Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Instructional design (27)
- Evaluation (17)
- Distance education (13)
- Technology (12)
- Distance learning (10)
-
- Instructional technology (10)
- Blended learning (9)
- Education (8)
- Higher education (8)
- Learning (8)
- Online learning (8)
- Innovation (7)
- Open educational resources (7)
- Training (7)
- Design (6)
- Instructional Design (6)
- Qualitative research (6)
- Agency (5)
- Assessment (5)
- Blackboard (5)
- Creativity (5)
- Educational technology (5)
- Instruction (5)
- Interaction (5)
- K-12 online learning (5)
- Reliability (5)
- Technology integration (5)
- Video (5)
- College students (4)
- Communities of practice (4)
- Publication Year
- Publication
- Publication Type
Articles 31 - 60 of 282
Full-Text Articles in Education
Faculty Members' Lived Experiences With Open Educational Resources, M. Troy Martin
Faculty Members' Lived Experiences With Open Educational Resources, M. Troy Martin
Theses and Dissertations
The cost of textbooks has continued to increase, and the financial effect on students in higher education is significant. Numerous studies have been done to learn more about student and faculty perceptions toward Open Educational Resources (OER) use. Recent studies confirm that most instructors would use OER in order to alleviate the financial burden placed on students; however, OER adoption rates do not reflect this belief. In my study I sought to better understand what instructors experience when they search for OER. In this phenomenological study, I interviewed faculty who expressed a desire to use OER and to capture their …
Current State Of Online Teaching Evaluation Processes In Post-Secondary Institutions, Jon E. Thomas
Current State Of Online Teaching Evaluation Processes In Post-Secondary Institutions, Jon E. Thomas
Theses and Dissertations
This is a multi-article dissertation that seeks to address the current state of online teaching evaluation processes in post-secondary institutions. The last two decades have seen a dramatic increase in enrollment in online courses at post-secondary institutions. Unfortunately, evaluating online instructors has been a neglected field of research leaving many post-secondary institutions to develop their own evaluation systems. A deeper analysis of the current practices of online instructor evaluation will help administrators to strengthen their evaluation processes, thereby providing more effective online teaching. The first article is a literature review that explores common practices of post-secondary institutions. By performing an …
The Moral Realism Of Student Question-Asking In Classroom Practice, Susan Peterson Gong
The Moral Realism Of Student Question-Asking In Classroom Practice, Susan Peterson Gong
Theses and Dissertations
Question-asking has long been an integral part of human learning. In scholarly investigations over the past several decades, questions have been studied in terms of the answers they generate, their grammatical structure, their cognitive functions, their logical content, and their social dynamics. Studies of student classroom questioning have focused on science education and reading instruction particularly; they detail the reasons why students don't ask questions and explore a plethora of recommendations about teaching students how to question. This qualitative study addressed question-asking from a hermeneutic moral realist perspective, studying question-asking as it unfolded in the everyday practice of learning in …
Authentic Purposeful Design Within Moral Spaces Of Teaching At Byu, Thomas Lane Ferrin
Authentic Purposeful Design Within Moral Spaces Of Teaching At Byu, Thomas Lane Ferrin
Theses and Dissertations
This thesis is an exploration of the role of a new course design method in the teaching practice of faculty at Brigham Young University (BYU). This method, used by teaching and learning consultants at BYU, is termed authentic purposeful design. It encourages faculty to succinctly define what their course will help students become, use principles of backward design to align all course elements to that purpose, and teach the course with its core purpose in mind. The course design and teaching methods of 3 faculty members who used authentic purposeful design were studied using a qualitative research approach. Themes emerged …
Agile Development In Instructional Design: A Case Study At Byu Independent Study, Alyssa Jean Erickson
Agile Development In Instructional Design: A Case Study At Byu Independent Study, Alyssa Jean Erickson
Theses and Dissertations
Agile development is a software development methodology that originated in 2001 (Beck, et al.). It has since gained wide recognition and use in the software industry, and is characterized by iterative development cycles. Organizations outside of the software industry are also finding ways to adapt Agile development to their contexts. BYU Independent Study (BYUIS) is an online education program at Brigham Young University that provides online courses at the high school and university levels. In April 2016, BYUIS implemented the Agile development process to the design and development of online courses. This thesis is a case study that looks specifically …
The Effects Of Incomplete Rating Designs On Results From Many-Facets-Rasch Model Analyses, Mary R. Mcewen
The Effects Of Incomplete Rating Designs On Results From Many-Facets-Rasch Model Analyses, Mary R. Mcewen
Theses and Dissertations
A rating design is a pre-specified plan for collecting ratings. The best design for a rater-mediated assessment both psychometrically and from the perspective of fairness is a fully-crossed design in which all objects are rated by all raters. An incomplete rating design is one in which all objects are not rated by all raters, instead each object is rated by an assigned subset of raters usually to reduce the time and/or cost of the assessment. Human raters have varying propensities to rate severely or leniently. One method of compensating for rater severity is the many-facets Rasch model (MFRM). However, unless …
Keystroke Dynamics: Utilizing Keyprint Biometrics To Identify Users In Online Courses, Jay Richards Young
Keystroke Dynamics: Utilizing Keyprint Biometrics To Identify Users In Online Courses, Jay Richards Young
Theses and Dissertations
This study examined the potential use of keystroke dynamics to create keyprints (typing fingerprints) to authenticate individuals in online assessment situations. The implications of this study are best understood in terms of the keystroke behavioral biometric. While previous studies considered the degree to which keystroke typing patterns are unique, this study was set up to determine how well keyprints are able to identify individuals when typing under various treatment conditions (copy typing, free typing, and typing with mild or moderate impediments). While authentication can be difficult when attempting to correctly identify individual users, the results of this study indicate that …
Reconsidering Design And Evaluation, Andrew S. Gibbons Iii, David D. Williams
Reconsidering Design And Evaluation, Andrew S. Gibbons Iii, David D. Williams
Faculty Publications
In this paper we have put design and evaluation as it were under a microscope with multiple lenses. We use four different snapshots of design, each at a different level of resolution, to reveal new perspectives on the design-evaluation relationship. We believe that the disparate views of designers and evaluators can be resolved by resorting to the middle ground described by Klir. We believe also that the disparate views of educational technologists and learning scientists can be similarly resolved by appealing to the similar principle of Edelson.
Emotional And Cognitive Engagement In Higher Education Classrooms, Kristine C. Manwaring
Emotional And Cognitive Engagement In Higher Education Classrooms, Kristine C. Manwaring
Theses and Dissertations
This is a multi-article format dissertation that explores emotional and cognitive engagement in higher education classrooms. Student engagement in higher education classrooms has been associated with desired outcomes such as academic achievement, retention, and graduation. Student engagement is a multi-faceted concept, consisting of behavioral, emotional, and cognitive components. A deeper understanding of how these components interact would allow instructors and course designers to facilitate more engaging learning experiences for students. The first article is an extended literature review that investigates the extant empirical research on the relationship between emotional and cognitive engagement, and between emotional engagement and academic outcomes in …
Using Dr. Scratch As A Formative Feedback Tool To Assess Computational Thinking, Samuel Frank Browning
Using Dr. Scratch As A Formative Feedback Tool To Assess Computational Thinking, Samuel Frank Browning
Theses and Dissertations
Scratch is one of the most popular ways to teach younger children to code in K–8 throughout the U.S. and Europe. Despite its popularity, Scratch lacks a formative feedback tool to inform students and teachers of a student's progress in coding ability. Dr. Scratch was built to fill this need. This study seeks to answer if using Dr. Scratch as a formative feedback tool accelerates the students' progress in coding ability and Computational Thinking (CT). Forty-one 4th-6th grade students participated in a 1-hour/week Scratch workshop for nine weeks. We measured pre- and posttest results of the Computational Thinking Test (CTt) …
Utility Of Feedback Given By Students During Courses, Michael Alton Atkisson
Utility Of Feedback Given By Students During Courses, Michael Alton Atkisson
Theses and Dissertations
This two-article dissertation summarizes the end-of-course survey and formative feedback literatures, as well as proposes actionability as a useful construct in the analysis of feedback from students captured in real-time during their courses. The present inquiry grew out of my work as the founder of DropThought Education, a Division of DropThought. DropThought Education was a student feedback system that helped instructional designers, instructors, and educational systems to use feedback from students to improve learning and student experience. To find out whether the DropThought style of feedback was more effective than other forms of capturing and analyzing student feedback, I needed …
Perceived Effects Of Open Textbook Usage On Secondary Science Classroom Practice, Stacie Lee Mason
Perceived Effects Of Open Textbook Usage On Secondary Science Classroom Practice, Stacie Lee Mason
Theses and Dissertations
Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access, improved quality, and increased teacher professionalism or empowerment. While the small body of K-12 OER research is growing, perceived benefits of K-12 OER usage have not yet been proven. The purpose of this qualitative study is to understand whether certain potential benefits were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including …
Current Patterns Of Ownership And Usage Of Mobile Technology In Older Adults, Karen E. Cottle
Current Patterns Of Ownership And Usage Of Mobile Technology In Older Adults, Karen E. Cottle
Theses and Dissertations
The older generation is growing at a rate surpassed only by the speed at which mobile technology is advancing. Technology has become so ubiquitous in daily life, that most older people have done their best to adopt it. The purpose of this study was to explore the older adult (>50 yrs.) learner's everyday approach to and regard for mobile technology. Paper surveys were distributed by hand to four geographically diverse audiences. Each audience was composed of a minimum of 20 adult learners of each gender across three age groups, accounting for 160 individual older adults in all. Returned survey …
Student Participation In The Distribution Of Instructional Leadership, Janeel M. Juncker
Student Participation In The Distribution Of Instructional Leadership, Janeel M. Juncker
Theses and Dissertations
This explorative study offers much needed perspective on students' role and development as instructional leaders (Halverson & Clifford, 2013) through answering the following questions: (a) How can students be involved in distributions of instructional leadership in a studio learning environment; (b) What is the value of their contribution; and (c) What patterns of distributed instructional leadership (DIL) facilitate student involvement? I chose an animation studio at a large western university for the setting, on account of its collective-leadership structure involving students. I randomly sampled a pre-recorded data set of participants' studio interactions and participant interviews to use for the study; …
Exploring Concerns Of K-12 Online Educators, Tadd Spencer Farmer
Exploring Concerns Of K-12 Online Educators, Tadd Spencer Farmer
Theses and Dissertations
Although a relatively small number of K-12 students are currently enrolled in online classes, the dramatic growth in online enrollments in recent years suggests that online education will play a significant role in the future landscape of public education. While our understanding of online teaching and learning continues to grow, relatively little is known about the experiences of teachers as they engage in online teaching. In particular, very little is known about the concerns of teachers as they navigate their teaching roles and responsibilities in an online teaching environment. Using an interpretative phenomenological analysis approach, this qualitative study explored the …
The Dynamics Of Social Media Interaction In A Free-Choice Religious Education Experience, Scott C. Woodward
The Dynamics Of Social Media Interaction In A Free-Choice Religious Education Experience, Scott C. Woodward
Theses and Dissertations
This Grounded Theory study explores how the use of social media influenced the dynamics of interaction in a free-choice religious education experience between a world religious leader and young adult learners. Results indicate that social media (a) enhanced proxy group interaction due to the increased visibility of leader-learner interactions to the entire group and the ability of learners to comment on, like, mention other learners, and share leader-learner interactions; (b) enabled active non-verbal interaction which allowed for social curation, peer validation, community reaction, and the non-verbal pushing of posts into the social media streams of those not participating in the …
Online Students' Perceptions And Utilization Of A Proximate Community Of Engagement At An Online Independent Study Program, Darin Reed Oviatt
Online Students' Perceptions And Utilization Of A Proximate Community Of Engagement At An Online Independent Study Program, Darin Reed Oviatt
Theses and Dissertations
Distance learning has provided solutions for students for more than a century. Students access distance learning due to issues with access, credit recovery need, or need for flexibility in location, time, pace, or duration of instruction. Recent advances in technology and instructional designs allow more interactive and synchronous instruction. Researchers suggest that designs using collaborative-constructivist approaches result in deeper learning and increased student satisfaction. Such courses implement theories based on interactions, creation of communities, and learner-centered design. The increase in online curriculum offered and, in some cases, required for K-12 students indicates a need to consider learning characteristics of adolescent …
A Social Influences Framework Related To College Student Learning Failures, Keith R. Proctor
A Social Influences Framework Related To College Student Learning Failures, Keith R. Proctor
Theses and Dissertations
This dissertation explored ways that college students reflectively described the social influences related to their learning failures. This exploration was conducted using semi-structured interviews and Stake's multiple case analysis method. The findings from the interviews were used to develop a framework that describes the key social influence attributes of the learning failure experiences. The key attributes of the framework include: (a) roles, (b) context, and (c) phases. Each key attribute is discussed in detail. The framework serves as the means for exploring several related strands of research related to learning failure in a cohesive way, potentially enriching our understanding of …
Task-Level Feedback In Interactive Learning Enivonments Using A Rules Based Grading Engine, John Shadrack Chapman
Task-Level Feedback In Interactive Learning Enivonments Using A Rules Based Grading Engine, John Shadrack Chapman
Theses and Dissertations
In order to improve the feedback an intelligent tutoring system provides, the grading engine needs to do more than simply indicate whether a student gives a correct answer or not. Good feedback must provide actionable information with diagnostic value. This means the grading system must be able to determine what knowledge gap or misconception may have caused the student to answer a question incorrectly. This research evaluated the quality of a rules-based grading engine in an automated online homework system by comparing grading engine scores with manually graded scores. The research sought to improve the grading engine by assessing student …
Teachers' Adoption Of Learner-Centered Technology, Melissa C. Warr
Teachers' Adoption Of Learner-Centered Technology, Melissa C. Warr
Theses and Dissertations
In this thesis, I describe research on teachers' experiences with learner-centered technology. Specifically, this research investigated teachers' experiences with adoption of the learner-centered tools available from Imagine Learning, an online elementary school literacy program. This thesis includes an extended literature review describing learner-centered classrooms, technology integration, and models of technology adoption, followed by a journal-ready article that describes teachers' experiences throughout the process of adopting Imagine Learning. Finally, I provide a description my experiences throughout this project as well as a proposal for future areas of study.
Learner Agency And Responsibility In Educational Technology, Michael Thomas Matthews
Learner Agency And Responsibility In Educational Technology, Michael Thomas Matthews
Theses and Dissertations
Though the topic of learner agency has received relatively little discussion in the literature of educational technology, it is nevertheless a significant and actually omnipresent concern of both scholars and practitioners. Through the journal-ready articles contained herein, I show how theories of learning and certain practices of instructional designers reflect implicit positions on the agency of learners. I also discuss agency in more concrete terms as the responsibility for learning that is shared with learners in instructional design contexts. In addition, I provide practical suggestions to help designers keep the learner at the forefront of their design thinking. Through this …
Developmental Math Students' Calibrated Judgments Of Learning, Brian Lindley Jones
Developmental Math Students' Calibrated Judgments Of Learning, Brian Lindley Jones
Theses and Dissertations
Calibrated Judgments of Learning (CJOL) represent the degree to which students' judgments of learning (JOL) relate to their actual learning. Although a substantial amount of research has been conducted on calibration and JOL in various domains of psychology, only a growing number of studies have begun to address the use of CJOL in applied educational settings. This study investigated the use of CJOL in university developmental math courses. Study participants included 185 men and 100 women with ages ranging from 18 to 61 years (M = 23.48, SD = 5.95). Study results indicate that these developmental math students were fairly …
Group Flow In The Byu Animation Studio, Jana Lynn Duncan
Group Flow In The Byu Animation Studio, Jana Lynn Duncan
Theses and Dissertations
This dissertation encompasses three articles concerning Sawyer's (2007) theory of group flow in the context of higher education, including a literature review, and two interpretive studies. In the literature review and in the first interpretive research article, the results of the research illuminated the applicability of themes of group flow in collaborative settings in higher education in themes of vision, ownership and contribution, and communication. The final article provides a description of the roles of student lead and professor in this environment and the unique ways that they may have encouraged those themes in the studio. The context for this …
Conceptualizing Blended Learning Engagement, Lisa R. Halverson
Conceptualizing Blended Learning Engagement, Lisa R. Halverson
Theses and Dissertations
Learner engagement, or the involvement of the student's cognitive and emotional energy to accomplish a learning task, has been called "the holy grail of learning" (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21st century, learning will be increasingly "blended," combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitate learner engagement is important to the advancement of the domain. This multiple-article format dissertation addresses the theoretical gap …
Preparation For Online K-12 Teachers, Laura Anne Mcallister
Preparation For Online K-12 Teachers, Laura Anne Mcallister
Theses and Dissertations
This study examined existing K-12 online teacher preparation programs in the United States to ascertain the degree to which teachers are prepared to function in online/blended classroom learning environments. This study used a content analysis approach. Research specifically targeted online teacher preparation programs implemented in institutions of higher education. The researcher collected data from state offices of education and institution deans through email surveys inquiring about the existence and capacity of K-12 online teaching endorsements, course descriptions and other course documents.
Using Transaction-Level Data In Online Assessment, Robert Scott Nyland
Using Transaction-Level Data In Online Assessment, Robert Scott Nyland
Theses and Dissertations
This article format dissertation explores the benefits of using detailed forms of assessment to enable feedback in educational contexts, and includes three separate, yet related articles. In the first article, I reviewed the current state of educational research in using online learning tools that collect detailed data regarding student learning. The article examined the type of data being collected, the way that these data are processed, and how the results are presented to instructors and students as feedback. In the second article, I describe a special case of these detailed forms of assessment in an Introduction to Microsoft Excel class, …
Measuring Student Engagement In Technology-Mediated Learning Environments, Curtis R. Henrie
Measuring Student Engagement In Technology-Mediated Learning Environments, Curtis R. Henrie
Theses and Dissertations
This is a multiple-article format dissertation that explores methods for measuring student engagement in technology-mediated learning experiences. Student engagement is the committed, focused, and energetic involvement of students in learning. Student engagement is correlated with academic performance, student satisfaction, and persistence in learning, making it a valuable predictor of important learning outcomes. In order to identify which students need help or to evaluate how well an instructional interaction promotes student engagement, we need effective measures of student engagement. These measures should be scalable, cost effective, and minimally disruptive to learning. This dissertation examines different approaches to measure student engagement in …
Empathy And The Instructional Designer, Gregory Spencer Williams
Empathy And The Instructional Designer, Gregory Spencer Williams
Theses and Dissertations
The purpose of this study was to understand how instructional designers define empathy in the context of instructional design technology and how empathy was manifest in their daily work. Through a series of in-depth interviews with six designers, three definitions of empathy emerged including caring for the learner, referencing personal experience in service of the learner, and taking on somebody else's viewpoint. Additionally, analysis of empathy in participants' daily work resulted in six themes: personal experience, metacognition or self-awareness, project management constraints, multiple stakeholders, practical processes and traditional learner analysis, and navigating learner goals and motivation. Several complexities regarding empathy …
The Application Of Layer Theory To Design: The Control Layer, Andrew S. Gibbons Iii, Matt Langton
The Application Of Layer Theory To Design: The Control Layer, Andrew S. Gibbons Iii, Matt Langton
Faculty Publications
Validation of an architectural theory of instructional design layering is accomplished for one of the proposed layers by verifying the theory’s claim that for every layer there exists a body of design theory from outside the field of instructional design that is capable of informing design within that layer.
Evolving Into Studio, Andrew S. Gibbons Iii
Evolving Into Studio, Andrew S. Gibbons Iii
Faculty Publications
Instructional design is practiced in a real-world setting; it should be learned in a setting like the one where it is practiced. As the practices themselves change, it becomes more natural for this to happen. This study of one design instructor’s experience over nearly 50 years demonstrates a path of evolution out of teaching design in a standard classroom, in which practice is secondary to didactics, into a studio setting, where didactics tend to occur after the student has experienced a need.