1,720,985 research outputs found
COMMUNICATING THE LANGUAGE OF BUSINESS TO NON-BUSINESS LEARNERS
Full text linkThesis (Ph.D.) - Indiana University, School of Education, 2020This study is situated in a course taught by the author who takes the position that non-business majors approach their learning differently from business majors. Many non-business majors carry concerns regarding not having prior accounting coursework, negative experiences or lack confidence in the domain of mathematics. Through personal reflection, student feedback, reading current literature and empirical findings, I have made additional adjustments to the course design, instructional strategies employed and/or weighting and type of assessments to achieve the stated outcomes of the course. The main research question for this study is as follows: How does using surface and deep instructional strategies relate to student scores when examined by a prior knowledge group (business vs. non-business)? This study utilizes the mixed methods approach with data gathered from the statement of student goals from the first week of the course, student assessment scores, a linear regression model in STATA and the course/instructor’s evaluations at the conclusion of the course. Analysis of the responses in my course indicate that students’ goals were primarily cognition (understanding). The results also indicate that business majors continue to perform better in a statistically significant way on polling response accuracy. Although not statistically significant, non-business majors had higher average mean scores for in-class activities. As was found in prior studies, the grade point average (GPA) had a significant effect on student performance in the course overall. As a result of this study, changes to lecture delivery and student reminders of activities have been incorporated into the course
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Distinguishing Between Healthy and Dysfunctional Student Project Teams: An Elusive Instructor Challenge
Full text linkThesis (Ph.D.) - Indiana University, Education, 2015While collaborative projects and student teams are widely praised for their potential contribution to student learning outcomes, they are often frustrating in practice for instructors. Students frequently complain of team dysfunctions and, faced with multiple teams working mostly outside class, instructors often find team observation and assessment to be ambiguous and problematic.
As a result, those groups may not receive the support they need to successfully engage with and internalize the content. Complaints and reduced efficacy due to group dysfunction may push instructors to turn away from team projects, forfeiting their students’ opportunity to benefit from the pedagogical value of collaborative learning. As professional life increasingly involves working in groups (Baldwin, Bedell, & Johnson, 1997; Davis & Miller, 1996; Hackman & Woolley, 2004; Stevens & Campion, 1999), this will render them underprepared for their future.
This study investigated the extent to which instructors are able to recognize and identify dysfunctional group behaviors and how they approach the task. In the first phase of the study, 75 instructors responded to weekly installments of one of 12 fictional narrative with diagnoses of the group’s behavior. The narratives were designed to represent one of the following: (1) equal participation (2) social loafing or (3) group domination. While some instructors do require reflections from entire groups, many others do not and learn of group activity only when a student raises an issue. Phase two was similar to the first, but its 10 participants performed the task using a think-aloud protocol followed by questions regarding their professional experiences.
The 85 participants diagnosed their narrative’s group as equal participation 75% of the time. While they tended to diagnose even dysfunctional groups as equal participation, when they did diagnose dysfunction, it was generally in line with the intended behavior. Instructors employed diagnostic strategies opportunistically and their agreement on their diagnoses at the weekly level was moderate. Future research is recommended to explore the effects of group dysfunction on learning and subsequent performance. Implications for the facilitation of student teams are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Data Usage Within Higher Education Departments: An In-Depth Case Study with Analysis
Full text linkThesis (Ed.D.) - Indiana University, Instructional Systems Technology, 2017With ever-increasing demands on higher education institutions to provide data for both accountability and improvement purposes, institutions have responded by establishing centralized institutional research (IR) offices to collect, maintain, and analyze institutional data. IR offices’ primary responsibility is to respond to the external accountability demands and to the needs of the upper administration. However, it is at the department level where data may be directly used to make decisions that can lead to improvement in the quality of the programs.
Using a case study research design, this study provides an in-depth analysis of how five academic departments within one school used data by examining the Program Review process. Through an analysis of documents and interviews with those involved in the process, findings revealed that departments do use data for decision-making. This study found that the overwhelming majority of the data used is qualitative and comes from department, not institutional, sources. Two factors were found to affect the use of data. One factor is that data at the program level is not easily accessible. More importantly, it is not accurate and not trusted as a basis for decision-making. The second factor is that those involved in the Program Review process do not feel that the organization appropriately values the data or the process.
Recommendations are provided to address the influences of these factors. Recommendations regarding data include providing resources and establishing processes to improve accuracy and accessibility of data. Recommendations regarding organizational issues include improvements in the Program Review process and in the school’s planning process. These recommendations are distinct, yet they are intertwined. Implementing one recommendation, without the other will not lead to changes in the use of data in this school
Instructional Designers' Identity and Perceptions
Full text linkThesis (Ed.D.) – Indiana University, Department of Instructional Systems Technology, 2021Instructional designers practice their craft in a variety of contexts, from private, for-profit organizations to higher education. They design, develop, and execute educational products for training and learning. Discussions of their professional identities typically occur in popular literature and on social media, but not within the rigors of academic research, except for a limited study performed in 2006 in Canada. Sponsored by the Association for Educational Communications and Technology (AECT), this study gathered survey and semi-structured interview data from over 40 instructional designers in multiple organizations to identify the competencies, tasks, identities, and roles of those in the field. The professional identity that emerged was multifaceted. Highly educated, but rarely coming into the field intentionally, instructional designers in 2020 discussed key factors that yield success in their daily practices, as well as what continues to interest them in remaining in this career path
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Living in Two Worlds: A Critical Ethnography of Academic and Proto-Professional Interactions in a Human-Computer Interaction Design Studio
Full text linkThesis (Ph.D.) - Indiana University, School of Education, 2014Studio pedagogy has been used broadly in traditional design disciplines for over a century, functioning as a signature pedagogy. This pedagogical approach is increasingly being adopted in non-traditional design disciplines, often without an understanding of why this pedagogy is effective from an instructional design perspective, or how its theoretical structures may function in disciplines outside of the design tradition. In this dissertation, I investigated a Master's program at a large Midwestern university in human-computer interaction (HCI), one of these emergent design disciplines, capturing the occurrence and underlying structures of communication as they emerged in informal dimensions of the pedagogy as experienced and enacted by students.
To produce a critical ethnography of this site, I collected data as a participant observer for two academic semesters, compiling over 450 contact hours, thousands of photographs, hundreds of hours of audio, and 30 critical interviews that were semi-structured, focused on specific topic domains. Almost two-thirds of the contact hours were located in a non-classroom studio space, where I interacted with students as they worked and socialized. The remaining contact hours were spent in classroom observations during the second semester of data collection, in order to compare and enrich my understanding of the student experience of the formal pedagogy.
Through an analysis of the structures of informal communication between students, I identified system relations that allowed for the constitution of student-led interactions in the studio space and encouraged reproduction of these interactions. Beneath these system relations, I discovered that students worked within two different fields of action: one oriented towards the academic community and related typifications of classroom and professor behavior; and a second oriented towards the professional community. The structure-system relations led by students took place within the proto-professional field, indicating a relationship with the professional community, even while the pedagogy placed students in the student role.
Implications of this relationship between students and the professional and academic communities are explored through the lenses of studio education in HCI and instructional design, indicating a need for more research on adaptation of the studio model in new disciplines, and the evolving identity of students in relation to the professional practice of design
UNDERSTANDING STUDENTS’ PERCEPTIONS OF COMMUNICATION SKILLS IN FRESHMAN INTERIOR DESIGN STUDENTS: A DESCRIPTIVE CASE STUDY
No full textThesis (Ed.D.) - Indiana University, Learning, Design and Adult Education/Education, 2024Freshman interior design students at a large, urban, Midwest university are required to enroll in a design studio course during their first semester. The design studio is the primary pedagogy in design education utilized to teach students how to communicate graphically, verbally and through their writings (Schön, 1987; Shaffer, 2003). While effective communication in each of these domain competencies is expected, the focus of the design studio is often on design principles, with minimal instruction provided on communication skills development (Morton & O’Brien, 2005; Hynes & Kwon, 2018). This descriptive case study aimed to better understand students’ self-perceptions of communication skills within a single section of a semester-long freshman interior design studio course. The students’ communication skills were analyzed through the following data sources: one written reflection narrative assigned at the beginning of the semester, which prompted students to self-assess their perceptions of their communication skills across the three domain competencies (graphic, verbal and written); and a digital story, in which students reflected on their perceptions of communication skills development throughout the semester. This study analyzed the students’ self-perceptions of their communication skills throughout one semester, with an emphasis on three domain competencies: graphic, verbal and written communication skills
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