Department: Curriculum and Instruction Instructional Technology (Education) ![[clear]](close-x.png "Remove this limiter")
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1.
Ahn, Jeahyeon.
The Effect of Accents on Cognitive Load and Achievement: The Relationship between Students' Accent Perception and Accented Voice Instructions in Students' Achievement.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2010, Ohio University
► The purpose of this study was to investigate how an instructor's accent…
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▼ The purpose of this study was to investigate how an instructor's accent influences students' learning achievement. Furthermore, this study also explored how students' accent preference may affect their learning. Unlike native voices, accented voices were not natural to the native speakers; therefore, it required more cognitive resources for processing the information, compared to native voice, which reduces the quality of students' learning experience (Mayer, Sobko, & Mautone, 2003). However, this did not explain how students' accent preference might influence their learning achievement. In order to address this unique and challenging issue, the research needed to compare the students' accent preference to their achievement scores by determining at what level of accent the non native voice causes an increase in cognitive load. The study was experimental research. The study had three parts; survey, instruction, and assessment. Before the experiment, participants completed a short survey about their general knowledge of statistics, familiarity with multimedia learning, and accent perceptions. During the experiment, participants were randomly assigned to view a short multimedia instruction explaining how to use the software program, SPSS (Statistical Package for the Social Sciences). The instructions were given in either a native voice or in one of four different accented voices (mild and heavy European accents and mild and heavy Asian accents). After listening to the instructions, participants completed a short assessment. The average completion time, including survey, instruction, and assessment, was 25 minutes. The quantitative data were analyzed by both One-way ANOVA and Two-way ANOVA. Of the 192 participants, 187 were undergraduate students and 5 were graduate students, all from Ohio University. The research found that; (a) there was no significant difference between students' achievement scores when given native voice instruction and those with accented voice instruction; (b) students' perception toward accent did not influence their learning, in general; (c) only students who, prior to the instruction, said they disliked Asian accents and received instruction from an instructor with an Asian accent showed lower assessment performance (this was not the same for European accents); (d) there was a prior knowledge effect in both the native and European accented instructional voice groups, but not with the Asian accented instructional voice group; (e) the duration of time for completion of the study is influenced with (“lower” or “higher”) achievement scores in the European and Asian accented voice groups, but not with the native voice group; (f) according to the instructor evaluation rating report, not only were the native voice rating scores significantly higher than both the European and Asian voice ratings, but also, European voice ratings were significantly higher than Asian voice ratings. A possible explanation for the no significant difference among different accented voice instructions is listening adaption. Unlike the previous study from Mayer and his associates, in which it took 140 seconds for the instruction, this study instruction time was 10 to 17 minutes. Furthermore, the combination of social identification and having greater experience with Asian instructors might have accounted for the difference between European and Asian accents on a student's learning. The most challenging aspect and notable limitation of this study was that the instruction was scripted rather than being recorded from a natural instructional setting; therefore, all other aspects of communication, such as grammar, vocabulary, and speaking style were excluded.
Advisors/Committee Members: Moore, David.
Subjects: Education
Keywords: Cognitive Load; Intelligibility; Accent; Perception; Accented Voice Instruction
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2.
Akyeampong, Albert S.
The Relationship of Technology Use to Perception of Instructional Quality.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2008, Ohio University
► This study examined student's perceptions of different forms of technology use for…
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▼ This study examined student's perceptions of different forms of technology use for instruction purposes by faculty and whether these different forms of technology can predict instructional quality. The study sought to explore whether different forms of technology: Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools, reliably predict instructional quality. The study also aimed at examining which of the predictors is more important in predicting instructional quality.Data were collected with an online questionnaire comprising three parts. Part I of the instrument collected demographic information. Part II was designed to measure faculty instructional quality as perceived by students. Part III of the instrument relates to the various forms of technology and the seven principles of good practice in undergraduate education (Chickering and Gamson, 1991). A large Midwestern University Teacher Education program was the accessible population from which a convenient sample was drawn. A total of 121 responses were used in the analysis. The response rate of the study was 56.6%. Descriptive statistics and inferential statistics were used to analyze the data. Results of the analysis revealed that approximately 57% of the variance of the student evaluation of Instructional Quality can be accounted for by the linear combination of Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools. The analysis indicated that only two of the independent variables, Productivity Tools and Presentation Tools contributed significantly to the regression. Findings from the supplementary multiple regression analysis of the independent variables: Faculty encourages student and faculty interaction scale - S1, Faculty promotes cooperation among students scale - S2, Faculty promotes active learning techniques scale - S3, Faculty gives prompt feedback scale S4, Faculty emphasizes time on task scale - S5, Faculty communicates high expectations scale - S6 and Faculty respects diverse talents and ways of learning scale - S7 was statistically significant in predicting Instructional Quality. Thirty seven percent of the variance of the student evaluation of Instructional Quality can be accounted for by the linear combination of; S1, S2, S3, S4, S5, S6 and S7 scale. Findings from the null hypothesis and the supplementary analysis converge to indicate combination of Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools can predict Instructional Quality. Among the predictors Presentation Tool emerged as the most important predictor of Instructional Quality. The combination of the independent variables S1, S2, S3, S4, S5, S6 and S7 was statistically significant in predicting Instructional Quality.
Advisors/Committee Members: Franklin, Teresa.
Subjects: Education; Educational software; Teacher education; Teaching; Technology
Keywords: Instructional Quality; Technology; Seven Principles of Good Practice, Productivity; Presentation; Communication; World wide web; Predict; Undergraduate Education; Perception; Education Technology; Instruction
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3.
Alodail, Abdullah Kholifh.
Students’ Attitudes Toward the Use of Hearing Aids in Al-Ahsa, Kingdom of Saudi Arabia.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2011, Ohio University
► Hearing aid devices are worn within people’s ears to help them hear…
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▼ Hearing aid devices are worn within people’s ears to help them hear the sounds around them. Teachers have to accept the use of hearing aids in the classroom as a device to assist students with hearing loss (Plumley, 2008). Further study is helpful to hearing aid research because it demonstrates the importance of hearing aid benefit awareness in motivating parents and children to properly use hearing aids. The price of hearing aids should be reasonable enough for students to afford or the government should provide them for free. The purpose of this study was to explore male and female students’ attitudes toward the use of hearing aids in Al-Ahsa Schools in Saudi Arabia using different predictors that can determine students’ attitudes. The researcher identified some factors that may impact these attitudes namely gender, perceived effectiveness, social life, denial, and adaptation in order to reliably predict the dependent variable, attitudes of students toward the use of hearing aids. The study also intended to examine which of these predictors is the most important in examining students’ attitudes. The design of multiple regression method was used in this study. The survey tool was designed by the researcher to collect and interpret the data for this study. Based on the nature of the study, the quantitative method was employed to obtain information about students’ attitudes toward the use of hearing aids. One hundred and thirty-three out of 138 students participated from both special schools, only for students with hearing impairments, and public schools, which had some students with hearing impairments, in Saudi Arabia. One hundred and thirty total responses were used in the analysis after removing three cases of outliers, and the response rate of the study was 92%. The components of the survey focused on six aspects: perceived effectiveness, social life, adaptation, denial, attitudes and certain demographic questions. The results showed that an R2 of .18 was obtained from the analysis indicating that approximately 18.4% of the variance of the students’ attitudes toward the use of hearing aids can be accounted for, based on the sample size, by the linear combination of perceived effectiveness, social life, adaptation, denial, and gender. The adjusted (R2) indicates that the combination of predictors resulted in determining around 15% of the variance in the dependent variable, students’ attitudes when considering the whole population. The analysis showed only one of five predictors, the perceived adaptation, significantly predicted the dependent variable (N= 130, β = .3, p< 0.05). The other predictors were not significantly successful in determining the dependent variable. The results showed there was no significant difference between boys’ and girls’ attitudes toward the use of hearing aids. Based on the ANOVA table, the combination of the five independent variables significantly predicted the dependent variable.
Advisors/Committee Members: Franklin, Teresa.
Subjects: Educational Technology
Keywords: hearing aids; attitudes; Saudi Arabia; perceived effectiveness; predictors
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4.
Alrasheedi, Hamed S.
Information and Communication Technology (ICT): Effects of Gender and Training among Kuwait Teachers.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2009, Ohio University
► ICT integration into classroom teaching and learning practices depends on teachers‚ attitude…
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▼ ICT integration into classroom teaching and learning practices depends on teachers‚ attitude toward ICT and the extent of their training in the technology. Early research suggests that males have more positive attitudes toward ICT and have more knowledge and skills about technology than females. Contemporary research, however, suggests that females have more or less equivalent positive attitudes as they receive more and more knowledge and training about the ICT.The present study used a two way-factorial MANOVA design to examine effect of gender and ICT training on Kuwait public high school teachers‚ attitudes toward ICT and their use of ICT in their classroom practices. The instrument used to collect the data was a questionnaire prepared by the researcher. In addition to the descriptive and the inferential analyses, the study applied a qualitative analysis to analyze teachers‚ responses to the open-ended questions. Results indicated that teachers‚ attitude toward ICT was slightly positive with male teachers‚ mean attitude was slightly higher than female teachers‚ and teachers‚ mean attitude with ICT training was higher than those without training. Teachers were found to use ICT for educational purposes moderately with female teachers used slightly less ICT. In analyzing the interaction between independent variables (gender and ICT training) on dependent variables (teachers‚ attitudes and ICT use), the findings suggested that training played an important role in affecting the male teachers‚ attitudes toward ICT, but had even a greater effect on female teachers‚ ICT use.
Advisors/Committee Members: Franklin, Teresa.
Subjects: Education; Technology
Keywords: Attitudes; ICT use; High School ICTtraining
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5.
Dlamini, Reuben S.
The Evolution of Information Technology Executive Position in Higher Education: The Strategic and Adaptive Chief Information Officer in Higher Education.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2011, Ohio University
► The study examined the evolving role of information technology executives in higher…
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▼ The study examined the evolving role of information technology executives in higher education with the objective of detailing the skills and experiences necessary to be a CIO in higher education, the expectations of the leaders in higher education of these individuals, and how leaders in higher education view the role of the CIO. The position responsibilities have been steadily increasing over the past two decades due to redefinition of the business of higher education. The CIO position is no longer highly focused on technical issues but has influence on the institution’s business strategies, which clearly shows that the position has experienced organizational ascension. The position’s requirements as advertised on various publications, the CIO needs to be technologically savvy, business savvy, technology advocate, be strategically focused as well as understand governance (Chronicle Careers, 2009; Brown, 2009; Chronicle Careers, 2010). Due to its complexity, the position does not succumb to the notion of one-size-fits-all organizations. In the researcher’s effort to understand the CIO’s place in higher education the Burke-Litwin organizational model was adopted. The model provided the theoretical framework to guide the study in the following parameters: understanding higher education dynamics, higher education strategic leadership, carefully planned technology investment driven by data, policies and procedures, and aligning the decision-making process with the vision and mission of the institution (Burke, 2002). This triangulated qualitative study used CIOs and higher education executives from the Association of American Universities (AAU) institutions, specifically in the USA. The following qualitative techniques were used to determine the skills, experience, and roles: document analysis, online survey, and interviews. The results indicated the need for CIOs to have multidimensional personalities with the ability to strategically adapt according to the institution’s needs. The CIOs are to be: technically savvy, business savvy, well rounded individuals, good listeners, understand higher education, as well as good organization builders. In short the results indicated that CIOs have diverse work experience and educational background. The CIOs follow the traditional or nontraditional path to the position (Birnbaum & Umbach, 2001). The traditional category includes all executives who came through the ranks in higher education, while the nontraditional category includes those executives whose “careers have alternated between higher education and external positions and those who had no previous higher education experience” (Birnbaum & Umbach, 2001, p. 206). There was a correlation between the CIOs and the higher education executives on the skills, experience, roles, views, and expectations of the position.
Advisors/Committee Members: Moore, David.
Subjects: Educational Leadership; Educational Technology; Higher Education Administration; Information Technology; Management
Keywords: Chief Information Officers; Higher Education IT Executives; Higher Education Administration; Information Technology Management; IT Management in Higher Education
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6.
Gasaymeh, Al-Mothana M.
A Study of Faculty Attitudes toward Internet-Based Distance Education: A Survey of Two Jordanian Public Universities.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2009, Ohio University
► The purpose of this study was to examine the attitudes toward internet-based…
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▼ The purpose of this study was to examine the attitudes toward internet-based distance education by the faculty members of two Jordanian public universities, Al-Hussein Bin Talal University and Yarmouk University, as well as to explore the relationship between their attitudes toward internet-based distance education and their perceptions of their level of computer and internet access, their readiness for time commitments required for internet based distance education, level of institutional support, their level of computer and internet skills, and their perceived value of internet-based distance education. The study used Marcus's theoretical model of adoption to serve as theoretical framework.The study was mainly a quantitative study that employed survey methodology, supplemented by interviews. Quantitative data were collected with an online questionnaire. The quantitative data was analyzed using descriptive statistics, correlation analysis, and multiple regression analysis. The results of the quantitative analysis were followed up with collecting qualitative data using short phone interviews. The qualitative date was analyzed using typological analysis. A total of 121 responses were used in the quantitative analysis, while a total number of six interview responses were used in the qualitative analysis. Results from both quantitative and qualitative data indicated that faculty members tended to have moderately favorable attitudes toward internet-based distance education. The respondents' mean score was 3.5 (SD = 0.67), on a 5-point scale ranging from Strongly Disagree (1) to Strongly Agree (5). The correlation analysis showed there was significant positive correlation between faculty members' attitudes toward internet-based distance education and four independent variables: (a) computer and internet access, (b) time commitments, (c) computer and internet skills, and (d) perceived value. There was negative correlation between faculty members' attitudes toward internet-based distance education and their perceptions of the provided institutional support. Regression analysis showed that 76% of the variance of the faculty members' attitudes toward internet-based distance education can be accounted for by its linear relationship with the five independent variables: (a) computer and internet access, (b) time commitments, (c) computer and internet skills, (d) perceived value, and (e) institutional support. Only three variables perceived value, computer and internet access, and institutional support were individually significant in predicting the faculty attitudes toward internet-based distance education; perceived value (t = 14.8, Beta = .80; p = .00), institutional support (t =-2.6, Beta = -.13; p = .01) , and computer and internet access (t =2.5, Beta = .12; p = .015). Based on the value of standardized regression coefficients (Beta), partial correlation coefficients, and part correlation coefficients of the independent variables, the best predictors of faculty attitudes in order were perceived value variable that explained 43% of the total variance of faculty attitudes after controlling for the other four variables v in this study, institutional support (1.4%), and computer and internet access (1.2%), Time commitment variable and computer and internet skills variable had negligible unique contribution in predicting faculty attitudes toward internet-based distance education.
Advisors/Committee Members: Franklin, Teresa J.
Subjects: Education
Keywords: Online education; Jordan; Faculty Members
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7.
Hsiao, E-Ling.
The Effectiveness of Worked Examples Associated with Presentation Format and Prior Knowledge: A Web-based Experiment.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2010, Ohio University
► The aim of this study is to explore whether presentation format and…
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▼ The aim of this study is to explore whether presentation format and prior knowledge affect the effectiveness of worked examples. The experiment was conducted through a specially designed online instrument. A 2X2X3 factorial before-and-after design was conducted. Three-way ANOVA was employed for data analysis. The result showed first, that prior knowledge, gender and class year had some impacts on the effectiveness of worked examples, so individual differences needs to be considered while designing worked example instruction. Second, the expert reversal effect (Kalyuga et al, 2001) was confirmed by one of findings in the study. When worked example instruction was provided, the higher prior knowledge level groups reported lower cognitive load by viewing the text-only presentation format; in contrast, the low prior knowledge level group reported lower cognitive load by viewing the text-plus-graphic presentation format. It indicated novices might need more detailed guidance in worked example instruction. Third, the study discovered that the low prior knowledge level group reported lower cognitive load by viewing the text-plus-graphic worked examples instead of text-only worked examples. It indicated that integrating text and graphics in worked examples might help novice learn better. Lastly, the findings of the study showed that high prior knowledge level group performed better on the posttest by using worked examples than general statement. The study indicated that worked examples may not only benefit novices as previous studies addressed (Crissman, 2006; Kalyuga, et al., 1998), it may also work for experts.
Advisors/Committee Members: Moore, David R.
Subjects: Education; Educational theory; Experiments; Gender; Higher education; Teaching; Technology
Keywords: Worked Example Effect; Prior Knowledge; Presentation Format; Web-based Experiment; Cognitive Load Theory
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8.
Hsu, Chung-Yuan.
Formative Research on an Instructional Design Model for the Design of Computer Simulation for Teaching Statistical Concepts.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2009, Ohio University
► The instructional problem of a superficial understanding still prevails in current education.…
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▼ The instructional problem of a superficial understanding still prevails in current education. Many educators seek solutions from technology to remedy the shadow learning problem. But, as researchers indicate, technology alone does not cause learning. Rather, learning is influenced more by instructional interventions. An instructional design model that fulfills the aim of meaningful learning is Goal-Based Scenarios (GBSs) proposed by Schank, Fano, Bell, and Jona (1993/1994). It offers guidelines to guide the design of a computer simulation. Despite growing evidence that supports the effectiveness of using the GBS model, no empirical studies have investigated strengths, weaknesses, or possible improvement of the GBS model. Thus, the purpose of the present study is to evaluate the GBS model by answering following questions: 1) what are the strengths and weaknesses of the GBS model? 2) What improvements can be made? Formative research was employed to investigate the designed instance by using think aloud interview, debrief (semi-structured) interview, and a focus group interview. The result showed that a GBS might become a better instructional design model if improvements are made in these aspects: 1) provide a worked example or instruction that demonstrates the behaviors of using GBS and seeking supports in order to increase the user's lower sense of self-efficacy while pursuing mission or assuming the role, 2) employ approaches of a small group usage and open-ended question to promote learners' engagement and interaction in scenario operations, 3) carefully integrate other components in GBS to support hands-on activity, 4) provide cues in negative feedback and recapitulate the concept in positive feedback.
Advisors/Committee Members: Moore, David R.
Subjects: Education; Educational software
Keywords: GBS; goal-based scenario; computer simulation; statistics education; formative research; CLT; sampling distribution
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9.
Kajuna, Laxford W.
Implementation of Technology Integration in Higher Education: A Case Study of the University of Dar-es-Salaam in Tanzania.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2009, Ohio University
► The use of technology in education is one of the major trends…
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▼ The use of technology in education is one of the major trends in educational reforms all over the world. Integrating technology into the learning and teaching processes is widely perceived as a great assert in those reforms. However, the implementation process of technology integration has been surrounded by skepticism concerning its effectiveness. Challenges to and gaps in technology integration have been identified and discussed by scholars based on different contexts. In the context of higher education in developing countries, despite notable progress, many challenges loom concerning the use of technology.The purpose of the study was to investigate and evaluate the nature of technology implementation at the University of Dar-es-Salaam in Tanzania. The study examined the classroom practices and what surrounded the learning and teaching processes using technology from the perspective of teachers and students. It also evaluated the use of technology at the University based on four of Ely‚s eight conditions for adoption of innovations and ACOT‚s stages of development of technology integration. Two research strategies were used: Interviews and document analysis. Twenty-four students, ten faculty members, one head of a department, and one faculty dean were interviewed. They were selected from the Faculty of Science and Faculty of Education. The findings revealed that although there were significant efforts and positive attitudes toward the use of computers in learning and teaching, the process of technology integration at the university faced impediments that affected its effectiveness. The impediments included lack of enough computers, absence of sound computer knowledge and skills of teachers and students so as to effectively integrate technology into learning and teaching, absence of adequate and effective teachers‚ professional development programs on technology, and lack of effective technology planning and technology plans. The result of this study indicated that the four Ely‚s conditions of diffusion of innovations were not effectively met at the university and that the university‚s technology integration process was leveled at entry and adoption stages of ACOT‚s Stages of Development. The following recommendations were made: 1) more priority and emphasis on teacher training on computer knowledge and skills, 2) creation of technology plans at different levels and divisions, the process that should involve teaching staff, 3) creation of technology a committee to oversee all aspects of the use of technology, and 4) an establishment of partnership with local people and organizations to diversify sources of funds for acquisition of technology equipment and services.
Advisors/Committee Members: Franklin, Teresa, J.
Subjects: Education; Teaching; Technology
Keywords: Higher Education Technology; Teaching with Technology; Technology Implementation; Technology in Education - Tanzania; Technology Integration; University of Dar-es-Salaam Technology
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10.
Latio, Gambu Wani.
Examination of Factors that Influence Computer Technology Use for Classroom Instruction by Teachers in Ohio Public High Schools.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2009, Ohio University
► The focus of this research was to determine the extent to which…
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▼ The focus of this research was to determine the extent to which teachers in Ohio public high schools use computers in classroom instruction, and investigation of barriers to teachers’ integration of computers into classroom instruction and learning. The analyses were based on a sample of 256 teachers randomly selected from 18 randomly selected high schools across the state. About 77% of the participants considered themselves well prepared, and 83% were proficient in computer technology integration. Although the majority of the participants had attained the necessary computer skills, teachers’ use of computers for classroom learning was low and sporadic at best, averaging 1.8 times a week, a level equivalence of novice computer using teacher. Both computer proficiency and availability of computers in Ohio public high school classrooms greatly affected teachers’ extent of computer technology use in classroom learning. Only 12% of the proficient teachers taught in classrooms with five or more computers, compared with 71% who taught in classrooms with one to four computers or had no computers at all on average. Overall, 12% of the teachers used computers for classroom learning three to four times per week or daily. At most, 4% of them taught in classrooms with an average of five to ten or more computers. The results suggested that lack of access to adequate computers in the classrooms severely curtails teachers’ use of computers in classroom learning on a regular basis. Whereas classroom student-to-instructional computer ratio, teachers’ attained level of computer technology proficiency, teachers’ attitude towards computer use in classroom instruction, and perceived value of computers in instruction were predictors of the extent of teachers’ computer use for classroom instruction in Ohio public high schools. Two of the other variables, resistance to change, and location of computers in the schools (except classroom) were not predictors of teachers’ use of computers in classroom learning. Teachers in Ohio public schools also think that lack of access to adequate computers in the classrooms, lack of time, and location of adequate computers in the classroom as major barriers to widespread integration of computers into school curricula.
Advisors/Committee Members: Franklin, Teresa J.
Subjects: Education; Teacher education; Teaching; Technology
Keywords: Computer use for learning; computer technology integration; Computer access; calssroom computers; computer availability; classroom computer ratio; teacher computer attitde; Computer proficiency; perceived computer value; classroom computer use
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11.
Lee, Cheun-Yeong.
A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2009, Ohio University
► The purpose of this qualitative study is to investigate how instructors and…
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▼ The purpose of this qualitative study is to investigate how instructors and learners understand their experiences of using an SCMC system for spoken English teaching and learning. Vygotsky's sociocultural theory and communicative language teaching approach provided the theoretical framework to create the curriculum and learning activities within the instructional program. The theoretical frameworks guided the study in interpreting and analyzing the phenomena resulting from the participants' perceptions of the real-time, web-based instructional program. The study also examined the role of instructors and learners, and an instructor's competence for instruction in an SCMC language learning environment.Multiple approaches were used to collect data: in-depth, semi-structured interviews, participant observations, and course evaluation. Qualitative inductive data analysis techniques were adapted for data analysis. The participants were four instructors (1 adjunct instructor and 3 graduate students) at two Midwestern state universities, and seven learners (company employees) in China and Taiwan. Findings from this study concluded that all participants preferred teaching and learning in a traditional face-to-face environment because of insufficient interaction and social presence available using the SCMC system. An adjustment of instructional strategies depending on the degree of presence which the SCMC system could mediate was needed to promote interaction and social presence. Learners' learning behaviors and attitudes reflected the major components of the two theories built in the curriculum and learning activities: mediation, negotiation of meaning, zone of proximal development (ZPD), collaboration and scaffolding, self-regulation, and communicative competence. The study determined the SCMC systems' weaknesses – ”unstable Internet connection, limited image size, namely technical problems. The major strengths of the program included promotion of interaction and communication, availability of different social interactions, flexibility of geography and time, compatibility of the system with other technologies, and reinforcement of learners' confidence. The participants' and the researcher's experiences formed an ISIS theoretical framework in which the important theories, approaches, components, and procedures were embedded, and suggested further study of instructional programs. In conclusion, SCMC has its potential within CALL, and more efforts for theoretical and practical research are urgent and necessary.
Advisors/Committee Members: Turner, Sandra V.
Subjects: Computer science; Curricula; Education; Language; Teacher education; Teaching; Technology
Keywords: SCMC; Spoken English; SLA; EF; Socioculture Theory; CLT; Instructional Design; Elearning; Distance Education
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12.
Malcalm, Ebenezer.
Ghana's Educational Policymakers and Their Impact on Information and Communication Technology Education: A Case Study of a Ghanaian Model Senior High School.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2012, Ohio University
► The main goal of the research was to explore the lived experiences…
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▼ The main goal of the research was to explore the lived experiences of Ghana's ICT in Education Policy makers and their impact on ICT education in Ghana. The research used Odorgonno Senior High School (OSHS) as a case study to ascertain how ICT is being implemented. The Assistant headmaster, teachers and students were interviewed to ascertain their ICT use in the school. The study used a phenomenological case study as a research design to explore the lived experiences of the respondents. In all, 30 respondents took part in the study. The findings of the study have shown that as much as Ghana's ICT Policy makers have immensely worked towards the development of the ICT policy document, the implementation of the policy was fraught with operational and leadership challenges. ICT in education implementation process at OSHS was bedeviled with problems such as inadequate ICT facilities, poor Internet connectivity and lack of capacity of teachers to integrate ICT in education. Students were not given enough time to practice their computer competency skills and the inability of the government and school's management to provide ICT facilities to the computer laboratories. Most of the computers were broken down and some were obsolete. It was evident from the findings that computers and the Internet are dominant ICT facilities used in the school. Other Internet facilities were not used. To address the challenges facing the implementation ofthe Policy, there is need to for a multifaceted approach. There is the need for the provision in ICT facilities to schools, the need for the ICT implementation plan at the national level and technology plans at the school level. Also, there is a need to review the ban on cell phone usage in the schools and professional development training for teachers and school administrators. The Ministry of Education and Ghana Education Service have to put in place persistence monitoring, supervision and evaluation mechanisms in the schools. To alleviate financial pressure on government to provide ICT infrastructural to the schools, there is a call for private-government partnership to provide teaching materials and ICT resources to the schools.
Advisors/Committee Members: Moore, David.
Subjects: Educational Technology; Education Philosophy; Education Policy; Information Technology; Instructional Design; Public Policy; Social Research; Technology
Keywords: Policymakers, ICT in Education, ICT use in high schools, Impact of ICT use in schools, ICT in education policy, Ghana's educational policymakers
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13.
McCutcheon, Angela M.
Impact of Publishers’ Policy on Electronic Thesis and Dissertation (ETD) Distribution Options within the United States.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2010, Ohio University
► The purpose of this study was to determine if large circulation journal…
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▼ The purpose of this study was to determine if large circulation journal publishers were rejecting articles submitted for publication because the submitted articles were derived from Electronic Theses and Dissertations (ETDs). In this study, 403 universities were found to file ETDs in university repositories or in the ProQuest/UMI commercial repository. ETD university personnel were surveyed online and asked to report the number of graduate student alumni who reported publisher rejections for articles submitted for publication, because the articles were derived or taken directly from ETDs. In addition, other data were collected from ETD university personnel regarding ETD program policies and practices to determine if these policies and practices influenced the number of publisher rejections. The results of this study show that two ETD universities reported three publisher rejections for articles that were submitted for publication because the articles were derived from ETDs. Since a small number of ETD universities personnel reported publisher rejections (1.8% = 2 universities/109 responses), ETD university policies and practices were examined to determine if they were assisting students in avoiding publisher rejections. Several ETD program policies and practices are aiding students in avoiding publisher rejections. The ETD university distribution options and publication delays offering were flexible enough to allow students to publish from their theses and dissertations even when the students selected the wrong distribution option at the time of graduation. ETD universities within the United States appear to be doing exceptional job at assisting students in publishing articles and books that have been derived from ETDs. Current ETD programs can move forward with confidence that they have found ways to assist students in avoiding publisher rejections through the types of distribution options offered, publication delays, and through the flexibility in changing distribution options for graduate student alumni when they have difficulties publishing from their ETDs. They can also feel more at ease that publishers appear to be considering ETDs pre-prints in many cases. Yet, ETD universities should remain aware that many publishers are resistant to allowing students to place previously published articles inside their ETDs.
Advisors/Committee Members: Moore, David Richard.
Subjects: Computer science; Education; Information Systems; Teaching; Technology
Keywords: ETD; Electronic Thesis and Dissertation; publisher rejection; thesis; dissertation; online publishing; university repository; ProQuest; ProQuest/UMI; online research
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14.
Pan, Shu-chien.
The Relationship between Teachers' Self-Efficacy and the Integration of Web 2.0 Tools in K-12.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2010, Ohio University
► The ubiquity of Internet infrastructure and its use in K-12 public schools…
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▼ The ubiquity of Internet infrastructure and its use in K-12 public schools allows teachers and students to utilize diverse Web 2.0 tools for teaching and learning. Web 2.0 tools have become prevalent among the digital generation, or so-called Digital Natives (Prensky, 2001). The integration of Web 2.0 tools benefits learners by offering them interactive and collaborative environments, through which they can interact with instructors, peers, friends and people worldwide (Tu, Blocher, & Roberts, 2008b). As this is a relatively phenomenon, it is unclear how Web 2.0 tools are being implemented in classrooms to facilitate learning. This study investigated the use of Web 2.0 tools in American K-12 public schools in order to identify the factors influencing the integration of these tools into classrooms. A quantitative research design was adopted and a Web survey was conducted to elicit data regarding the use of Web 2.0 tools in the aforementioned environments. A nationwide sample frame was administered to collect the data in January 2010. A total of 559 in-service teachers responded to the research invitation and reminder letters (a response rate of 17%). Of these respondents, 78% reported on the use of Web 2.0 tools in classrooms, 68% reported demographic information, and 44% of the respondents were included in multiple regression analysis tests to predict possible outcomes in Web 2.0 applications. The results indicate that teachers rarely use Web 2.0 tools in their classrooms and are uncertain in using these tools. This study reveals several factors which influence the integration of Web 2.0 tools in K-12 school classrooms: teachers' self-efficacy in using Web 2.0 tools; professional development and school administrative support. Teachers' self-efficacy is the primarily predictor for the use of Web 2.0 tools in school classrooms. Professional development and school administrative support are additional significant predictors of the use of Web 2.0 tools. Other factors such as limited access to the Internet, a lack of training and confidence, the need for technology resources, and e-safety are issues of concern emerging from short open-ended questions.
Advisors/Committee Members: Franklin, Teresa.
Subjects: Education; Educational software; Inservice training; Teacher education; Technology
Keywords: Web 2.0; self-efficacy; K-12; teacher training; eductional technology; professional development
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15.
Peng, Li-Wei.
Digital Science Games’ Impact on Sixth and Eighth Graders’ Perceptions of Science.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2009, Ohio University
► The quasi-experimental study investigated sixth and eighth graders’ perceptions of science with…
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▼ The quasi-experimental study investigated sixth and eighth graders’ perceptions of science with gender, grade levels, and educational experiences as the variables. The Theory of Planned Behavior (Ajzen, 1985) claims that attitude toward the behavior, subjective norm, and perceived behavioral control play a major role in people’s intentions, and these intentions ultimately impact their behavior. The study adopted a quantitative research approach by conducting a science perceptions survey for examining students’ self-efficacy in learning science (i.e., perceived behavioral control), value of science (i.e., attitude toward the behavior), motivation in science (i.e., attitude toward the behavior), and perceptions of digital science games in science classes (i.e., perceived behavioral control). A total of 255 participants’ responses from four rural Appalachian middle school science classrooms in southeastern Ohio were analyzed through a three-way ANCOVA factorial pre-test and post-test data analysis with experimental and comparison groups. Additionally, the study applied a semi-structured, in-depth interview as a qualitative research approach to further examine STEAM digital science games’ and Fellows’ impact on students’ perceptions of science. Eight students in the experimental group were interviewed. Interview data were analyzed with an inductive method.The results found in the three-way ANCOVA data analysis indicated that the diversity of educational experiences was a significant factor that impacted sixth and eighth graders’ perceptions of science. Additionally, the interaction of gender and educational experiences was another significant factor that impacted sixth and eighth graders’ perceptions of science. The findings of the two short-answer questions identified the reasons why the participants liked or disliked science, as well as why the participants would or would not choose a career in science. The conclusions of the semi-structured, in-depth interview supported that the interviewees’ perceptions of the STEAM digital science games and Fellows ranged from neutral to positive. Seven out of eight of the interviewees commented that the STEAM digital science games and Fellows enhanced the interviewees’ perceptions of science and their choice of careers. Five out of eight of the interviewees intended to have careers in science.
Advisors/Committee Members: Franklin, Teresa J.
Subjects: Education; Science education; Technology
Keywords: middle school students' perceptions of science; digital science games; STEAM project; Theory of Planned Behavior
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16.
Salifu, Shani.
Detecting Satisficing in Online Surveys.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2012, Ohio University
► The proliferation of computers and high speed internet services are making online…
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▼ The proliferation of computers and high speed internet services are making online activities an integral part of peoples' lives as connect with friends, shop, and exchange data. The increasing ability of the internet to handle sophisticated data exchanges is endearing it to researchers interested in gathering all kinds of data. This method has the advantages of speed; cost effectiveness; and error free data entry among others. Despite these, internet data collection is still being explored by researcher for its potential; the behavior of its patrons; the quality of its data; and ways to motivate respondents to start, and complete surveys. To advance understanding of the research potential of the internet, this dissertation investigates the online behavior of undergraduate students of a Midwestern University for traces of satisficing. The dissertation implements a number of interventions to motivate participants into providing thoughtful responses. The interventions include the use of hyperlinks to assist respondents to optimize their responses by making sense of technical or nebulous statements. Others include clarifying instructions on survey expectations to lessen the burden of comprehension among participants. The findings showed that online research participants satisfice irrespective of age, gender, major, or year of study. Most respondents who failed to consult hyperlinks where they were provided were found to have satisficed their responses to the remaining questions as well. After respondents were given opportunities to self-express their motivation and efforts coming into the survey, response patterns for those who graded themselves higher or lower respectively on those variables were not significantly different.
Advisors/Committee Members: David, Moore.
Subjects: Behavioral Psychology; Behavioral Sciences; Educational Technology
Keywords: online surveys; satisficing; optimizing; hyperlinked questions; repeated questions; data quality
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17.
Yang, Xiangui.
Effects of Digital Audio Quality on Students' Performance in LAN Delivered English Listening Comprehension Tests.
Degree: PhD, Curriculum and Instruction Instructional Technology (Education), 2009, Ohio University
► Web-based language listening tests require digitized and compressed audio files which can…
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▼ Web-based language listening tests require digitized and compressed audio files which can be stored on computer storage media and then delivered through the Internet, intranet or local area network (LAN). For digital audio, higher sound quality is achieved at the expense of bigger data size and greater bit rate since higher sound quality requires higher sample rate and higher sample depth. This causes a dilemma for testers in choosing the proper sample rate and sample depth for digital audio recording for the purpose of web-based English listening comprehension tests. While higher quality is desirable for better test validity and reliability, lower quality is preferred so that the audio can be transferred smoothly through the Internet, intranet or LAN. This study examined the effects of digital audio quality on students' performance in a LAN delivered English listening comprehension test created with the World Wide Web (WWW) technology. Based on the data collected through the English listening comprehension test participated by 335 EFL students in a LAN environment, the researcher compared the effects of three different sample rates (44 kHz, 22 kHz and 11 kHz) and two different sample depths (16 bit and 8 bit). Using the statistical method of 2 x 3 ANOVA, the researcher has found that students tested with 44 kHz audio and 22 kHz audio performed significantly better than those tested with 11 kHz audio, but students tested with 16 bit audio did not perform significantly better than those tested with 8 bit audio. No interaction effect was found between sample rate and sample depth. The researcher concluded that 22 kHz and 8 bit should be set as the standard for digital audio for the purpose of web-based English listening comprehension tests and all equipment involved in such a test must be qualified for effectively recording, transmitting or rendering digital audio of 22 kHz and 8 bit.
Advisors/Committee Members: Franklin, Teresa.
Subjects: Education; Language; Technology
Keywords: digital audio, sample rate, sample depth, web-based testing, English listening comprehension test
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