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- Genre: Doctoral Dissertation
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
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 traditional analysis, design, develop, implement, and evaluate (ADDIE) model is inadequate for dealing with the instructional design requirements of today’s constantly evolving world. This reality is especially true at the National Simulation Center where medicine and technology are constantly changing. To provide the best care for the nation’s veterans, the educational products must too reflect the current state of medicine.
The Agile ADDIE Framework was developed to overcome challenges such as a constantly changing domain, external threats to the development process, and the need for expedited timelines while still creating quality products. Using agile theory, including the agile manifesto, as a theoretical framework, the Agile ADDIE Framework was created. The Agile ADDIE Framework implements agile elements into the traditional ADDIE model, such as an iterate, assess, and align (IAA) cycle in an effort to increases in flexibility, quality, and efficiency.
A mixed method action research project reviewed the impact that agile elements had on the ADDIE model at the National Simulation Center. The working group participants underwent biweekly meetings using scrum methodology. Data collection included pre- and post-intervention interviews, weekly structured reflections, focus groups that occurred throughout the development process, and a burndown log to track performance. Additionally, the course that was created using the Agile ADDIE Framework was compared to a product that was completed using the traditional ADDIE model by a panel of instructional designers.
Participants identified that the Agile ADDIE Framework was able to create a higher-quality product in a shorter amount of time when compared to a training support package developed using the traditional ADDIE model. Several themes emerged from the data, including the Agile ADDIE Framework was perceived to be more flexible and engaging to subject matter experts. There was also a discussion involving lesson learned, limitations, and implications for both practice and the domains. Future research considerations include the implementation of the Agile ADDIE Framework in a more generalized study. This study presents a framework that enables traditional ADDIE model instructional design operations into an agile era.
The Agile ADDIE Framework was developed to overcome challenges such as a constantly changing domain, external threats to the development process, and the need for expedited timelines while still creating quality products. Using agile theory, including the agile manifesto, as a theoretical framework, the Agile ADDIE Framework was created. The Agile ADDIE Framework implements agile elements into the traditional ADDIE model, such as an iterate, assess, and align (IAA) cycle in an effort to increases in flexibility, quality, and efficiency.
A mixed method action research project reviewed the impact that agile elements had on the ADDIE model at the National Simulation Center. The working group participants underwent biweekly meetings using scrum methodology. Data collection included pre- and post-intervention interviews, weekly structured reflections, focus groups that occurred throughout the development process, and a burndown log to track performance. Additionally, the course that was created using the Agile ADDIE Framework was compared to a product that was completed using the traditional ADDIE model by a panel of instructional designers.
Participants identified that the Agile ADDIE Framework was able to create a higher-quality product in a shorter amount of time when compared to a training support package developed using the traditional ADDIE model. Several themes emerged from the data, including the Agile ADDIE Framework was perceived to be more flexible and engaging to subject matter experts. There was also a discussion involving lesson learned, limitations, and implications for both practice and the domains. Future research considerations include the implementation of the Agile ADDIE Framework in a more generalized study. This study presents a framework that enables traditional ADDIE model instructional design operations into an agile era.
ContributorsBorgwing, Jonathan Lars (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Parsons, Odas (Committee member) / Crawford, Steven (Committee member) / Arizona State University (Publisher)
Created2020