1,721,043 research outputs found
Conceptual change from essay and summary writing in eighth grade social studies
No full text1 online resource (PDF, 6 pages, 19 pages of supplemental materials, includes illustrations)Reynolds, Thomas H.; Lehrer, Richard; Bonk, Curtis Jay. (1992). Conceptual change from essay and summary writing in eighth grade social studies. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/180274
The Impact of Feedback Interactions on Online Learner Satisfaction and Achievement
Get PDFThesis (Ed.D.) - Indiana University, Department of Instructional Systems Technology, 2019The design of an online course--taught by different faculty members and accessed by groups of adult, online learners--has the potential to produce or prevent learner satisfaction and achievement. Feedback interactions between online learners and the instructor are central to successful learning; nevertheless, there are gaps in what is known about the frequency, distribution, timeliness, and content of feedback that can impact student achievement and satisfaction. This study uses analytics from a learning management system (LMS) along with analyses of the feedback instructors provide to students in comments on written assignments. It compares those data with achievement exam scores and learners’ responses on an institutional end-of-course (EOC) survey. The intent is to determine whether there are relationships between easily accessible learning analytics data sources and student achievement or satisfaction. Findings indicate that while LMS data were not predictors of student achievement or satisfaction, there was evidence that individualized and content-specific comments from instructors to students had an impact on student achievement and satisfaction. As a result, instructional designers could target course improvements that facilitate the instructor’s ability to provide meaningful, individualized feedback to students
OPENNESS IN MAKING FOR EDUCATIONAL PURPOSES: EXAMINING THE ACCESSIBILITY OF ONLINE SHARED 3D PRINTER ARTIFACTS IN CAMPUS MAKERSPACE
Get PDFThesis (Ed.D.) - Indiana University, Department of Instructional Systems Technology, 2021A practical concern for online shared 3D printer artifacts in campus makerspaces is whether they are accessible for open educational purposes. It is well established that makers and makerspaces share all sorts of projects online but the accessibility of online shared artifacts for connected and collaborative making is limited by several factors. The purpose of this study is to determine how campus makerspaces share 3D printer artifacts online in order to describe online sharing practices for open educational purposes. To examine online sharing practices in campus makerspaces, MakeSchools project was selected as a case study because it brings together campus makerspaces in the U.S. that are committed to online sharing of makerspace artifacts. Qualitative content analysis of 3D printer artifacts shared on MakeSchools website and affiliated campus makerspace websites was conducted. Additionally, thematic analysis was conducted on makerspaces and institutions profile surveys shared on MakeSchools website, and MakeSchools and campus makerspace administrators interviews. Online shared 3D printer artifacts were analyzed through the lens of open content framework to describe open practices. The findings showed that the majority of online shared 3D printer artifacts are not open for educational purposes. However, the findings suggest that some campus makerspaces are integrating open content practices when sharing artifacts online which makes shared 3D printer artifacts open for educational purposes. On this basis, open content framework should be taken into account when making and sharing 3D printer artifacts online to foster greater access to campus makerspaces artifacts
THE USE OF MOBILE DEVICES FOR FORMAL LEARNING IN HIGHER EDUCATION: INVESTIGATING STUDENT BEHAVIORS AND EXPECTATIONS
No full textThe use of mobile devices has transformed the way we live, work, and study. Nearly every student in higher education owns a smart phone and the majority of those that do report that they use those devices, at least in part, to conduct academic work. Institutes of higher education (IHEs) have widely adopted technologies to connect instructors and students, and most instructors incorporate digital materials into their curriculum. However, the selection of these learning technologies is often the domain of the institution or the instructor. Students are expected to provide the personal technology required to utilize these systems, which may include their mobile device. The purpose of this study is to discover what types of academic work students would like to perform on their mobile devices, what barriers to doing so they have encountered, how their learning behavior differs based on the device in use, and students' preferred instructional design practices for designing learning activities on mobile devices. A mixed-methods approach was used to answer these questions. Surveys and focus groups asked students about the personal technology that they own, the learning activities they perform, and how different devices are used to complete those activities. The log data of the Canvas learning management system was also analyzed to detail student behavior in the context of the device being used to interact with the system. The results show that students do use their mobile devices for significant amounts of academic work and consider them to be an important educational tool, but they are generally selective about the types of activities in which they will engage on a mobile device. Students tend to use their mobile devices for activities that are most convenient to them but identified several factors that prevented them from using those devices to engage in more detailed work. This study will inform instructors and instructional designers who produce academic content for students and assist IHEs in their decision-making process when adopting course materials and technologies
EVALUATING THE USE AND SUSTAINABILITY OF BITMOJI CLASSROOMS WITHIN ONLINE ELEMENTARY CLASSROOMS
Get PDFThesis (Ph.D.) - Indiana University, Department of Instructional Systems Technology, 2022The concept of Bitmoji classrooms was developed at the beginning of the COVID-19 pandemic, so teachers could deliver content in a fun and engaging way within their online classrooms. Since Bitmoji classrooms are a new idea, there is little known about them. It is important to learn more about Bitmoji classrooms due to the surge of their popularity at the time. Within a matter of months, more than 500,000 members joined a Bitmoji classroom Facebook group that shared ideas, images, and completed Bitmoji classrooms. This research found that most teachers used Bitmoji classrooms for three main purposes: to provide social/emotional support in the form of calming rooms; to promote one-time events particularly cultural holidays, and to support mandated curriculum. Students also found them fun and engaging. Bitmoji classrooms are easily reusable in future years, and they can be used as an assignment option for older students. As shown in the present study, Bitmoji classrooms are a way to engage students in learning during the pandemic; such a finding has potentially huge implications for school curriculum plans and emergency preparedness
THE USE OF MOBILE DEVICES FOR FORMAL LEARNING IN HIGHER EDUCATION: INVESTIGATING STUDENT BEHAVIORS AND EXPECTATIONS
Get PDFThesis (Ed.D.) – Indiana University, Department of Instructional Systems Technology, 2022The use of mobile devices has transformed the way we live, work, and study. Nearly every student in higher education owns a smart phone and the majority of those that do report that they use those devices, at least in part, to conduct academic work. Institutes of higher education (IHEs) have widely adopted technologies to connect instructors and students, and most instructors incorporate digital materials into their curriculum. However, the selection of these learning technologies is often the domain of the institution or the instructor. Students are expected to provide the personal technology required to utilize these systems, which may include their mobile device. The purpose of this study is to discover what types of academic work students would like to perform on their mobile devices, what barriers to doing so they have encountered, how their learning behavior differs based on the device in use, and students' preferred instructional design practices for designing learning activities on mobile devices. A mixed-methods approach was used to answer these questions. Surveys and focus groups asked students about the personal technology that they own, the learning activities they perform, and how different devices are used to complete those activities. The log data of the Canvas learning management system was also analyzed to detail student behavior in the context of the device being used to interact with the system. The results show that students do use their mobile devices for significant amounts of academic work and consider them to be an important educational tool, but they are generally selective about the types of activities in which they will engage on a mobile device. Students tend to use their mobile devices for activities that are most convenient to them but identified several factors that prevented them from using those devices to engage in more detailed work. This study will inform instructors and instructional designers who produce academic content for students and assist IHEs in their decision-making process when adopting course materials and technologies
SELF-REGULATED LEARNING IN AN ONLINE MICRO-CREDENTIAL: AN EXPLANATORY SEQUENTIAL MIXED METHODS CASE STUDY
No full textThesis (Ed.D.) - Indiana University, Department of Learning, Design and Adult Education/School of Education, 2024Self-regulated learning is how individuals actively and autonomously manage and monitor their learning. Online learners require self-regulated learning skills to be successful. This study examines the context of an online nonformal learning micro-credential program embedded within a formal learning environment of a research-intensive midwestern US university. Using theoretical frameworks for Self-Regulated Learning and Transactional Distance Theory, this study examines how learners apply self-regulation learning skills and what course design features facilitate self-regulation. An explanatory sequential mixed-methods case-study design was used. Learners in the micro-credential program included faculty, staff and students. Data was collected from 78 participants using a survey questionnaire comprising the closed-ended online self-regulated learning questionnaire, a self-directed learning checklist, and open-ended items on course design. Additional data was collected from 12 semi-structured interviews and 6 document artifacts that formed select cases from a sub-sample of learners who were beginners, continuing, completed, or inactive in the micro-credential program and had average and high SRL scores based on maximum variation sampling. The analytic strategies used included descriptive statistics, cluster analysis, reflexive thematic analysis, qualitative and quantitative content analysis, and mixed methods integration analysis. The results revealed that learners exhibit high environment structuring (M = 4.41, SD = 0.67) and goal setting strategies (M = 4.19, SD = 0.77) but scored lowest in task strategies skills (M = 2.89, SD = 0.92). Four distinct clusters of self-regulators existed: (1) high self-regulators, (2) moderate self-regulators, (3) disillusioned self-regulators, and (4) struggling self-regulators, but across all clusters, learners exhibited poor task strategies. Learners had high goal setting skills because they valued digital literacy skills for employability, career growth, and academic success. Although learners organized their learning with digital tools, which supports their self-regulation and efficient management of their cognitive resources, they had low overall task strategies scores. Through the Transactional Distance Theory lens, the course structure was the most prevalent (48.2%) coded domain that learners reported facilitated their self-regulated learning. An implication of these findings is that learners need to be taught how to learn in an online learning environment, focusing on applying task strategies to effectively implement the plans made in the forethought stage of SRL
DESIGNED INTERVENTION IN ACCOUNTING HIGHER EDUCATION TO SOLVE AUTHENTIC PROBLEMS
Get PDFThesis (Ed.D.) - Indiana University, Department of Instructional Systems Technology/School of Education, 2020Accounting higher education has not changed adequately to address the rapidly changing technology landscape impacting the industry. One way to train accounting students for the future is by helping them solve authentic problems. Four component instructional design (4C/ID) can help prepare students for the changing landscape. However, it has not been used in an accounting education setting until recently. In this study, one section of an upper-division accounting course incorporated 4C/ID, whole-task instruction, in a partnership module. The same module was taught in a different section using traditional lecture, topic-centered instruction. Research questions addressed: Research Question 1. Is there a difference in accounting students’ knowledge of basic tax rules, with respect to partnership taxation, when a topiccentered instructional strategy is used versus the use of whole task-centered instruction? Research Question 2. Are accounting students able to solve authentic problems with respect to
partnership taxation when a topic-centered instructional strategy is used versus the use of a whole task-centered instruction? The testing was performed during a two-week partnership module during the Fall 2019 semester. Fifty-four students participated in the two-group study; 31 students in the whole-task experiment group and 23 students in the topic-centered control group. All students took the same three tests; one test was a pre-test, which included CPA exam questions, a second test was a post-test, which included similar CPA questions to the pre-test, and the third test was a summative exam for the module, which included authentic problems. The pre- and post-tests were used to measure the students’ learning gains. Both groups had a similar statistically significant increase in their learning. More importantly, there was a significant difference between the groups when comparing the summative assessment, which included authentic problems. The experimental group performed significantly better than the control group on the authentic problems. The implication of this study is that whole-task instruction can better prepare students to solve authentic problems when compared to topic-centered instruction without compromising their performance on content based multiple choice exams, like the CPA exam. Further research could help strengthen this claim
THE USE OF GUIDED, ROLE-BASED, AND SMALL GROUP DISCUSSION BOARD TO FACILITATE PEER INTERACTION IN HIGHER EDUCATION ONLINE COURSES
Get PDFThesis (Ed.D.) - Indiana University, Department of Instructional Systems Technology/School of Education, 2023This study investigated students' perceptions of peer interaction using an online discussion board that applied guided, role-based, and small group instructional strategies in a graduate online course. An explanatory sequential mixed methods research design was adopted, modified, and used in this study. Four data sources were used: (1) online surveys, (2) semi-structured individual interviews, (3) online discussion board posts, and (4) online discussion board logs. Data collection was conducted over approximately 4 months, from August 22 to December 16, 2022, for 17 participants enrolled in the target graduate online course. For 15 weeks, the students' online discussion system logs and posts were collected and analyzed weekly, serving as initial data to refine online surveys and personal interview questionnaires. Descriptive statistics were employed to analyze data from 15 completed online surveys and the online discussion system logs. A total of 1,044 online discussion posts were gathered, and individual interviews were conducted with 14 students totaled 604.9 minutes. Content analysis was applied to analyze qualitative data, with two researchers coding the interview transcripts to ensure data analysis triangulation.
The results of this study revealed both positive and negative perceptions of students regarding the use of online discussion boards. Role-based discussions helped create diverse voices and foster ownership, responsibility, and community, and small group discussions increased engagement and intimacy among students. Additionally, clear instructions and instructor-provided guiding questions supported students’ understanding and engagement. However, a free discussion was limited due to excessive role immersion, and a student's low participation or late posting due to the small discussion group size hindered the progress of the entire discussion. In particular, factors such as full-time job status and deadlines for major assignments negatively influenced student participation. Overall, the provided online discussion board facilitated meaningful interaction, but the need for improvement for optimal design has been identified. Modifications related to task arrangement, role assignment methods, discussion period, and article selection method were suggested. This study provided valuable insight into how applying instructional strategies to an online discussion board can help promote peer interaction. It also demonstrated the significance of moderators in online discussions. These findings offer practical guidelines for designing effective online discussion boards
DETERMINANTS OF INSTRUCTORS’ INTENTION TO USE ONLINE PROCTORING TO PROMOTE ACADEMIC INTEGRITY
Get PDFThesis (Ed.D.) - Indiana University, Department of Instructional Systems Technology/School of Education, 2023As universities moved to remotely taught courses during the COVID-19 pandemic, the importance of maintaining academic integrity in online environments grew. At many universities, the decision whether to use tools to deter or detect academic dishonesty is often left to the instructor teaching the course. While many instructors and universities have found plagiarism detection tools to be valuable in upholding academic integrity on written assignments, there has been less usage of online proctoring solutions to deter and detect academic dishonesty during remote testing.
This research study investigated instructors’ perceptions about the use of online proctoring to uncover what drives faculty to adopt online proctoring as an academic integrity tool. The study used the Unified Theory of Acceptance and Use of Technology framework to examine the determinants that influence whether an instructor intended to use online proctoring. An online survey was completed by 158 instructors at a variety of higher education institutions. Through the use of structural equation modeling, the study found that performance expectancy is the primary determinant of an instructor’s intention to use online proctoring. Social influence had a significant impact on instructors who had moderate to no online teaching experience but did not have an impact on instructors who had significant online teaching experience. Effort expectancy had no significant impact on an instructor’s intention to use online proctoring.
Thematic analysis of open-ended comments identified the benefits of online proctoring to faculty, students, and the learning process beyond ensuring academic integrity. Comments also identified several challenges with using online proctoring including additional burdens placed on students when required to use online proctoring. Instructors also raised legal, ethical, and social concerns with the use of online proctoring. Despite these concerns, instructors identified strong use cases for online proctoring and alternative strategies for ensuring academic integrity in online courses
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