Matching Items (7)
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- Creators: Department of Marketing
- Creators: Gehrke, Rebecca
- Status: Published
Description
As a result of the district program evaluation, a follow up on teacher perceptions of an online collaboration versus face to face collaboration approach was deemed necessary. The interviews were conducted with eight teachers from a suburban southwest K-8 public school district. After all teachers had participated in a 10 week program evaluation comparing online team teacher collaboration with face-to-face team teacher collaboration, the interview process began. One teacher from each grade level team was randomly selected to participate in the interview process. Analysis of the interview responses was inconclusive. Findings were confounded by the apparent lack of understanding of major concepts of Professional Learning Communities on the part of the participants. Assumptions about participant knowledge must be tested prior to investigations of the influence of either face to face or online format as delivery modes.
ContributorsTucker, Pamela K (Author) / McCoy, Kathleen (Thesis advisor) / Gehrke, Rebecca (Committee member) / Ham, Timothy (Committee member) / Arizona State University (Publisher)
Created2013
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
As the shift to more innovative and open workspaces continues gaining popularity, millennial-heavy trends are now influencing businesses to create a more "Google-ly" and open atmosphere that caters to the needs of different personalities in a quirky, fun and innovative fashion. Millennials are becoming even more central as they begin to dominate the work force and replace more than 75 million older workers who are nearing, or are currently at, retirement age (Twenge et al., 2010). These Millennials have high expectations of their employers and will quickly leave their job if these needs are not being adequately met . One of those expectations is a push for creating spaces that optimize creativity and collaboration among employees. Team n o o d l e aims to address this problem by tackling the issue of underutilized conference rooms that dominate traditional business environments. Team n o o d l e is introducing a product that aims to eliminate the inefficiencies of traditional brainstorming sessions, such as time spent prepping, sticky-note usage and clean up. Otlet is a multi-functional conference table that doubles as a recreational gaming center. Otlet combines work and play by creating an open and engaging environment for sharing ideas. It serves to enhance creativity and collaboration among workers, and in the process may be a catalyst to transform the culture of that workplace. Academic research has begun to validate the importance of fun in the workplace. A number of studies have demonstrated that fun relates to employee attitudes and affective states, such as job satisfaction, organizational commitment, engagement, positive mood, and positive emotions . (Fluegge, 2008; Karl and Peluchette, 2006a, b; Karl et al., 2007, 2008; McDowell, 2004). Today, a business's online presence is everything. A 2013 poll by AT&T revealed that 67% of businesses are using their website to market to customers . Additionally, 66% of small businesses are maintaining or increasing their spend on digital marketing . The rise in popularity of digital marketing and the Internet is, for the first time, empowering small businesses to compete with businesses of all sizes. The ability to reach audiences across the world has evened out the playing field and leveraged small businesses to compete on a national and global level. Otlet's success will be dependent on an effective and innovative digital marketing strategy. With that being said, I recommend that team n o o d l e implement an initial digital marketing strategy for Otlet that includes a website, paid ad campaigns, a search engine optimization strategy, landing page development, and content marketing.
ContributorsLynch, Ryan Anthony (Author) / Peck, Sidnee (Thesis director) / Boradkar, Prasad (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / Department of Marketing (Contributor)
Created2015-05
Description
This study's purpose was to explore effectiveness of alternate format in-service delivery for what teachers needed to know to effectively teach their students with Autism Spectrum Disorder/High Functioning Autism/Asperger Syndrome (ASD/HFA/AS) in the general education setting. The study's research questions included: Did participants learn information they needed as well using asynchronous online in-service format models as when in a traditional face-to-face consultative approach? Did the use of a broad asynchronous online discussion approach to collaboration result in effective student problem-solving for the participants? Did participant attitudes change toward online instruction as a means of collaboration as a result of engaging in alternate in-service delivery models? A fifteen-hour staff development course was developed and taught to 24 teacher/educators in a suburban southwest K-12 public school district. The course content was organized around topics derived from an earlier data collection and included what teachers said they needed to know, from whom, and how. A free, simple asynchronous online environment was created for the course and online participation for learning and collaboration activities was requested of two participant groups, hybrid or online. Quantitative data was collected from Pre-/Post-Tests and survey. Qualitative data was collected from weekly collaborative problem-solving reflections. Results indicated that educators improved knowledge base in ASD/HFA/AS characteristics and adaptations and found collaborative online problem-solving about students effective and personally satisfactory. Results for online participants during the alternate format delivery sessions of the course were stronger than hybrid format although both appeared to profit from the use of technology. All participants changed their view to positively value asynchronous online formats for learning and collaborating with other teachers to find out what they needed to know to implement in the classroom in efficient and economical ways.
ContributorsBruening, Marie Diane (Author) / McCoy, Kathleen M. (Thesis advisor) / Gehrke, Rebecca (Committee member) / Cocchiarella, Martha (Committee member) / Arizona State University (Publisher)
Created2010
Description
The purpose of this thesis is to convince readers of the benefits of cross-functional collaboration and innovation within the W. P. Carey School of Business. Specifically, cross-functional collaboration is the "innovation" that is being discussed and will be presented. Written from the perspective of a current business student, this thesis incorporates secondary research as well as personal experience to explain why this would benefit the business school at Arizona State University. The research conducted stems from online resources such as the Harvard Business Review, Kai Nexus, Forbes and other websites and explains why the author decided to pursue this topic. Cross-functional collaboration is seen in the everyday workings of the business world and are a utilized by a multitude of successful companies \u2014 Dell, Intel, Amazon, Apple and other similar companies. Therefore, it should be taken advantage of within undergraduate education in order to better prepare students for what they may experience afterwards. In addition, a majority of the paper is dedicated to recommendations for how exactly cross-functional collaboration could be incorporated, as well as examples of successful cross-functional courses and teams. These recommendations will be beneficial to business and general faculty members and can contribute to positive organizational change at the university.
ContributorsThompson, Trevor N (Author) / Trujillo, Rhett (Thesis director) / Peck, Sidnee (Committee member) / Department of Supply Chain Management (Contributor) / Department of Marketing (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The Founders Lab is a team-focused, exploratory Barrett Thesis project that allows students the opportunity to discover and utilize their “inner entrepreneur”. This project empowers teams of students to come up with a business idea; create a strategic business model; conduct research on a target market; generate a brand style, logo, and other marketing-related materials; meet with business professionals as a way to receive feedback; and finalize a business plan with tangible deliverables. This project in particular focuses on the creation of an app that allows users to connect with others in competitive esports tournaments and participate in tutoring sessions for financial incentives. Throughout our experience participating in the Founders Lab, we were able to construct this business pitch entitled, Eventcity.
ContributorsWandzilak, Olivia (Author) / Tefft, Austin (Co-author) / Smith, Garrison (Co-author) / Byrne, Jared (Thesis director) / Pierce, John (Committee member) / Balven, Rachel (Committee member) / Barrett, The Honors College (Contributor) / Department of Information Systems (Contributor) / Department of Marketing (Contributor)
Created2022-05