DTheses (Athabasca University)
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CRITICAL THINKING IN ENGLISH TEACHER TRAINING: COI MODEL AND FREIRE'S CRITICAL PEDAGOGY
Full text linkThis case study explored the teaching and learning of critical thinking skills within a preservice English as a Foreign Language (EFL) teacher training program at a public distance university in Costa Rica. A theoretical framework with the interaction of the Community of Inquiry model (CoI), Freire’s Critical Pedagogy (FCP), and collaborative leadership (CL), understood as “leading collaboratively” (Garrison, 2016), was presented as an original Convergent Theoretical model. The research question was answered by means of interviews with preservice teacher students, a teacher mentor, and administrative authorities; online questionnaires; non-participatory class observation; and artifact analysis during one term. Data was analyzed applying Critical Discourse Analysis (CDA) and the Critical Case Study (CCS) methods. As main results, critical thinking skills were taught and learned in the classroom, and the three theoretical spheres were present in class activities as democratic dialogue, problem posing, problem solving, role switching, and the belief of teachers as agents of social change. However, FCP was incomplete because participants were not aware of Freire’s ideas. Thus, the Convergent model was modified to propose a post-Freirean Critical Pedagogy (pFCP) instead, which is introduced by the researcher as a meta-tool for learning, teaching, and applying critical thinking skills for freedom in the preservice teacher training distance education classroom, and the teacher-students’ own reflective professional practice (Quesada, 2005).2023-0
PULMONARY SEQUELAE OF COVID-19: AN INTERPRETIVE DESCRIPTION
Full text linkThis thesis, a series of manuscripts, advances nursing knowledge of pulmonary sequelae as a subtype of long-COVID. A systematised review of qualitative research brought forth valuable insights for clinical nursing practice, while also identifying knowledge gaps. Previous qualitative research had taken a broad approach to long-COVID, but the changing landscape demanded a more focused understanding of patient experiences given distinct subtypes associated with specific body system dysfunctions. I devised an innovative study protocol that outlined philosophical and methodological considerations for engaging those with pulmonary sequelae of COVID-19 in qualitative research. Findings characterized participant experiences of symptoms, emotional responses to lung injury, and healthcare access challenges. The knowledge acquired has the potential to shape nursing practice, guide policy development, and inform further research. The manuscripts within this thesis contribute to a deeper understanding of patient experiences within the context of this long-COVID subtype and propel methodological discourse for further research.2024-0
A GLIMPSE INTO USING A SOCIAL JUSTICE LENS IN THE THERAPY ROOM
Full text linkThe current global sociopolitical environment has highlighted the need for social change, bringing attention to the ways in which oppression and marginalization continue to live within many societal structures and systems. Counselling practitioners are called to better address the needs of culturally diverse clients and the social injustices that shape and contextualize mental health concerns. In the current study, I used interpretative phenomenological analysis (IPA) to describe the experience of six Canadian counsellors' intentional commitment to using a social justice lens into therapeutic conversations. Participants shared that it was important to set up a foundation with the client built on trust and understanding before bridging a social justice lens to therapeutic conversations. Strategic implementation, counsellors’ personal and professional experiences of social injustices, and education affected participants’ confidence in implementing social justice initiatives. I then discuss the limitations of the study and the implications for practice, research, and training.2023-0
ST-ELEVATION MYOCARDIAL INFARCTION: CAN EMERGENCY MEDICAL SERVICES MEET THE RECOMMENDED TREATMENT TIMELINES?
Full text linkThe advanced skill sets and abilities of paramedics and emergency medical services systems are increasingly being recognized as beneficial to the health system. In the case of ST elevation myocardial infarction (STEMI) the recommendation has been made to include prehospital care provided by paramedics. This study evaluated the treatment timelines for both STEMI treatment protocols (i.e., PCI or thrombolytics) administered in a provincial emergency medical service system. Times were compared to the recommended treatment timelines to determine if the current system is meeting the recommendations. Defining success in meeting the recommended timelines is dependent on defining where the first point of medical contact occurs in the prehospital environment. Having this definition is important as EMS can either be successful in over 90% of cases, or they can be successful in less than 75% of the STEMI cases.2023-0
MULTIPLE TEAM MEMBERSHIP AND CONFLICT SPILLOVER
Full text linkThis research focuses on interpersonal conflict that occurs in project-based environments where an individual is a member of more than one project team simultaneously (i.e., multiple team membership, or MTM). Although the body of existing conflict research is substantial, scholarly studies of multiple team membership are comparatively recent and conflict in MTM settings has been largely unexplored. Our understanding of conflict in MTM settings can be improved by asking the following question: What are the effects of conflict spillover in MTM contexts? In other words, when team members experience interpersonal conflict in one of their project teams, how (if at all) do the effects of this conflict affect other teams that they are members of? Using archival peer evaluation data from students who participated on multiple project teams while completing coursework in a Canadian college graduate program, the extent of conflict spillover was measured and the risk of decreased performance was assessed. The moderating role of high conflict intensity, conflict type and team member attributes were also examined. Social network analysis and other statistical procedures were used to assess peer evaluations from online and colocated student cohorts. Research findings suggested that conflict spillover was not uncommon among MTM team members, although spillover decreased for MTM team members in the second half of the program. Conflict intensity was typically low/moderate and conflict spillover was generally not associated with a higher risk of negative performance outcomes. Conflict intensity appears to have had a moderating effect, as both conflict spillover and negative performance outcomes increased among MTM team members who perceived high-intensity conflict towards other team members. Relationship conflict was common but evidence of higher spillover or decreased performance for MTM team members who experienced relationship conflict was mixed. Findings suggested that conflict, spillover, and negative performance outcomes were potentially magnified for virtual relative to colocated team members. Finally, there was evidence to suggest that some rater and/or ratee attributes (such as age difference and difference in student grade point average between the rater and the ratee) were associated with higher levels of conflict spillover, high intensity conflict, and relationship conflict.2023-0
Survivors of Complex Trauma as Adult Online Learners: A Case Study
Full text linkThis qualitative instrumental collective case study explores how adults with a history of complex trauma experience online learning and their unique needs in the adult/postsecondary online learning environment. Three participants described a distinct experience of online learning, including struggles with executive functioning, challenges regulating emotion and dealing with a heightened perception of threat, re-experiencing trauma, negative beliefs about the self, and difficulties navigating relationships. These trauma impacts affected not only participants’ learning and course experience, but also their ability to interact with the institution and navigate the complex processes of applying, registering, and accessing financial aid. Nonetheless, these participants are highly skilled in managing impacts of their trauma, and they are driven to learn, placing the highest intrinsic value on education. Participants identified establishing safety; trust and transparency; and empowerment, voice, and choice as top priorities for implementation of trauma-informed educational practices in the adult/postsecondary online learning context.2023-1
A STORIED PICTURE OF INTERNATIONAL STUDENTS' HOPE IN ONLINE LEARNING
Full text linkMy research study explored and conceptualized the role asynchronous and online learning communities have in encouraging or discouraging international students’ hope and how western institutions of higher education can integrate the concept of hope into distance education. An increasing international student population in higher education and a growing interest in online offering of educational programs has led to more complex and diverse student bodies. Enrolling in higher education is a journey of hope. Hope, as a cognitive-motivational life force, can provide international students with the internal resources necessary to engage, adapt, and succeed in their educational endeavours. A narrative-photovoice methodology within an interpretivist paradigm has the potential to capture international students’ lived experience of hope and the role of asynchronous and online learning communities in encouraging or discouraging hope.2023-0
ANALYSIS OF PARALLEL PRE-PROCESSING OF MALWARE DATA FOR MACHINE LEARNING IN PYTHON
Full text linkResources needed for machine learning can be demanding. Large datasets used to perform training for machine learning can take hours or days. The shift to using cloud resources encourages machine learning practitioners to use powerful virtual machines, which have high costs that change based on the time the machine is operational. The second part of this thesis research shows analyzes the data processing execution time for this dataset. The processing can be improved by better hardware, and this research provides specific recommendations for hardware improvement. This research demonstrates how a dictionary that accepts multiple concurrent inputs can improve the time taken for data processing tasks. Standardization of the time taken for a task to run can allow for better budgeting decisions and encourages documentation and process changes that allows future researchers better outcomes.2023-0
Safeguarding Patients’ Healthcare Data: Introducing Data Privacy Broker
Full text linkTo strengthen the healthcare data privacy protecting techniques and ensure the transparency of healthcare data exchange between healthcare stakeholders, various types of data privacy-preserving methods are introduced continuously, and this elevates the privacy concern of ultimate data owners. This thesis highlights privacy concerns and introduces techniques and research directions towards data privacy on healthcare data in Healthcare Information Systems. The thesis uses the power of Shapley Additive exPlanations (SHAP) machine learning algorithms to identify critical data elements that can put personal privacy at risk within a dataset and proposes a patient-centric healthcare information system architecture with a data broker based on what the industries refer to as Cloud Access Security Broker (CASB.) The proposed data privacy broker is inspired by the CASB and middleware integration applications used for financial and administrative purposes by industries. The privacy broker leverages application programming interface services and integration middleware in safeguarding healthcare data privacy.2022-0
EXPLORING FACULTY EDIA (EQUITY, DIVERSITY, INCLUSIVITY AND ACCESS) CAPACITY IN DENTAL EDUCATION
Full text linkIncreasing EDIA (Equity, Diversity, Inclusivity and Access) capacity is a priority for dentistry and dental hygiene education. There is a lack of direction within dental education for faculty members to develop comfort in EDIA subjects with direct implications on their ability to support the diverse learning needs of underrepresented students. Learning environments are significantly impacted by norms and practices engrained within current leadership and pedagogy and reinforced by faculty members. Recommendations for development are noted in the literature, yet evidence of perceived EDIA capacity of faculty members is limited. The purpose of this manuscript-thesis is to explore barriers impacting dental faculty’s EDIA development and identify perceived strengths and weaknesses of current EDIA capacity. Using hermeneutic inquiry, new findings are revealed, identifying areas for diversity development at the organizational and personal level. The findings stand poised to increase discourse on effective organization of culturally supportive learning environments in dental education.2022-0