research on Saudi Arabian university faculty’s experiences of using mobile technology in their teaching practices. This mixed-method study adapted the R2D2 (Reading, Reflecting, Displaying, and Doing) model (Bonk & Zhang, 2006, 2008) to investigate faculty’s uses of mobile technology in Saudi Arabian universities, including both instructors’ own teaching and learners’ activities.

An online survey, with both Likert-scale items and open-ended …