Education Commons^™

Massachusetts Urban Bicycle Preparedness, Rick L. Sheiber

Instructional Design Capstones Collection

Since 2007, Boston has made tremendous strides in shedding its designation by Bicycling Magazine as one of the “Worst Biking Cities” (Zezima, 2009, p. A12) by designating over 92 miles of bike lanes throughout the city and introducing bicycle initiatives like Boston Bikes, the Hubway bicycle sharing program. These efforts have resulted in a dramatic rise in the number of cyclists in Greater Boston and a decrease in accidents involving bicycles ((Pedroso, Angriman, Bellows & Taylor, 2016). While the quantitative research has been primarily positive, a 2017 survey initiated LivableStreets and the Longwood Area Cyclists of commuters in the Longwood …

A Path Analysis Exploration Of Teacher’S Effect, Self-Efficacy, Demographic Factors, And Attitudes Toward Mathematics Among College Students Attending S Minority Serving Institution In Face-To-Face And Hybrid Mathematics Courses, Nelson De La Rosa

FIU Electronic Theses and Dissertations

Graduation rates in colleges and universities have not kept up with the increase in enrollment. Lack of mathematics competence is a factor that impairs students from completing higher education studies. This problem is even more pervasive in minority groups. The existing body of research on mathematics education have not favored emerging minority populations in terms of addressing their needs for academic program completion across mode of instruction.

The study analyzed the relationship between type of instruction and the factors underlying students’ attitudes toward mathematics. Further, this study examined the effect of factors underlying the constructs of teacher’s effect and self-efficacy …

Designing Authentic Learning Activities To Train Pre-Service Teachers About Teaching Online, Tian Luo, Alexander Murray, Helen Crompton

Teaching & Learning Faculty Publications

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it …

Describing The Experience Of Teaching Theological Education Courses Cross-Culturally Using E-Learning Methods: A Phenomenological Study, Michael Loren Bogart

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study will be to describe how selected Western theological educators have experienced the process of teaching theological education courses cross-culturally using e-learning methods. The essential phenomenon will be explored through the central research question: How do Western ministry educators experience cross-cultural theological education using e-learning formats? The theoretical framework guiding this study will be Knowles’ Adult Learning Theory, with Hofstede’s Dimensions of Culture informing the cross-cultural elements. Participants will be selected from a population of educators within Nicene Christianity with theological bachelor’s degrees and above from accredited Western educational institutions. The methods of data …

Critical Digital Literacies Across Scales And Beneath The Screen, Noah Asher Golden

Education Faculty Articles and Research

Digital technologies and education scholarship tend to focus on either individual creative design or analysis of the political economy. To better understand how ideologies travel across networks, critical digital literacies must focus on enactments beneath the screen, as the linguistic constructs known as software can enact interests across scales of activity to “disembed” local actions and meaning. Investigations of these mobilities and disembedding effects challenge popular notions of digital technologies as neutral, rendering overt the ways that algorithms can naturalize manifestations of power and social arrangements. Such a framework allows for descriptive analyses of the ways hegemonic discourses are enacted …

John A. Henschke's Vita Updated 2017, John A. Henschke Edd

IACE Hall of Fame Repository

This vita includes my professional exploits and some personal experiences.

Nebraska Acrl Scholarly Communication Roadshow Sharing Session, Catherine Fraser Riehle, Linnea Fredrickson, Margaret Mering

University of Nebraska-Lincoln Libraries: Conference Presentations and Speeches

The session includes a report about the 2017 Nebraska ACRL [Association of College and Research Libraries] Scholarly Communication Roadshow that was held July 12, 2017, on the University of Nebraska–Lincoln (UNL) campus. The presenters share key takeaways from each of three main program segments, which focused on (1) open education, (2) copyright, and (3) research metrics and author identifiers (e.g., ORCID). The session includes updates about (1) open education–related initiatives at UNL, including the UNL Libraries’ efforts to partner with other units on campus to increase awareness and integration of OERs in curricula; (2) selected copyright issues and continuing education …

Out On A Limb: The Experiences Of Branch Campus Social Work Faculty, Simon Funge, Whitney Harper, Larry Owens, Dana Sullivan

Social Work Faculty Publications

No abstract provided.

An Elearning Partnership: Applying The Quality Matters Rubric To Online Library Instructional Materials, Mandi Goodsett

Michael Schwartz Library Publications

No abstract provided.

Let’S Discuss Creative And Effective Online Discussion Forums, Madeline Craig, Linda Kraemer

Faculty Works: EDU (1995-2023)

No abstract provided.

Examination Of The Qm Process: Making A Case For Transformative Professional Development Model, Radwan Ali, James Wright

Faculty and Research Publications

Distance learning has altered the landscape of higher education, and the rapid proliferation of online courses and programs present new challenges for both faculty and administrators. The literature suggests that faculty must have a wide range of technical and pedagogical skills to be successful online teachers (Betts, 2009; Koehler, Mishra, & Yahya, 2007; Puzziferro & Shelton, 2009). To ensure quality and consistency of online courses, many universities have adopted an industry-standard, quality assurance review framework. In this case, faculty members are required to attend a basic professional development seminar outlining the parts of the rubric and the submission and review …

Elearning For Medical Educators (Elme): Pod Network 2016 Educational Development Internship Program, Gary A. Smith, Audriana Stark

Office for Medical Educator Development (OMED)

eLearning for Medical Educators (eLME) is under development as a mechanism to provide professional learning in medical education to anyone, anytime, anywhere. The project began in 2016 at the Office for Medical Educator Development within the UNM School of Medicine in order to support community faculty who host medical students and residents at their clinics. eLME was planned with numerous stakeholders using the Kirkpatrick Business Partnership Model. Two modules were delivered in early 2017 and include a combination of self-reflection, interactive multimedia, and assessment.

Flipping Distance Student Services Through Technology-Mediated Orientation And Advising, Glynis M. Bradfield

Faculty Publications

Developing online student services to provide the level of support expected in traditional higher education can be challenging. This session will explore one private university’s journey through the development of a course to prepare students to maximize their personal growth in the online learning environment. Traditional advising centers on a student meeting with an advisor to discuss questions or concerns about their study experience. Since Bergmann and Sams first experimented with recording their high school science lectures in 2007, discovering how it saved them reteaching time, increased student access to foundational knowledge and freed class time for interactive learning, this …

Sol: A Library For Scalable Online Learning Algorithms, Yue Wu, Steven C. H. Hoi, Chenghao Liu, Jing Lu, Doyen Sahoo, Nenghai Yu

Research Collection School Of Computing and Information Systems

SOL is an open-source library for scalable online learning with high-dimensional data. The library provides a family of regular and sparse online learning algorithms for large-scale classification tasks with high efficiency, scalability, portability, and extensibility. We provide easy-to-use command-line tools, python wrappers and library calls for users and developers, and comprehensive documents for both beginners and advanced users. SOL is not only a machine learning toolbox, but also a comprehensive experimental platform for online learning research. Experiments demonstrate that SOL is highly efficient and scalable for large-scale learning with high-dimensional data.

Connect Oer Annual Report, 2016-2017, Brady Yano

Copyright, Fair Use, Scholarly Communication, etc.

Earlier this year, SPARC launched Connect OER—a platform to share and discover information about Open Educational Resources (OER) activities at campuses across North America. Through Connect OER, academic libraries create and manage profiles about their institution’s efforts on OER, producing valuable data that we use to populate a searchable directory and produce an annual report.

As the first Connect OER Annual Report, this document summarizes insights from the Connect OER pilot, which ran from May - July 2017. The data encompass 65 SPARC member libraries spanning 31 U.S. states and five Canadian provinces who participated in the pilot. Our analysis …

The Impact Of 1:1 Laptop Environments On The English Language Arts Achievement Of Fifth Grade Students From Diverse Socio-Economic Backgrounds, Nicole Miller

Doctoral Dissertations and Projects

This quantitative study extends previous research on the impact of one to one (1:1) laptop environments on student outcomes in English Language Arts (ELA) by focusing on students from various socio-economic backgrounds, while using a new technology-enhanced, state-administered assessment to measure performance. This study is significant because policy makers focus on state test scores when planning educational investments. Therefore, results from this study can assist policy makers in determining best practices related to technology integration to ensure equitable opportunities for all students. A non-experimental ex post facto causal comparative research design was used to explore the impact of 1:1 laptops …

A Phenomenological Study Of First-Career Millennial Novice Elementary School Teachers’ Use 0f Technology, Karla Ontiveros-Karr

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to describe the attitudes and understandings for millennial first-career novice (FCMN) teachers toward transformational technology integration in the elementary classroom as it relates to the technological, pedagogical, and content knowledge framework (TPACK). Three research questions framed this study: (a) How do millennial first-career novice teachers from the Midwestern United States describe their level of content knowledge, technological knowledge, and pedagogical knowledge (TPACK) to support their teaching practices in the elementary classroom? (b) How do participants describe their approach to instructional decision-making based on their technological knowledge in the elementary classroom? (c) How, …

A Security And Privacy Framework For E-Learning, Radwan Ali, Humayun Zafar

Faculty and Research Publications

Prior research in the e-learning area has appeared with a focus on its adoption aspects. Limited research has been carried out solely on the interplay between e-learning and security and privacy. Considering the wide acceptance of e-learning, and a plethora of cybersecurity breach incidents, it is surprising that the two topics have not been discussed together. An effective e-learning environment depends on stakeholders who understand the importance of security and behave responsibly within it. In this paper, we present a conceptual model that looks at some of the information security and privacy factors related to e-learning.

Cool Newsletter, Fall 2017, Coastal Office Of Online Learning

Coastal Office of Online Learning/Digital Learning Publications

No abstract provided.

Social Presence, Identity, And Online Learning Research: Research Development And Needs, Patrick R. Lowenthal, Vanessa P. Dennen

Educational Technology Faculty Publications and Presentations

Scholars across many disciplines have grappled with questions of what it means for a person to be and interact online. Who are we when we go online? How do others know we are there and how do they perceive us? Within the context of online learning, scholarly questions tend to reflect more specific concerns focused on how well people can learn in a setting limited to mediated interactions lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each …

A Hermeneutic Phenomenological Exploration Of The Impact Of Technology On The Collaborative Practices Of Rural Middle School Teachers, Kimberli Dailey

Doctoral Dissertations and Projects

This qualitative study described the impact of collaboration and technology-based communication on the professional experiences of rural middle school classroom teachers. A hermeneutic phenomenological approach was used to determine if technology-based tools, such as online discussion boards, email, social networking sites, and short message service (SMS) texting has made an impact on instructional collaboration for rural middle school teachers. The theory guiding this study was connectivism (Siemens, 2005) as it addresses the concept that in the digital age knowledge is stored outside the learner and distributed knowledge as it relates to the connections formed between individuals and/or networks (Downes, 2005, …

Integrating Google Apps And Google Chromebooks Into The Core Curriculum: A Phenomenological Study Of The Lived Experience Of Public School Teachers, Paula Bartolo

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to understand the lived experiences of public school teachers using Google Suite for Education with Google Chromebooks integrated into the core curriculum. With the adoption of Common Core standards by 46 states, the increased use of technology has occurred due to standards that integrate technology. Google has created a free cloud-based educational suite for K-12 and Higher education institutions. The central research question that guided the study was: How do grade 4-8 public school core content teachers perceive the experience of using Google Suite for Education with Chromebooks in the classroom? The theory …

How To Merge Courses Via Skype™? Lessons From An International Blended Learning Project, Yasemin Akbaba, Filiz Başkan

Political Science Faculty Publications

This study reports on an international project in which students taking the course Contemporary Issues in Turkish Politics in spring 2011 and fall 2011 at two institutions of higher education, ‘Gettysburg College’ in the United States and ‘Izmir University of Economics’ in Turkey, worked together in virtual learning environments to complete various tasks as part of their course work. The project employed a blend of traditional and technology-based teaching methods in order to introduce a technology like Skype in a bi-national learning environment in Turkey. Students collaborated and interacted with their international counterparts in two different virtual contexts. First, classrooms …

Communication And Security Issues In Online Education: Student Self-Disclosure In Course Introductions, Tonya Mcmillion, Carie S. Tucker King

Communication Design Faculty

In designing online and hybrid courses, instructors should consider structure, student motivation, and interaction (per Moore’s 1993 Theory of Transactional Distance). To motivate students to interact and to build course community, instructors may assign student introductions. However, after examining students’ introductions in a hybrid content-design course and an online design course, we noted that students self-disclosed private information in their introductions, whether to classmates or instructors. To investigate further, we analyzed the content of discussion-board and email-to-instructor introductions in a community college (first data set). Then, we analyzed discussion-board and memo-to-instructor introductions at a four-year university (second data set). We …

Pedagogy For A Plugged-In Age, Independent Study 2017, Andrew Hladkyj

Publications and Scholarship

This is an independent study for Hladkyj's graduate studies in Strategic Foresight and Innovation (MDes) at OCAD University. The study’s goal is to establish a “lay of the land” informing how technology and pedagogy might be designed in the Web Design Graduate Certificate program Hladkyj spearheaded at Sheridan College.

The research consists of a literature review validated by primary sources, composed of four 30-minute, semi-structured expert interviews with college-level design educators, administrators, and students (both current and former).

A modified, “human-centred” STEEP V (Social, Technological, Economic, Environmental, Political, Values) framework provides context to the findings.The output is actionable and threefold: …

Creating A Positive Atmosphere In Online Courses: Student Ratings Of Affective Variables In Teacher Education Courses, Sarah Hamsher, Cynthia A. Dieterich

Education Faculty Publications

Instructors in higher education have to work to create a positive atmosphere. Yet, the behaviors instructors must exhibit to create such an atmosphere are different for online courses than face-toface (F2F) courses. The current study surveyed graduate and undergraduate students in a teacher education program to identify which affective variables identified in academic literature for creating a positive online atmosphere are most and least important. The results of this study suggest undergraduate and graduate students rank logistical behaviors (e.g., clearly described directions and expectations, constructive feedback) as most important and emotional-relational behaviors (e.g., interpersonal relationships, humor related to content) as …

Academic Dishonesty In The Digital Age From The Perspective Of Rural High School General Education Teachers In Southwest Ohio: A Phenomenological Study, Nathan Hamblin

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to describe high school general education teachers’ experiences with academic dishonesty in the digital age in rural school districts in southwest Ohio. Academic dishonesty in the digital age is defined as student use of digital technologies to receive credit for academic work beyond their own ability or their willingness to attempt said work. The guiding research questions formulated investigate four areas of the phenomenon that include how teachers experience academic dishonesty, how they define it, how their role has evolved, and the connection of this experience to their pedagogy. The foundational theory that …

Assessment Online: Informing Teaching And Learning, Geoff N. Masters

Teacher columnist – Geoff Masters

Online assessments are capable of providing significantly improved feedback to teaching and learning. Experience in schools is demonstrating the potential of online assessment – provided the foundations are right.

The advantages of online assessment are often described in terms of its administrative convenience, efficiency and lower costs. However, well-constructed online assessments also are capable of providing more timely, more instructionally useful feedback to teaching and learning. For a number of years ACER has been investigating ways to enhance the educational value of online assessments.

The Lecturer As Learner: Exploring That Digital Divide One More Time, Mary O'Rawe

Conference papers

Although there is widespread acceptance of the importance, and indeed superiority, of student-centred learning in the contemporary success equation (McCabe & O’Connor, 2014), charting the route to such success remains problematic. Many assumptions around the nature of digital learning, and inter-generational attitudes to such learning are still made.

Specific to the context of technology-enhanced teaching, learning and assessment in a higher education environment, a range of generic and particular debates around how to be student-centric arise. Technology-enhanced learning (TEL) has been examined extensively from both the student’s viewpoint, and the lecturer’s perspective (Waycott et al., 2010). But how can these …

Using World Of Warcraft To Teach Research Methods In Online Doctoral Education: A Student-Instructor Duoethnography, Chareen Snelson, Christopher I. Wertz, Kimberly Onstott, Jason Bader

Educational Technology Faculty Publications and Presentations

The educational potential of games has captured the ongoing interest of scholars and educators who have sought to understand when, how, and under what conditions games support the teaching and learning process. General knowledge of how games support literacy, scientific thinking, or social learning has been theorized and researched, but some applications of game-based learning remain unexplored. One area where much remains to be learned is within online doctoral education and particularly in the poorly understood area of research methods education. In this study, three doctoral students and an instructor collaboratively fieldtested a set of instructional activities within World of …