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- Member of: Theses and Dissertations
Description
This study collected and examined information on K-12 teachers currently involved in online education in the United States. The purposes of this study included defining the demographics of these teachers, determining the extent to which they were formally educated and/or trained to teach online, and to compare these findings to those from a similar study conducted six years earlier. A web-based survey, including questions in both open and closed form, was used to gather data from 325 participants currently teaching at least one online class at publicly funded K-12 online schools nationwide. Survey questions covered the following six domains: a) personal demographics, b) educational background and experience, c) pre-service training, d) in-service training, and e) current online teaching assignments. The results of this study indicate that those currently teaching online to K-12 students have demographic characteristics that are similar to face-to-face teachers, particularly in terms of gender, age, and ethnicity/race; however, the online teachers generally had higher levels of educational attainment, more years of teaching experience, and were significantly more likely to teach on a part-time basis. It was found that teachers working with K-12 students online are self-motivated, place a high value on learning and education, and enjoy the challenge and process of using technology for this purpose. Based on findings, only a limited number of university-based teacher preparation programs address any aspect of the methods and techniques required for teaching online, and even fewer offer online field placement opportunities for pre-service teachers. For the most part, current online teachers were found to have received training after graduation, while working in the field. Further research is needed to specifically define and empirically validate the methods and techniques required for effective online teaching at the K-12 levels so that formal educational and training programs can be further developed to effectively prepare future K-12 online teachers.
ContributorsLarson, Jean Sutton (Author) / Archambault, Leanna (Thesis advisor) / Savenye, Wilhelmina (Thesis advisor) / Bitter, Gary (Committee member) / Arizona State University (Publisher)
Created2014
Description
The overall purpose of this study was to explore the dynamics of teaching and learning in the context of an informal, online discussion forum. This investigation utilized the Community of Inquiry (CoI) elements of Teaching Presence and Social Presence along with the construct of Learning Presence to examine Adobe® Forums, Photoshop® for Beginners Forum (PfBF) an internet discussion forum designed to provide support for beginning users of Adobe Photoshop. The researcher collected four days of discussion post data comprising 62 discussion threads for a total of 202 discussion posts. During this initial pilot analysis, the discussion threads were divided into posts created by members who were deemed to be acting as teachers and posts written by members acting as learners. Three analyses were conducted. First, a pilot analysis was conducted where the researcher divided the data in half and coded 31 discussion threads and a total of 142 discussion posts with the Teaching Presence, Social Presence and Learning Presence coding schemes. Second, a reliability analysis was conducted to determine the interrater reliability of the coding schemes. For this analysis two additional coders were recruited, trained and coded a small subsample of data (4 discussion threads for a total of 29 discussion posts) using the same three coding schemes. Third, a final analysis was conducted where the researcher coded and analyzed 134 discussion posts created by 24 teachers using the Teaching Presence coding scheme. At the conclusion of the final analysis, it was determined that eighteen percent (18%) of the data could not be coded using the Teaching Presence coding scheme. However, this data were observed to contain behavioral indicators of Social Presence. Consequently, the Social Presence coding scheme was used to code and analyze the remaining data. The results of this study revealed that forum members who interact on PfBF do indeed exhibit Teaching Presence behaviors. Direct Instruction was the largest category of Teaching Presence behaviors exhibited, over and above Facilitating Discussion and Design and Organization. It was also observed that forum members serving in the role of teachers exhibit behaviors of Social Presence alongside Teaching Presence behaviors.
ContributorsWilliams, Indi Marie (Author) / Gee, Elizabeth (Thesis advisor) / Olaniran, Bolanle (Committee member) / Nelson, Brian (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this action research study was to determine the effectiveness of two online college success courses: CPD 150 (College Success, 3 credits) and CPD 115 (Success Strategies, 1 credit), at Rio Salado College, a Maricopa Community College in Arizona. The goal of these courses is to prepare students to be college-ready by examining college readiness and learning skills. The Motivated Strategies for Learning Questionnaire measured students' perceptions of their own college readiness in a pre-test/post-test format. Understanding students' perceptions of their own college readiness is the college's first step in understanding the effectiveness of these courses. Descriptive statistical analysis was used to compare the pre- and post-tests to determine whether the average student scores changed after completion of the college success course. Paired samples t-tests (or repeated-measures test) were conducted on 2 scales consisting of 13 subscales of the MSLQ of the Motivated Strategies for Learning Questionnaire. Data analysis revealed that students reported that they had better study skills after the course than before completing the course. Particularly, learning strategies, test anxiety, self-efficacy, effort regulation (self-management), control of learning beliefs, study skills, and time and study environment stand out as showing substantial improvement for the students.
ContributorsAbts, Melanie (Author) / Mcintyre, Lisa (Thesis advisor) / Hesse, Maria L (Committee member) / Wukash, Barry (Committee member) / Arizona State University (Publisher)
Created2012
Description
The discussion board is a facet of online education that continues to confound students, educators, and researchers alike. Currently, the majority of research insists that instructors should structure and control online discussions as well as evaluate such discussions. However, the existing literature has yet to compare the various strategies that instructors have identified and employed to facilitate discussion board participation. How should instructors communicate their expectations online? Should instructors create detailed instructions that outline and model exactly how students should participate, or should generalized instructions be communicated? An experiment was conducted in an online course for undergraduate students at Arizona State University. Three variations of instructional conditions were developed for use in the experiment: (1) detailed, (2) general, and (3) limited. The results of the experiment indentified a pedagogically valuable finding that should positively influence the design of future online courses that utilize discussion boards.
ContributorsButler, Nicholas Dale (Author) / Waldron, Vincent (Thesis advisor) / Kassing, Jeffrey (Committee member) / Wise, John (Committee member) / Arizona State University (Publisher)
Created2012
Description
Online training materials were introduced to the course production department at Rio Salado College with the intention that the use of standardized training materials would increase the efficiency and effectiveness of the online course production department. After the online training materials had been in use for approximately ten weeks, a survey consisting of ten open-ended questions was used to document the experiences of ten production team members with the training materials. The results revealed that the standardized training materials were described as valuable by the team members. The participants also made several recommendations for improving the usefulness of the training materials as to their content, organization, and availability. Recommendations for revising and updating the training materials and the ways in which they are made available are offered.
ContributorsBarrow, Destinie P (Author) / Clark, Christopher (Thesis advisor) / Arizona State University (Publisher)
Created2012
Description
This paper outlines the three research projects that I performed between 2009-present: Slow Movement Training (SMT) lab, Self-education Through Embodied Movement (STEM), and the Athletic Movement Program (AMP). It first evaluates the major issues that spawned each research project, and then provides a framework for understanding the shift in the student-centered physical and mental movement practices that I developed in response to the need for reform. The content will address the personal and professional paradigmatic shift that I experienced through the lens of a practitioner and educator. It will focus heavily on the transitions between each of the projects and finally the emergence of the Athletic Movement Program. The focal point becomes one of community needs, alternate resources and hybrid-online classroom support. The paper concludes with an overview and content comparison between the one-size-fits-all model used within public movement education and Athletic Movement Programs' strengths and challenges.
ContributorsCroitoru, Michael (Author) / Mitchell, John D. (Thesis advisor) / Fitzgerald, Mary (Committee member) / Coleman, Grisha (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT The purpose of this study was to determine if a significant difference was found comparing posttest scores between students who took a career strategy course in a face-to-face (f2f) format (n=156) and students who took the same course in a new online format (n=64). A review of literature pertaining to online learning, career services on college campuses, and career classes was provided. Data was collected via an action research design utilizing an intervention of an online delivery format. A quasi-experimental design allowed descriptive data to be collected which was analyzed by use of independent-samples t-tests, comparison of means, and frequency analysis to gain data pertinent to the research question. Quantitative results in four areas: posttest scores, pretest scores, learning gain, and course evaluation data were provided. Pretest and subgroup analysis were also utilized to add richness to the data. Results found that the career strategy course delivered in an online delivery format resulted in no significant differences in posttest scores when compared to the f2f delivery method posttest scores. This result is in agreement with the literature in online learning delivery formats compared to f2f delivery formats. The results of this study showed evidence to support the continuation of new iterations of the online delivery method for the career strategy course used in the study. Implications of these findings were discussed for the researcher's local community of practice, the larger community of practice, collegiate career services, as well as possibilities for future experimentation in career services and strategic career courses with other online formats in the future.
ContributorsBurns, Kevin L (Author) / Ewing, Kris (Thesis advisor) / Rund, James (Committee member) / Mosco, Michele (Committee member) / Arizona State University (Publisher)
Created2011
Description
Affect is a domain of psychology that includes attitudes, emotions, interests, and values. My own affect influenced the choice of topics for my dissertation. After examining asteroid interiors and the Moon’s thermal evolution, I discuss the role of affect in online science education. I begin with asteroids, which are collections of smaller objects held together by gravity and possibly cohesion. These “rubble-pile” objects may experience the Brazil Nut Effect (BNE). When a collection of particles of similar densities, but of different sizes, is shaken, smaller particles will move parallel to the local gravity vector while larger objects will do the opposite. Thus, when asteroids are shaken by impacts, they may experience the BNE as possibly evidenced by large boulders seen on their surfaces. I found while the BNE is plausible on asteroids, it is confined to only the outer layers. The Moon, which formed with a Lunar Magma Ocean (LMO), is the next topic of this work. The LMO is due to the Moon forming rapidly after a giant impact between the proto-Earth and another planetary body. The first 80% of the LMO solidified rapidly at which point a floatation crust formed and slowed solidification of the remaining LMO. Impact bombardment during this cooling process, while an important component, has not been studied in detail. Impacts considered here are from debris generated during the formation of the Moon. I developed a thermal model that incorporates impacts and find that impacts may have either expedited or delayed LMO solidification. Finally, I return to affect to consider the differences in attitudes towards science between students enrolled in fully-online degree programs and those enrolled in traditional, in-person degree programs. I analyzed pre- and post-course survey data from the online astrobiology course Habitable Worlds. Unlike their traditional program counterparts, students enrolled in online programs started the course with better attitudes towards science and also further changed towards more positive attitudes during the course. Along with important conclusions in three research fields, this work aims to demonstrate the importance of affect in both scientific research and science education.
ContributorsDingatantrige Perera, Jude Viranga (Author) / Asphaug, Erik (Thesis advisor) / Semken, Steven (Thesis advisor) / Anbar, Ariel (Committee member) / Elkins-Tanton, Linda T. (Committee member) / Robinson, Mark (Committee member) / Arizona State University (Publisher)
Created2017
Description
ABSTRACT
Community colleges serve an important and pivotal role in society. Neighborhood community colleges attract local students and students who attend community colleges do so for reasons including convenience and cost savings of living near or at home, lower tuition, developmental education courses, vocational training, ESL courses for English Language Learners, and a myriad of student and college resources. Community college faculty and administration work hard to meet the needs of by providing vocational and university transfer programs.
This research study is about the proliferation of online learning and the community college’s struggle to offer online course and keep students enrolled. In an effort to keep up with new educational innovations such as learning online, community colleges offer and fill online courses. However, attrition in online courses is high. Educators continue to innovate and change in areas of course design and online teaching pedagogy, but online learning lacks the physical presence of teacher-student and student-to-student contact and connectedness to the class itself. This study investigates whether it is possible, and effective, for educators to include non-content related curriculum that tries to boost student connectedness to the class, reduce stress, and increase focus so students are more likely to stay enrolled or at least gain more self-efficacy.
I chose mindfulness and its myriad of benefits to incorporate into assignments to enhance the online learning experience and keep students enrolled and passing. This study used one class section of online ENG102 students in a small, urban community college. Within the online course students were introduced mindfulness through periodic opportunities to read about and participate in mindfulness activities.
Results indicate that students still withdrew or stopped participating in the course, even after just a couple weeks and with minimal opportunity to engage in the mindfulness exercises. Students who did stay enrolled and participated in the mindfulness exercises reported that mindfulness did relieve stress and increase focus in general and when approaching course work. Attrition remained high. The implications for online educators indicate that more than just mindfulness is needed to address the attrition problem in online courses.
Keywords: mindfulness, attrition, online learning
Community colleges serve an important and pivotal role in society. Neighborhood community colleges attract local students and students who attend community colleges do so for reasons including convenience and cost savings of living near or at home, lower tuition, developmental education courses, vocational training, ESL courses for English Language Learners, and a myriad of student and college resources. Community college faculty and administration work hard to meet the needs of by providing vocational and university transfer programs.
This research study is about the proliferation of online learning and the community college’s struggle to offer online course and keep students enrolled. In an effort to keep up with new educational innovations such as learning online, community colleges offer and fill online courses. However, attrition in online courses is high. Educators continue to innovate and change in areas of course design and online teaching pedagogy, but online learning lacks the physical presence of teacher-student and student-to-student contact and connectedness to the class itself. This study investigates whether it is possible, and effective, for educators to include non-content related curriculum that tries to boost student connectedness to the class, reduce stress, and increase focus so students are more likely to stay enrolled or at least gain more self-efficacy.
I chose mindfulness and its myriad of benefits to incorporate into assignments to enhance the online learning experience and keep students enrolled and passing. This study used one class section of online ENG102 students in a small, urban community college. Within the online course students were introduced mindfulness through periodic opportunities to read about and participate in mindfulness activities.
Results indicate that students still withdrew or stopped participating in the course, even after just a couple weeks and with minimal opportunity to engage in the mindfulness exercises. Students who did stay enrolled and participated in the mindfulness exercises reported that mindfulness did relieve stress and increase focus in general and when approaching course work. Attrition remained high. The implications for online educators indicate that more than just mindfulness is needed to address the attrition problem in online courses.
Keywords: mindfulness, attrition, online learning
ContributorsRomirowsky, Kelly (Author) / Hermanns, Carl (Thesis advisor) / Archambault, Leanna (Committee member) / Lindsey, LeeAnn (Committee member) / Arizona State University (Publisher)
Created2018
Description
Promoting student engagement is a critical performance indicator for undergraduate success and is, therefore, a priority for academic institutions as they seek to improve teaching and learning practices (Meyer, 2014). Educators need to improve their instructional pedagogy by developing unique methods for engaging students with educational opportunities. Instructors who facilitate courses online face an even greater challenge in engaging students. A virtual learning community is a potential solution for improving online engagement.
This mixed methods action research dissertation explores the implementation of an online learning community and how it influences the engagement of students in distance learning environments. The primary research question guiding this inquiry is: How and to what extent does the implementation of an online learning community influence undergraduate student engagement in online courses? A sequential triangulation design was used to analyze data collected from surveys and responses collected from study participants during a synchronous online focus group. The analysis of the results of the study provide interesting insight into the online engagement of students. Key findings from the study are: 1) the inclusion of diverse perspectives is important for students and they value having opportunities to share their knowledge with peers; 2) an online learning community is beneficial for student engagement and this type of model is one they would participate in the future; 3) students experience a disconnect with peers when engagement opportunities in online discussion platforms feel insincere.
This mixed methods action research dissertation explores the implementation of an online learning community and how it influences the engagement of students in distance learning environments. The primary research question guiding this inquiry is: How and to what extent does the implementation of an online learning community influence undergraduate student engagement in online courses? A sequential triangulation design was used to analyze data collected from surveys and responses collected from study participants during a synchronous online focus group. The analysis of the results of the study provide interesting insight into the online engagement of students. Key findings from the study are: 1) the inclusion of diverse perspectives is important for students and they value having opportunities to share their knowledge with peers; 2) an online learning community is beneficial for student engagement and this type of model is one they would participate in the future; 3) students experience a disconnect with peers when engagement opportunities in online discussion platforms feel insincere.
ContributorsSneed, Obiageli (Author) / Ott, Molly (Thesis advisor) / Crawford, Steven (Committee member) / Magruder, Olysha (Committee member) / Arizona State University (Publisher)
Created2019