DTheses (Athabasca University)
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Instructor behaviours that enhance student-instructor rapport in undergraduate e-learning
Get PDFResearch into the subject of rapport in an e-learning environment is limited. This research set out to further understand instructor behaviours that enhance student-instructor rapport in undergraduate e-learning at a Canadian Virtual University. Through a mixed-methodology the lived experiences of undergraduate students were examined. Based on the results the following are recommendations for those who would like to further develop their rapport building skills in an e-learning environment. Demonstrate understanding by providing constructive feedback; encourage your students with positive feedback. To demonstrate that you care, be helpful and reach out to students; to be fair, be transparent in your grading and provide feedback for improvement. Respect is demonstrated through professional, respectful communication that values the student’s experience. It is earned by being responsive and demonstrating your knowledge. Posting and keeping office hours, responding to inquiries (emails) quickly, clearly and fully all contribute to high-quality communication and enhance student-instructor rapport.June 201
Physical Activity and Sedentary Time among Kidney Transplant Recipients: Associations with Health-Related Quality of Life and Psychosocial Health
Get PDFObjective: The primary objective of this thesis was to determine associations of health-related quality of life (HRQoL) and psychosocial factors (i.e., self-esteem, depression, psychological growth) with objectively-assessed walking (i.e., pedometers), self-reported physical activity, and sedentary time among kidney transplant recipients.
Methods: Adults across Canada, living with a kidney transplant were recruited using research advertisements placed in kidney transplant-related media. Interested individuals were sent a survey package containing a health-related questionnaire, step pedometer, and a self-addressed business reply envelope
Results: A total of 32 kidney transplant recipients returned a completed survey, for a response rate of 82.1% (32 out of 39). The total average steps per day were 9751.8 steps (SD = 3685.1). Overall, 59% were achieving public health physical activity guidelines. The total average sitting time during the week was 11.6 hours per day while total average sitting time during the weekend was 8.9 hours per day. Compared to those not achieving at least 10,000 steps per day, those who were achieving at least 10,000 steps per day had a significantly higher physical component score for HRQoL (Mdiff = 7.8, p = .018), and fewer depressive symptoms (Mdiff = 3.7, p = .031). Similar patterns emerged for meeting physical activity guidelines and sitting time.
Conclusion: For kidney transplant recipients, greater participation in walking, overall physical activity, and lower engagement in sedentary activity, was associated with better HRQoL and fewer depressive symptoms.2015-1
A Framework for Promoting Teacher Self-Efficacy with Mobile Reusable Learning Objects
Get PDFRecent calls have been made to shift the focus of mobile learning discussions from technical implementation to pedagogical strategies. However, a lack of a sense of self-efficacy amongst educators has been identified as a barrier to the successful integration of mobile learning resources into teaching practice (Ally, Farias, Gitsaki, Jones, MacLeod, Power & Stein, 2013). This research study outlines the distillation of the Collaborative Situated Active Mobile (CSAM) learning design framework, which represents the key pedagogical components of collaborative mobile reusable learning objects (RLOs). This study examined increases in teachers’ perceptions of self-efficacy with mobile learning after participating in an online professional development course focused on using CSAM to guide the design and development of mobile RLOs. A mixed-methodologies approach was used to measure changes in perceptions of self-efficacy, and to contextualize participants’ perceptions of the influence of the CSAM framework. After completing the professional development course, participants were motivated to integrate mobile RLOs into their teaching practice. Participants also felt more confident with using mobile RLOs, and they perceived the CSAM framework to be a useful tool for providing guidance for instructional design and reflective practice. The findings from this study are consistent with the rationale behind recent professional development policy recommendations (DeMonte, 2013; Koehler & Mishra, 2008; mdk12.org, 2014; National College for School Leadership, 2003), and add further support to calls to contextualize educational technology training in the context of supporting pedagogical decision-making. Findings from this study have resulted in recommendations for improvements for future iterations of the CSAM professional development course, as well as recommendations for future research into the use of pedagogical frameworks to help teachers increase their perceptions of self-efficacy with mobile learning.2015-0
Examining the outcomes of mobile learning used to train elite level hockey players as measured by Kirkpatrick’s evaluation model
Get PDFThis is a quantitative study with a quasi-experimental design used to determine the outcomes of mobile learning using the first three levels of Kirkpatrick’s evaluation model. A select population of 27 (N=27) elite level junior, college, university, and professional hockey players ages 18 to 26 were provided with access to sport-specific nutritional learning. They accessed the nutritional content via mobile devices over a four-week period. Responses from pre-and post-test, documented the reactions to mobile learning, described changes in nutritional knowledge, changes of behaviour and use of self-regulated learning strategies. In the examination of change in the learner’s knowledge level several additional aspects were examined, looking for connections between learning with a mobile device and motivation, relevance, self-efficacy and self regulated learning strategies. Findings demonstrate an overall positive reaction to learning with a mobile device, that significant learning did occur (p < .001), and noticeable behaviour change as result of the learning was observed (p < .05). The participants perceived level of self-efficacy for learning with a mobile device did not appear to effect their motivation or learning. The relevance of the content for the participants was shown to be an important factor affecting their motivation to pursue the mobile learning. Future research should include more diverse population groups, further the examination of the connections between mobile learning and motivation, self-efficacy, relevance, and the use self-regulated learning strategies by mobile learners.2015-0
Experience factors related to students’ perceptions of eTexts: extending the Technology Acceptance Model
Get PDFIn this exploratory study, quantitative statistics are used to: describe the student experience with etextbooks (etexts); identify how students perceive etexts; explore relationships between etext experience factors and perceptions of etexts; and, to consider the Technology Acceptance Model (TAM) as a tool to measure acceptance of etexts. The population for this study is 4230 undergraduate students at a Canadian open university who were part of an institutional shift to etexts. Results are based on a convenience sample of 458 respondents, a response rate of 11 percent. Students find etexts easy to use, but not useful. Specific demographic and experience variables describe student etext users and the etext experience. If given the choice, respondents do not intend to use etexts in the future. As intention to use is associated with perceived ease of use but not perceived usefulness, the TAM may not be a suitable model of measuring acceptance of etexts2015-0
Drinking from a fire hose: Success strategies and coping mechanisms for learning through synchronous microblogging on Twitter
Get PDFMicroblogging has emerged as popular tool for networking and communications among millions of users. The most popular microblogging application, Twitter, allows virtual groups to form spontaneously around shared interests and set times to come together to discuss a topic, resulting in what this study terms synchronous microblogging. These chats can result in an overwhelming intensity of discussion reminiscent of “drinking from a fire hose”. This study explored how social aggregation was characterized in this informal learning environment and identified the success strategies and coping mechanisms that chat participants employed. The study broadened the knowledge of the mechanics of successful synchronous microblogging chats and identified ways to motivate individuals to participate. Twitter chats were characterized by low levels of formality, high levels of topic focus, tight and loose relationship-building, high resource sharing, and high structure. The study was unable to determine whether knowledge can be socially constructed within a Twitter chat.2015/1
Influence of Health Magazine Messaging on Intentions to Exercise
Get PDFIndividuals are inundated with media messaging, yet the impact of media messaging in a naturalistic context on exercise is largely unknown.
The relationship between perceived credibility of popular fitness magazine articles and exercise attitudes, perceived behavioural control (PBC), intentions, and behaviour was examined. A pretest posttest approach was used. Participants (N=151) were randomized to a fitness (Group A) or science (Group B) article.
An ANOVA showed Group A reported a higher perception of article credibility than Group B (F = 7.14, p = .00). RM MANOVA results showed there was no effect for group (condition), but there was an effect for time (F = 3.46, p = .01) and a group by time interaction (F = 2.42, p = .05), with Group B reporting higher control beliefs.
It is possible that perceived credibility does not influence thoughts about exercise after reading a fitness article, though further investigation is warranted.2015-1
A GROUNDED THEORY STUDY FOR THE CONVERSION OF APPLIED PIANO COURSES AT THE GRADUATE LEVEL TO ONLINE ENVIRONMENTS
Get PDFThe rapid development and implementation and/or conversion of face to face graduate programs to online delivery have broadened educational opportunities in various professions ranging from business to nursing. Music is no exception. Universities across the United States offer online degrees in Music Education. However, there is still yet to see Music Education degrees offered fully online in Canada and even more so, performance degrees offered fully online in North America. The purpose of this qualitative study was to develop a series of propositions that may be useful to instructional designers when working on the development and/or conversion of applied piano courses, in the Piano Performance Master’s Degree, to online environments. The tradition of inquiry used in this study was grounded theory. Seven interviews were conducted and, data was analyzed following the three phases of coding. The findings of this study were 13 categories connected in three themes: (1) applied piano one-on-one lessons, (2) possible barriers, and (3) environmental constraints. The results of this study provide a starting point towards the design of effective strategies for the development and/or conversion of applied piano courses and indicate the need for further research.2015-0
Can the theory of planned behaviour predict nursing faculty's use of high fidelity simulation?
No full textHigh fidelity simulation (HFS) can have a positive impact on nursing education and safe patient care, yet HFS remains underutilized. In this study, the Theory of Planned Behaviour was used to explore the use of HFS in nursing education. In a cross-sectional, correlational design, 87 Registered Nurse educators (mean age = 48.6 years) completed an online survey assessing attitudes, subjective norms (SN) and perceived behavioural control (PBC). Attitudes, SN, and PBC explained 45% of the variance (p 0.1). Nursing educators have positive attitudes towards HFS use and feel that it is beneficial, but feel low control over HFS use. Yet, given the opportunity, educators seem likely to use HFS.2015-0
Perceptions of Personhood and the Early Onset Dementia Experience: "I'm Still Here"
Get PDFEarly onset dementia (EOD) is dementia before the age of 65. This research study examined the lived experience from the point of view of four adults under the age of 65 living with dementia, in particular examining how these individuals perceive their own personhood. One family member was also interviewed. Using Interpretative Phenomenological Analysis (IPA) as the research approach, this study revealed that the EOD experience can be incorporated into six themes: A Personal Journey, Navigating the System, The Stigma of Dementia, Connecting to the World, A Story Worth Telling and I’m Still Here. The participants’ stories as presented via these six thematic threads reveal that people with EOD can have a strong sense of personhood. Findings from this study are discussed and situated within the current EOD body of knowledge, and new knowledge is presented. Implications for practice, as well as recommendations for future research are discussed.June 201