Matching Items (11)
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- All Subjects: Educational technology
- Creators: Henriksen, Danah
- Resource Type: Text
Description
This study reviews the effectiveness of a faculty development program to prepare faculty members in the health related fields to design and develop flipped and blended learning courses. The FAB Tech workshop focuses on flipped and blended learning technologies as a method to increase the use of active learning in the classroom. A pre/posttest was administered to the participants on their use of technology and their course delivery strategies. In addition, interviews were conducted with a purposeful sample of the participants based on level of engagement in the workshop and their change in the pre/posttest. The program was effective in increasing the use of technological tools and their purposeful integration into courses. However, faculty workload and institutional support issue served as barriers to overcome. The findings of this study will help address how to over come some of these barriers and to develop more effective faculty development programs that encourage the use of flipped and blended learning.
ContributorsCrawford, Steven Raymond (Author) / Puckett, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Vaughn, Linda (Committee member) / Arizona State University (Publisher)
Created2015
Description
Effectively educating students with autism is a necessary element in providing all students with a free and appropriate public education, and as the number of students diagnosed with an autism spectrum disorder continues to increase in both public and private educational settings, providing successful and satisfactory professional development opportunities in the area of autism is becoming increasingly essential. This study explored the experiences of twenty-three educators in a suburban southwest K-12 public school district, as they participated in a fifteen-hour professional development course in an online or face-to-face format, and collaboratively problem-solved their challenges in educating students with autism. Qualitative data was collected from participants' weekly written reflections and comments from a pre- and post-survey on attitudes, to determine quality of and satisfaction with collaboration in relation to course format. Results indicated that the online format produced higher-quality collaboration when it came to presenting one's own situation(s) to the group, finding group discussions helpful, having enough time to collaborate, providing feedback/suggestions to group members, and perceiving suggestions for one's own situation as helpful (as evidenced by the number of suggestions that participants said they would likely implement). The face-to-face format produced higher-quality collaboration when it came to in-depth problem-solving regarding a situation, implementing suggestions for one's own situation, and relating course content to collaborative activities. Participants' attitudes about using technology as a means of collaboration showed little change overall from pre- to post-survey. Though slight increases in positive attitudes concerning technology were found in various areas, many participants still thought highly of a face-to-face format for collaborative purposes, even after participating in the online professional development course. Findings may be of use to educational institutions developing online or face-to-face professional development opportunities in the area of autism.
ContributorsWozniak, Renee M (Author) / McCoy, Kathleen M. (Thesis advisor) / Puckett, Kathleen (Committee member) / Gehrke, Rebecca (Committee member) / Arizona State University (Publisher)
Created2011
Description
Academia is not what it used to be. In today’s fast-paced world, requirements
are constantly changing, and adapting to these changes in an academic curriculum
can be challenging. Given a specific aspect of a domain, there can be various levels of
proficiency that can be achieved by the students. Considering the wide array of needs,
diverse groups need customized course curriculum. The need for having an archetype
to design a course focusing on the outcomes paved the way for Outcome-based
Education (OBE). OBE focuses on the outcomes as opposed to the traditional way of
following a process [23]. According to D. Clark, the major reason for the creation of
Bloom’s taxonomy was not only to stimulate and inspire a higher quality of thinking
in academia – incorporating not just the basic fact-learning and application, but also
to evaluate and analyze on the facts and its applications [7]. Instructional Module
Development System (IMODS) is the culmination of both these models – Bloom’s
Taxonomy and OBE. It is an open-source web-based software that has been
developed on the principles of OBE and Bloom’s Taxonomy. It guides an instructor,
step-by-step, through an outcomes-based process as they define the learning
objectives, the content to be covered and develop an instruction and assessment plan.
The tool also provides the user with a repository of techniques based on the choices
made by them regarding the level of learning while defining the objectives. This helps
in maintaining alignment among all the components of the course design. The tool
also generates documentation to support the course design and provide feedback
when the course is lacking in certain aspects.
It is not just enough to come up with a model that theoretically facilitates
effective result-oriented course design. There should be facts, experiments and proof
that any model succeeds in achieving what it aims to achieve. And thus, there are two
research objectives of this thesis: (i) design a feature for course design feedback and
evaluate its effectiveness; (ii) evaluate the usefulness of a tool like IMODS on various
aspects – (a) the effectiveness of the tool in educating instructors on OBE; (b) the
effectiveness of the tool in providing appropriate and efficient pedagogy and
assessment techniques; (c) the effectiveness of the tool in building the learning
objectives; (d) effectiveness of the tool in document generation; (e) Usability of the
tool; (f) the effectiveness of OBE on course design and expected student outcomes.
The thesis presents a detailed algorithm for course design feedback, its pseudocode, a
description and proof of the correctness of the feature, methods used for evaluation
of the tool, experiments for evaluation and analysis of the obtained results.
are constantly changing, and adapting to these changes in an academic curriculum
can be challenging. Given a specific aspect of a domain, there can be various levels of
proficiency that can be achieved by the students. Considering the wide array of needs,
diverse groups need customized course curriculum. The need for having an archetype
to design a course focusing on the outcomes paved the way for Outcome-based
Education (OBE). OBE focuses on the outcomes as opposed to the traditional way of
following a process [23]. According to D. Clark, the major reason for the creation of
Bloom’s taxonomy was not only to stimulate and inspire a higher quality of thinking
in academia – incorporating not just the basic fact-learning and application, but also
to evaluate and analyze on the facts and its applications [7]. Instructional Module
Development System (IMODS) is the culmination of both these models – Bloom’s
Taxonomy and OBE. It is an open-source web-based software that has been
developed on the principles of OBE and Bloom’s Taxonomy. It guides an instructor,
step-by-step, through an outcomes-based process as they define the learning
objectives, the content to be covered and develop an instruction and assessment plan.
The tool also provides the user with a repository of techniques based on the choices
made by them regarding the level of learning while defining the objectives. This helps
in maintaining alignment among all the components of the course design. The tool
also generates documentation to support the course design and provide feedback
when the course is lacking in certain aspects.
It is not just enough to come up with a model that theoretically facilitates
effective result-oriented course design. There should be facts, experiments and proof
that any model succeeds in achieving what it aims to achieve. And thus, there are two
research objectives of this thesis: (i) design a feature for course design feedback and
evaluate its effectiveness; (ii) evaluate the usefulness of a tool like IMODS on various
aspects – (a) the effectiveness of the tool in educating instructors on OBE; (b) the
effectiveness of the tool in providing appropriate and efficient pedagogy and
assessment techniques; (c) the effectiveness of the tool in building the learning
objectives; (d) effectiveness of the tool in document generation; (e) Usability of the
tool; (f) the effectiveness of OBE on course design and expected student outcomes.
The thesis presents a detailed algorithm for course design feedback, its pseudocode, a
description and proof of the correctness of the feature, methods used for evaluation
of the tool, experiments for evaluation and analysis of the obtained results.
ContributorsRaj, Vaishnavi (Author) / Bansal, Srividya (Thesis advisor) / Bansal, Ajay (Committee member) / Mehlhase, Alexandra (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice.
The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews.
The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.
The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews.
The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.
ContributorsAzukas, M. Elizabeth (Author) / Dorm, Sherman (Thesis advisor) / Henriksen, Danah (Committee member) / Austin, Heather (Committee member) / Arizona State University (Publisher)
Created2018
Description
This mixed methods study examined instructor introduction videos for use in online learning. This study intended to identify the influence of video production value on student perceptions of student-instructor intent, specifically in the areas of perceived student-instructor communication and student-instructor connection. This study also examined which production style most accurately aligns student perceptions with instructor intent as well as which video production style is preferred by students.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
ContributorsLomonte, Cori (Author) / Puckett, Kathleen (Thesis advisor) / Crawford, Steven (Committee member) / Henriksen, Danah (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this project was to research the effects of a professional development intervention designed to build local capacity for technology integration among teachers at the school level. This was done by providing focused face-to face and online training to twelve teachers referred to as the Technology Core Teacher (TCT) group. This project utilized the theoretical framework of social learning and communities of practice to provide an environment of ongoing support for technology integration. The findings addressed four areas: the TCT teachers' practice, their technology skill levels, the use of the online collaboration tools utilized for collaboration and virtual synchronous meetings, and whether the TCT teachers demonstrated signs of being a self sustainable community of practice. The findings demonstrate that the intervention had an influence on the participating teachers' practice and influenced the practice of other teachers as well. TCT teachers increased their skills when applying new learning with their students. TCT teachers used online collaboration tools minimally for communication, and synchronous meeting tools presented some difficulties. TCT teachers showed signs that they may be a sustainable Community of Practice. Although teachers reported that their technology skills increased, a pre-post survey of skills based on the ISTE NETS-T Assessment yielded lower confidence scores after the intervention. A follow up survey designed to explain these results indicated that teachers rated their skill set lower in light of more knowledge, indicating a possible paradox in self reporting of skills prior to awareness of technology based learning possibilities.
ContributorsMorgenthal, Mary Julia (Author) / Puckett, Kathleen (Thesis advisor) / Foulger, Teresa (Committee member) / Bengochea, Taime (Committee member) / Arizona State University (Publisher)
Created2011
Description
Distance education has grown over the past several years due to the integration of technology and its advancements. The flexibility, convenience to the learner, and cost-effectiveness of online learning contributes to this rise in popularity (Boling et al., 2012). Consequently, U.S. colleges and universities are quickly establishing a vast array of distance learning programs and initiatives (Ernest et al., 2013; Jones & Wolf, 2010; Northcote et al., 2015). Communication in these colleges and universities among professors and students is vital, but it is especially critical in an online learning environment where social relationships are formed from the information conveyed by computer-mediated communication (Tu, 2000). Communicating immediacy between the instructor and student, facilitating reflection, and furthering discourse can build rapport while allowing the student to engage with the course content (Tu, 2000; Swan et al., 2008). Further, communication between the professor and the student enhances a sense of belonging, individuality, and intimacy in online learning environments (Boling et al, 2012). Online professors operate in a unique digital space where they provide guidance, instruction, and support to their online students without being in the same place and time. The purpose of this action research study was to explore the perceptions of undergraduate students regarding the strategies that can be used to improve the professor-student communication within the online educational setting. I explored this phenomenon using the theory of transactional distance and the social presence theory. This action research study involved the intervention of a Communication (COMM) Suite along with the participation of undergraduate students who have experienced online learning using both synchronous and asynchronous platforms. I collected data using a Likert scale survey accompanied by individual semi-structured interviews.
ContributorsMayo, Idris (Author) / Sampson, Carrie (Thesis advisor) / Henriksen, Danah (Thesis advisor) / Sutton, Jann (Committee member) / Arizona State University (Publisher)
Created2021
Description
Both fashion design and education are areas where new technologies can have a significant impact. This dissertation examines the potential of virtual reality (VR) for fashion design education and focused on the profound affordances that virtual reality offers - immersion and agency. Using a phenomenological approach, the study combined arts-based research, observational field notes, and in-depth interviews to ascertain the potential value of adding VR to the fashion curriculum. A small group of 14 fashion design students participated in the study, engaging in passive viewing and active creating activities. The students reported their impressions and shared their designs. Results indicate that the use of VR in fashion design education can lead to deeper engagement, increased creativity, and enhanced learning experiences. The study found that students who used VR technology in their design and theory courses reported feeling more engaged. The data also revealed that students found the VR environment to be a valuable tool for exploring design ideas, enhancing creativity, and increasing confidence in their work. These findings have important implications for both design educators and industry professionals. The study concludes with recommendations for integrating VR technology into fashion design education and suggestions for future research.
ContributorsCrooks, Julian (Author) / Nelson, Brain (Thesis advisor) / Henriksen, Danah (Committee member) / Julian, June (Committee member) / Arizona State University (Publisher)
Created2023
Description
Preservice teachers are faced with many challenges as they enter their first year of teaching. This is particularly true when dealing with future-ready skills, such as technology integration in K-12 classrooms, an area where many higher education or teaching faculty may not feel comfortable or fluent enough to support preservice teachers or to model in their own instruction.
This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers—ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.
Both qualitative and quantitative data were used to explore faculty’s development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.
The results of the study showed an increase in participants’ confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.
In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.
This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers—ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.
Both qualitative and quantitative data were used to explore faculty’s development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.
The results of the study showed an increase in participants’ confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.
In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.
ContributorsScott, Lynda (Author) / Henriksen, Danah (Thesis advisor) / Mishra, Punya (Committee member) / Wolf, Leigh (Committee member) / Leahy, Sean (Committee member) / Arizona State University (Publisher)
Created2019
Description
To address national technology standards for PK-12 educators and accreditation requirements, Mary Lou Fulton Teachers College has developed an approach to preparing its teacher candidates by infusing technological learning experiences in its preparation programs. Faculty members have been expected to teach with technology, model various levels of technology integration, and provide their students with appropriate learning to develop their digital pedagogy skills. Part-time faculty members have been responsible for teaching courses with these requirements but often lacked access to professional development opportunities and support. The lead technology strategist in the college determined these part-time instructors needed improved strategies for knowledge development, support, and networking. Thus, an online community of practice was created as a potential solution to this problem of practice. This mixed methods study examined how part-time instructors participated in an online community of practice (OCoP) housed in two digital platforms, Canvas and Slack. Elements of the OCoP included learning sessions and resources based upon the Teacher Educator Technology Competencies (TETCs), the Technological Pedagogical Content (TPACK) framework, and elements integral to communities of practice. The investigation included measuring the influence of the OCoP on participants’ technology knowledge, technology skills, technology use, and technological self-efficacy. Participants were part-time faculty members responsible for teaching courses in various teacher preparation programs in the college. Data from the study included survey data, Canvas and Slack analytics describing use, lesson analyses and observational notes, and interviews. Results suggested the OCoP was an effective intervention for the purpose of providing digital connections for part-time faculty to develop professionally with respect to teaching with technology. Participants displayed an increase in TPACK, TETC, and self-efficacy construct scores and demonstrated development in technology knowledge, technology skills, technology use, and technological self-efficacy. The discussion focused on describing the complementarity of the quantitative and qualitative data, explaining the findings in relation to the literature, and presenting limitations, implications for practice and research, lessons learned, and conclusions.
ContributorsDonner, Jodie (Author) / Buss, Ray R (Thesis advisor) / Henriksen, Danah (Committee member) / Lindsey, LeeAnn (Committee member) / Arizona State University (Publisher)
Created2021