7724 research outputs found
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A Phenomenological Study of Motivation in Online Learners and Its Relationship to Self-awareness
No full textThe following study was an examination of the phenomenon of cognizance and how it impacts motivation in online learners. Cognizance is generally described as a sense of self-awareness. This qualitative study employed hermeneutic phenomenology to find the essence of awareness through the lived experience of individuals. Nine online learners were interviewed to explore whether they were influenced by the awareness of motivators such as inspiration, interest and/ or metacognition. The goal of this research was to explore whether the phenomenon of motivational awareness is a common trait among successful online learners and whether it has the potential to improve engagement and success in other online students. The theoretical frame of the study was built on the motivational principles of the self-determination theory and the metacognitive concepts of self-regulated learning. The results were framed using a descriptive-interpretive approach to the data analysis. The disciplines included hermeneutic phenomenology with an overarching paradigm of pragmatism which provided the researcher the liberty to coalesce a methodology that was not encumbered by formalist rigor. The results of this study provided a foundation for future research in motivational awareness that extends beyond the medium of online learning
Credit Where Credit Is Due: An Examination of Credit Hour Outcomes of Teacher Education Vertical Transfer Students
No full textThis study examines credit hour accumulation among teacher education transfer students at three of the six institutions within the Regional University System of Oklahoma (RUSO). Oklahoma, like many states, is facing a critical teacher shortage. With half of undergraduate students beginning their postsecondary education at two-year colleges, the community college is an important piece of the teacher education pipeline and can assist with increasing the number of diverse PK–12 educators. Using a comparative quantitative research design, the study explores differences in credit hours accumulated at baccalaureate completion across transfer types (education and non-education), associate degree attainment, declared content areas (4x12 and non-4x12), and race/ethnicity. De-identified ex post facto data were collected from institutional databases. Findings reveal that teacher education transfer students accumulated 6.6 more credit hours than non-education transfers with a small to medium effect size. Teacher education associate degree earners accumulated 2.7 more credit hours than those without, with a small effect size. This study emphasizes the need for enhanced collaboration between two-year and four-year institutions, particularly to support teacher education transfer students and address Oklahoma’s teacher shortages. Implications include refining transfer pathways, increasing data-driven partnerships, and prioritizing recruitment and support of diverse teacher education transfer students to strengthen the teacher pipeline
The Indiana Statesman, April 10, 2025
No full textSycamore Remix; Party at the Fountain marks Spring Week midpointhttps://scholars.indianastate.edu/statesman/1088/thumbnail.jp
The Sycamore, 2024-2025 Yearbook
No full textCrossroads: All roads lead to Indiana Statehttps://scholars.indianastate.edu/sycamore/1000/thumbnail.jp
Student Loan Default: Does Race/Ethnicity or Socioeconomic Status Play a Larger Role in Student Loan Default in Texas Public 4-Year Institutions?
No full textThis study investigated whether Black students were more likely to default on federal student loans compared to Pell Grant-eligible students who completed their degree programs at public four-year institutions in Texas. The study examined Black, White, Asian, and Hispanic Pelleligible and non-Pell-eligible students to determine whether socioeconomic status or race/ethnicity played a more significant role in determining default rates. The analysis was limited to four-year public institutions in Texas to control for the excessive default rates prevalent in two-year and proprietary institutions. The study was also limited to students who had completed their degree programs. Historically Black Colleges and Universities (HBCUs) in Texas served as a reference group for comparisons between different institutional types. Institutions were categorized as Predominantly White Institutions (PWIs), Broad Access Institutions (BAIs), Historically Black Colleges and Universities (HBCUs), and Highly Selective Institutions (HSIs) to control for institution type and selectivity in reviewing default rates
Impact of Service Learning on Pharmacy Students’ Empathy Toward Patients
No full textThe purpose of this study is to explore the impact of a pilot service learning project with indigent patients on pharmacy student empathy. Previous research has demonstrated a decline in empathic behavior during schooling. Effective strategies that prevent or reverse this change may exist and should be explored. The Jefferson Scale of Physician Empathy, a validated instrument for measuring empathy, was used before and after participation in a service learning experience with indigent patients. A significant increase in the degree of empathy was observed (mean difference=3.778, 95% CI 0.008 to 7.548, p=0.05) demonstrating that service learning with indigent patients has a positive impact on student empathy. Service learning experiences may be an effective method for increasing orientation toward empathy
Service Learning Students’ Perceptions of Citizenship
No full textThis study examines the conceptions of citizenship held by students engaged in a service learning course. Open-ended responses to instructor-developed surveys were analyzed. Results indicated that students primarily viewed good citizenship in terms of community service; however, their ideas about service were limited to passive kinds of service such as helping others and volunteering, rather than active kinds of service such as community organizing. Results were compared with conceptions of citizenship held by students engaged in another course with a smaller volunteering component. Opportunities for broadening service learning students’ understanding of citizenship are discussed
BingocizeTM: Successful Integration of Intergenerational Service-Learning into an Exercise Science Practicum Project
No full textIntergenerational service-learning was used to meet course learning outcomes for an exercise science practicum while increasing older adults’ physical activity participation. Five practicum students researched, planned, and executed a combination bingo and exercise program (BingocizeTM) twice per week (45-60 minutes sessions) at a low-income independent living facility located near campus. The results of the program were positive as evidenced by achievement of student learning outcomes and improvements in older adults’ overall well-being
Student Reflections on Service‐Learning: Cognitive, Affective, and Behavioral Lessons
No full textService-learning is an educational experience that allows students meaningful interaction with older adults. Students in a gerontology course completed service-learning and recorded their experiences in weekly journals. This study explored student-reported reflections, which indicated cognitive, affective, and behavioral lessons. Future research should include the perspectives of faculty members, agencies, and older adults; long-term influences of service; and approaches to facilitating service-learning for hybrid and online courses