Department: Education : Curriculum and Instruction ![[clear]](close-x.png "Remove this limiter")
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1.
ADAMS, DALE.
SWIMMING AGAINST THE CURRENT: OVERCOMING PERCEIVED BARRIERS TO TECHNOLOGY INTEGRATION FOR AN EXPERIENCED URBAN SPECIAL EDUCATION TEACHER.
Degree: EdD, Education : Curriculum and Instruction, 2004, University of Cincinnati
► The purpose of this study was to discover if an experienced urban…
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▼ The purpose of this study was to discover if an experienced urban special education teacher could overcome her perceived barriers and integrate technology into her daily lesson plans. This participatory case study used interviews, classroom observations, training observations, and review of official documents as data collection tools. All data collected during this study was manually coded and codes were assigned to the topics and categories as the data presented itself. Grounded theory was used to formulate the findings based on analysis of the data. For the purpose of this study one experienced special education teacher identified her perceived barriers. All of these barriers were addressed through interventions such as providing six networkable computers and providing training and support. The findings suggest that there are institutional barriers such as policies and inadequate representation on decision-making bodies that affect intervention specialists’ attempts to integrate technology into daily lessons. Some of the official policies cause a marginalization of intervention specialists while other policies are simply inadequate or vague in providing direction. The findings also suggest that if arduous efforts are made these barriers can be overcome provided the teacher possesses a drive to provide the best learning opportunities to her students. There is also evidence in the findings that suggest that small group instruction may be an effective method to provide technology instruction to experienced urban intervention specialists because this format may be less intimidating than larger traditional classes. Implications and suggestions for further research are included.
Advisors/Committee Members: Bohren, Dr. Janet L.
Subjects: Education, Technology
Keywords: Technology; Special Education
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2.
ADAMS, KATHY LYNNE.
THE MAKING OF ROBOTS: CONTROL AND DE-SKILLING OF FOURTH GRADE TEACHERS IN AN URBAN APPALACHIAN SCHOOL AFTER IMPLEMENTATION OF THE OHIO PROFICIENCY TEST.
Degree: EdD, Education : Curriculum and Instruction, 2001, University of Cincinnati
► The purpose of this study was to provide a description of the…
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▼ The purpose of this study was to provide a description of the impact on three teachers, teaching in a large urban school district in an Appalachian neighborhood school, after the implementation of the Ohio Proficiency Test (OPT). This descriptive qualitative study used observations, semi-structured and unstructured interviews, a focus group, and archival and current documents for data analysis. The data was coded and categorized with the use of Folio Views. Themes of control, de-skilling, student behavioral control and accommodation and resistance in relation to critical theory were described. In particular, Critical Scholarship, as described by McNeil (2000) and educational critical theory as described by Apple (1979, 1985, 1989, 1996) and Giroux (1997) was used. The findings suggest that the impact on these teachers from the OPT may actually be from the pressure and control on the teachers. The pressures and control stem from the consequences of the accountability aspect of the OPT which has resulted in a top-down management style district and school. The OPT and the specific standards from the OPT only get superficial glances due to possible "assessment paralysis" and teachers' own beliefs (Delandshere and Jones, 1999; O'Loughlin, 1990). The policy and political context of the Ohio Proficiency Test and a brief description of the history of tests and high-stakes tests were written about. Implications and suggestions for further research were included.
Advisors/Committee Members: Swami, Dr. Piyush.
Keywords: Ohio Proficiency Test; critical theory; control; de-skilling; de-professionalization
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3.
AULT, MARK CHARLES.
THE EFFECTS OF A STANDARDS-BASED MATHEMATICS PROGRAM ON STUDENT ACHIEVEMENT AT A SUBURBAN PUBLIC MIDDLE SCHOOL IN THE MIDWEST.
Degree: EdD, Education : Curriculum and Instruction, 2006, University of Cincinnati
► This study examined the effects of a standards-based mathematics program, Mathscape, in…
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▼ This study examined the effects of a standards-based mathematics program, Mathscape, in one public middle school in Ohio. Achievement was measured using the Ohio Sixth Grade Mathematics Proficiency Test (OPT). Test performance was studied for three years prior to the implementation of the standards-based program (2000-2002) and compared to test performance for three years immediately after the program was implemented (2003-2005). Total raw scores from each group were compared as well as student responses to questions involving algebra, conceptual understanding, problem-solving, number relations. Sub-groups based on Terra Nova Achievement scores and gender were also used when making comparisons. The implementation of the standards-based program, Mathscape, showed no significant positive effects on student achievement in any area or category in this study. One sub-group of students who scored in the 89th to 75th Terra Nova National Percentile Rank had a significant difference in the area of number relations on the Ohio Proficiency Test. The students in this sub-group who were not taught using the Mathscape curriculum had a mean score that was 6.81% higher than the corresponding sub-group who were taught with the Mathscape program. This difference proved to be significant at p < .05 and the effect size of 0.395 was considered important. Further research is recommended to determine specifically why students in this particular sub-group who were taught with this standards-based program scored lower on problems in the number relations category and whether other standards-based programs would produce similar results.
Advisors/Committee Members: Markle, Dr. Glenn.
Keywords: Standards-Based Mathematics Programs; Mathscape; Student Achievement; Ohio Proficiency Tests
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4.
BARTLEY, JEANETTE MARIE.
FACULTY TRAINING AND DEVELOPMENT INITIATIVES FOR EFFECTIVE INSTRUCTION IN DISTANCE HIGHER EDUCATION.
Degree: EdD, Education : Curriculum and Instruction, 2001, University of Cincinnati
► Distance education has emerged as perhaps the most rapidly growing and diversified…
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▼ Distance education has emerged as perhaps the most rapidly growing and diversified of the significant advances in instructional technology of the past century. This phenomenon has fostered increasing opportunities for innovations in curriculum and instruction at all levels of education and in every discipline, while maximizing the potential of technology for learning at any time and any place, regardless of distance. This descriptive research study examined various training and development initiatives implemented for and by faculty members to improve their instructional effectiveness in distance higher education. There were five research objectives to describe faculty perceptions of their current training and development needs in relation to their desired levels of preparation, competencies, and comfort for effective distance instruction. Data were primarily collected by means of a mail-out survey involving purposive non-probability sampling of 132 faculty members, from 27 higher education institutions within the state of Ohio. There were also selective interviews with eight faculty members and eight distance education coordinators, and site visits to two nationally recognized institutions with exemplary distance education programs. This interpretive multi-method approach included descriptive data analysis (means, standard deviations and mode) with qualitative analysis of the contextual issues that support distance faculty preparation. The main findings related to the nature of the faculty needs, their desired expectations, the prevailing barriers, and proposed solutions. Most participants (75%), including those who were self-taught (62%), were satisfied with their levels of preparation, competency and comfort levels on their preferred distance delivery modes. However, they expressed the need for a structured approach to training and development, and a supportive teaching culture within their institutions. Participants were proactive in offering solutions for overcoming the barriers of the lack of institutional commitment to distance education, the lack of inter-institutional awareness and low involvement in statewide initiatives. Most significant in the findings were the ten critical success factors demonstrated by model institutions which have adopted strategic and systematic approaches to faculty development. The main conclusion of this study is that distance teaching is not just about using technology; it is about perfecting a pedagogical art for effective learning, through institutional collaboration and innovation.
Advisors/Committee Members: Fowler, Dr. Thaddeus.
Keywords: distance education; faculty training; higher education; training and development; effective distance instruction
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5.
BECKER, CAROLYN M.
AN EXAMINATION OF THE RELATIONSHIP BETWEEN TEACHERS' TECHNOLOGICAL EXPERIENCES, SKILLS, AND INTEGRATIVE PRACTICES.
Degree: EdD, Education : Curriculum and Instruction, 2007, University of Cincinnati
► An Examination of the Relationship between Teachers’ Technological Experiences, Skills, and Integrative…
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▼ An Examination of the Relationship between Teachers’ Technological Experiences, Skills, and Integrative Practices The purpose of this study was to examine the experiential differences of teachers with respect to technology and to determine whether these differences impact how technology is integrated into the classroom. Changes in the skills sets of younger teachers who have had many years of exposure, training, and use of digital devices suggest possible advantages that novice teachers have over their veteran counterparts. Conversely, teachers with many years of experience have a clearer vision and a practical understanding of what works and what does not work in an instructional setting with diverse learners. Quantitative data was collected from 36 subjects who completed a survey distributed to 63 elementary school classroom teachers. In addition, following an invitation to participate in email interviews, qualitative feedback was received from seven individuals who agreed to provide written reflections about their technological experiences. Data obtained included information about demographics, perception of technical skills, frequency of use, and perceived usefulness of teaching methods in the integration of technology. Comparisons were made based on years of teaching experience as well as gradelevel assignments. Analysis and interpretation of the magnitude of differences was accomplished through the calculation of effect sizes. Use of this descriptive measure provided a means by which to determine whether the differences between the two groups were substantial. The data analysis indicated that while the novice teachers consistently rated themselves more proficient in technical skills than the veteran teachers, both groups perceived their pedagogical skills to be at a comparable level. Overall, however, both groups ranked themselves at or below the midpoint on the scale of expert to novice. Additionally, while many individuals in both groups found particular approaches to teaching with technology extremely useful, they reported infrequent use with their students. According to some of the interviewed subjects, this disconnect may be attributable to a lack of understanding of how to actually apply these techniques in practice. This would suggest the need for more instructive training of an explicit nature.
Advisors/Committee Members: Bohren, Dr. Janet L.
Keywords: technology, teacher training, technology integration, elementary education, computer training
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6.
Bengu, Elif.
Adapting to a New Role as an International Teaching Assistant: Influence of Communicative Competence in This Adaptation Process.
Degree: EdD, Education : Curriculum and Instruction, 2009, University of Cincinnati
► For a variety of reasons, U.S. higher education has employed an increasing…
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▼ For a variety of reasons, U.S. higher education has employed an increasing number of international teaching assistants (ITAs) to teach undergraduate courses in science, engineering, and humanities departments. Often, ITAs arrive on campus and are placed in undergraduate classrooms without having previous training or teaching experience; they are handed their assignments and given copies of a syllabus and textbook without any knowledge about what their new role entails. Although institutions have recently been putting more effort into training programs, they are usually limited and focused primarily on basic issues, resulting in an inability to address unique needs. The purpose of this study is to explore the teaching experiences of international graduate students at an American university. Qualitative research methods are used to analyze data and assess how ITAs use their communicative competence of English in this new role and what they might need to learn in order to function more effectively as a teaching assistant (TA) and thus better acculturate into their new social context, U.S. academia. The eleven participants in this study are international graduate students from a variety of countries and fields of study who had lived in the U.S. from three to seven years. One of the students participated in a single case study that addressed her experience as a first-time instructor. Ten students participated in a focus group interview session that addressed their challenges, their expectations, and their overall teaching experience. Participants identified several challenges that hindered their success. They also indicated that they were impacted by the process of acculturation. Factors they found helpful in their teaching experience included guidance from previous ITAs, familiarity with the American academic system, and acquaintance with American culture. Factors that affected them negatively included: lack of certain types of assistance, differences in attitudes and behaviors, and differences in communication styles. Participants also reported an increased level of self-confidence as a result of being an instructor in the U.S. Results of this study suggest that although international graduate teaching assistants appreciate the opportunity to teach, their experiences could be made less stressful and more meaningful if the higher-education institution, the department, and their advisor would take into account their unique needs. These needs include receiving more in-depth training in the areas of U.S. classroom culture, pedagogical techniques, and classroom management.
Advisors/Committee Members: Benedetti, Mary.
Subjects: Adult education; Education
Keywords: international, foreign; teaching assistant; higher education; communicative competence; adaptation; acculturation
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7.
BOLDEN, CASSANDRA.
THE EXPERIENCES OF LOW-INCOME WOMEN ENROLLED IN A GED PROGRAM.
Degree: EdD, Education : Curriculum and Instruction, 2006, University of Cincinnati
► Poor women are usually stereotyped as non-productive citizens dependent on American society…
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▼ Poor women are usually stereotyped as non-productive citizens dependent on American society to provide for their needs. These negative images are both socially and politically constructed by dominant society that dismisses the reality of the socioeconomic oppression, labor market and housing discrimination that these women encounter. The purpose of this study was to examine the experiences of six low-income women enrolled in a local GED program. The research sought to answer two questions: What are the barriers to participation in the GED program? How do these experiences affect the participants’ interpretations and life choices? Can feminist theory better address African American women’s investment in education in comparison to human capital theory? Through the use of personal narrative, biographical data, and storytelling, the participants’ narrative voice will be heard. The study design was qualitative in nature and involved the analysis of personal interviews, observations, and field notes. This study found that lack of social support, basic educational skills, limited vocational skills, generational poverty, and limited life options were barriers to participation in the GED program. The results also revealed the importance of understanding the complexity of poverty and its effects on the life choices and personal empowerment of the participants. Moreover, results indicate human capital theory’s assumptions about the social returns of education is an appropriate solution, however, examining the lives of poor women through a feminist lens using interpretive research would provide a thorough understanding of their lives.
Advisors/Committee Members: Meyer, Dr. Helen.
Subjects: Education, Secondary
Keywords: GED; Low-Income Women
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8.
BROWN, JONATHAN DALE.
CONTINUOUS IMPROVEMENT PROCESS IN RESPONSE TO AN ACADEMIC WATCH RATING.
Degree: EdD, Education : Curriculum and Instruction, 2002, University of Cincinnati
► This study was conducted to describe the selection and adoption of Carnegie…
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▼ This study was conducted to describe the selection and adoption of Carnegie Learning's Cognitive Tutor Algebra I, a computer assisted instructional program, with eighth grade students utilizing a continuous improvement plan mandated by the state of Ohio. Carnegie Learning provides technologically enriched solutions for Algebra I through the utilization of intelligent cognitive tutors and standards based curriculum (CarnegieLearning.com, 2000). Students discover the appropriate mathematics by solving real life/world problems, articulating their solutions, reasoning among multiple representations and making connections to prior knowledge. Students spend 60% of their time working cooperatively solving problems and 40% of their class time working with computer based intelligent tutors. This study describes the steps of a state mandated continuous improvement plan and one district's attempt to implement the steps. This study also describes attitudes of students regarding mathematics and teachers’ perceptions regarding the process for selecting and implementing Cognitive Tutor Algebra I for eighth grade students.
Advisors/Committee Members: Markle, Dr. Glenn.
Keywords: continuous improvement process; Ohio Proficiency Test; academic watch; change process; student achievement
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9.
BRYANT, GREGORY A.
THE ADOPTER CHASM: AN INVESTIGATION ON CHARACTERISTICS OF FACULTY ADOPTERS OF INSTRUCTIONAL TECHNOLOGY AND THE IMPACT UPON FACULTY USE.
Degree: EdD, Education : Curriculum and Instruction, 2006, University of Cincinnati
► The work of Geoghegan (1994) and Moore (1991, 2002) suggested that Instructional…
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▼ The work of Geoghegan (1994) and Moore (1991, 2002) suggested that Instructional technology innovations run the risk of failing to diffuse throughout a population of university faculty if different characteristics of adopters of an innovation are not recognized. Rogers (2003) disagrees with Moore and Geoghegan about the presence of a chasm in a population of adopters of an instructional technology innovation. This study examined the chasm in terms of a set of seven pairs of characteristics. Specific attributes were synthesized for the characteristics. This study tests the presence of a chasm in a setting where an instructional technology innovation, Blackboard course management system, had been diffused. Five different sources were used to identify which subjects were assigned to groups to each side of the chasm, the Early Faculty and the Mainstream Faculty. Questionnaires and extensive interviews and were used to collect data. The results indicated that: 1. The chasm was irregular; 2. The characteristics were to some extent were useful in identifying the differences between Early Faculty and Mainstream Faculty; 3. Implications for this study were examined for technical support and professional development. These findings indicated that professional development and technical support must be provided not with a one size fits all approach, but in a far more targeted fashion, based on the needs of the individual adopters; 4. In this particular innovation, little evidence of disruption or alienation was found. 5. Collegiality played a major role among the Mainstream Faculty and should be taken into consideration for professional development and technical support.
Advisors/Committee Members: Bohren, Dr. Janet L.
Keywords: Instructional Technology; Diffusion of Adoptions; Adoption (Innovations); Higher Education; Faculty Development
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10.
BURNS, MARGARET.
THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT.
Degree: MEd, Education : Curriculum and Instruction, 2007, University of Cincinnati
► I explored what type of texts eight teachers say they regularly use…
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▼ I explored what type of texts eight teachers say they regularly use in their language arts and reading classrooms. Of particular interest to me was their use and views on the effectiveness of expository versus narrative text. Using a survey, a ranking activity of instructional tools, and interviews to collect data from eight middle school language arts teachers, their methods and beliefs were examined for trends within and between three diverse schools. A number of teachers reported using expository text rarely. When presented with new materials during the ranking activity, some remarked they would include newspaper articles and graphs if given access. The majority said they believed that expository text was more important to use,although many reported obstacles when using this text with their students. The findings led me to see a cognitive dissonance apparent between what the teachers report they believe, and what they do.
Advisors/Committee Members: Johnson, Holly.
Keywords: expository, reading instruction, middle school
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11.
CAMPBELL, BRIDGETTE D.
THE INFLUENCE OF MIDDLE SCHOOL TRACKING ON AN ALGEBRA TEACHER'S QUESTIONING TECHNIQUES.
Degree: MEd, Education : Curriculum and Instruction, 2002, University of Cincinnati
► This study analyzes the relationship between an eighth grade teacher’s questioning techniques…
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▼ This study analyzes the relationship between an eighth grade teacher’s questioning techniques between two classes of differing mathematical achievement. One class was an algebra class and the other a pre-algebra class. An observation instrument was created and used to evaluate eight characteristics of each question asked by the teacher. This instrument was used during two months of observations in both classes. When the results were compiled and analyzed, discrepancies were discovered in some of the question’s characteristics. The findings imply that subconscious differences in teaching style might exist when dealing with middle school students on different mathematics tracks.
Advisors/Committee Members: Bobango, Dr. Janet.
Keywords: middle school; tracking; questioning; algebra; pre-algebra
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12.
Carr, Adrienne L.
Examining the Effects of Media on Learner’s Mental Representations and Cognitive Processes in Science.
Degree: EdD, Education : Curriculum and Instruction, 2007, University of Cincinnati
► This study examined the effects of television and video games as media…
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▼ This study examined the effects of television and video games as media on the science knowledge and understanding of middle school students in a Midwest, urban charter school. Twenty-five study participants were organized into eight focus groups. Each group, which comprised of three to four members, was introduced to one of two media types, a television show episode or video games, and then asked a series of questions prompting group dialogue. Results show that students were able to distinguish science ideas presented in the media and made science content connections from previous classroom learning. Implications suggest how teachers can utilize weapons of mass instruction, the tools of media technology, to fight against the challenges that plague our current system of education.
Advisors/Committee Members: Meyer, Helen.
Keywords: Media; technology; science; constructivism; social learning theory; Vygotsky; activity theory
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13.
Carson, Debra Jester.
Electroneurodiagnostic Education and Training.
Degree: EdD, Education : Curriculum and Instruction, 2008, University of Cincinnati
► This is a mixed quantitative and qualitative comparative study of allied health…
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▼ This is a mixed quantitative and qualitative comparative study of allied health professionals (AHP) in electroneurodiagnostics (END). END is the scientific field devoted to the recording and study of electrical activity of the brain and nervous system. Three AHP groups participated, (a) college educators; (b) on-the-job training instructors who were members of their professional society, the American Society of END Technologists (ASET); and (c) on-the-job training instructors who were not ASET members. This research paper compares and quantifies the curricular alignment of published standards-based competencies with the teaching practices and competency assessment within the three groups. The allied health field of END is in a state of technological, educational, cultural, and social change. Surveys and interviews of END teachers across the United States (U.S.) answered the question, “Do END college educators and on-the-job (OTJ) instructors teach according to professional published standards?” This research contributes to the health care profession by demonstrating that a difference exists between training and competency assessment of skill standards taught on the job and in higher education. The differences support new END training and educational methods in the future.
Advisors/Committee Members: Martin, Kenneth.
Subjects: Adult education; Computer science; Continuing education; Curricula; Education; Health education
Keywords: Allied health fields; apprenticeship; competency; electroneurodiagnostic; on the job training; skill standards; higher education theory; literature review; hospital; in-house training; college education
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14.
CHAMI-SATHER, GRECE.
MORAL THINKING OF AMERICAN: AMERICAN RESIDING IN LEBANON, LEBANESE BILINGUAL AND LEBANESE CHILDREN.
Degree: EdD, Education : Curriculum and Instruction, 2004, University of Cincinnati
► Morality, thought, and culture as represented through language have been the focus…
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▼ Morality, thought, and culture as represented through language have been the focus of research within the past decade. Little research has, however, been directed toward linguistic encoding of morality in children in general, and in children from Arabic communities in particular. What are not clear are the general effects of culture and language on issues of morality. The direction of this research has been to determine patterns of similarities and /or differences between cultures and within cultures. This study therefore attempts to address this question by examining children from two cultural heritages (Arabic and American) and using two different languages (English and Arabic). Specifically, this study compared the verbal behaviors of children from English speaking homes, to children from Arabic speaking homes, from Arabic speaking homes where English is a second language, and from English-speaking homes where the family is located in an Arabic country but maintain American cultural values, such as celebrating Halloween, etc., when dealing with issues of morality. This design allowed the research to examine and explore the potential effects of culture and of language. The researcher taped individual children from each of these four conditions while they attempted to respond to open-ended questions relating to situations that involve issues of morality, to definitions of moral values and to a survey involving the ranking of the moral values. The same survey was given to parents for additional supportive data. Analysis of data consisted of a discourse analysis of the linguistic moves made by each child in each situation, to see whether there is a difference between these four groups of children. Analysis of data also included the survey feedback received from parents of the same children. Results first show that there are universalities among the two cultures (American vs. Arabic) where children behaved similarly in their verbal production, showing competence, and respecting the protocol of expected verbal behavior throughout the sessions. In content, children across the groups also behaved similarly demonstrating appropriate levels of understanding of hypothetical situations and providing solutions. Second, it was clear that the exposure to a second language and culture affected the production of English speaking groups residing in Lebanon. This effect appeared more at the level of discourse than at the syntax level, and more in the content of the utterances. In some instances, English bilingual children’s form was heavily influenced by their first language and culture and in others, the content came closer to the responses of the monolingual English speaking children. Ties between language and culture seem so immutable particularly when religious connotations were involved. Possible effects of schooling and peer relations seem to play a role in the children’s rankings of moral values as noticeable differences were recorded between children and their parents. Implications of this study could benefit parents as well as teachers in understanding the moral, cultural and linguistic needs of their children as they relocate from culture to culture and become immersed in different worlds and languages.
Advisors/Committee Members: Kretschmer, Jr., Dr. Richard R.
Keywords: Discourse Analysis; Morality; Cross-Cultural; Teachers'Training
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15.
CLARK, DEXTER.
INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES.
Degree: EdD, Education : Curriculum and Instruction, 2005, University of Cincinnati
► The influence of digital technology has gradually increased through the years to…
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▼ The influence of digital technology has gradually increased through the years to the point where it impacts almost every part of our experience in some way. Educators are expected increasingly to supplement or even replace lecture and chalkboard practices with alternative strategies. Beyond integrating new technologies into the learning environments are the new forms of learning that some believe are implied by the nature of digitally mediated instruction itself. The use of multimedia technologies for learning in many cases is thought to facilitate a move away from teacher-centered practices of instruction toward learner-centered strategies of both delivery and assessment. This study was an investigation of effects that may be encountered when alternative forms of classroom delivery are introduced. It was a mixed–mode investigation of classroom culture and student performance in two sections of a physics course for undergraduate engineering students. The content for these two classes was identical as were the learning resources available to students. Both classes employed multiple methods of presentation combining face-to-face methods with classroom and online digital learning tools. The most distinctive differences between them were found in the classroom practice itself. One class received what may be called a traditional teacher-centered presentation focusing on solving math problems in physics. The other employed dense student to instructor and student-to-student interaction in the classroom with a learning approach characterized by inquiry methods of content delivery. The investigation asked three questions. First it sought to identify what expectations students brought to the classroom about what they would experience and how they would be taught. Second it examined how the tools and practices used to facilitate learning actually affected the classroom culture. Finally the study explored what affect if any the pedagogical practices students experienced had on their measured performance outcomes. These students were strongly influenced by their teacher-centered background and were not expecting any new learning strategies. They found significantly different classroom cultures between the two classes and achieved performance results that clearly were affected by the delivery techniques they experienced.
Advisors/Committee Members: Bohren, Dr. Janet L.
Subjects: Education, Technology
Keywords: Inquiry; Interactive engagement; Learner-centered; RTOP; Teacher-centered; Traditional
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16.
Cook, Abbie C.
Online Course Success for High School Students: Does Reading Ability Matter?.
Degree: EdD, Education : Curriculum and Instruction, 2006, University of Cincinnati
► Online learning is virtually springing up everywhere; this form of Internet-based learning…
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▼ Online learning is virtually springing up everywhere; this form of Internet-based learning has become very popular in K-12 public schools over the last decade. The growth in the last few years has been phenomenal. However, with this extraordinary growth come growing pains. Student success factors related to online courses are complex, as high achieving students may not always do well and at-risk students may be more successful. This research attempts to identify if an association exists between high school student reading ability and online course success and completed course grades. Online course success consists of the completion of the course with a passing grade. Each student enrolled in this specific Midwestern virtual school completed the Stanford Diagnostic Reading Test (SDRT4). This study addressed the following questions: 1. What is the relationship between student reading ability and online course success, measured by course completion, stop-out, or dropout? 2. What is the relationship between student reading ability and online course grades (A, B, C, D, F)? 3. What is the relationship between student reading ability and specific content area (math, science, social studies, English) course success, measured by course completion, stop-out, or dropout? 4. What is the relationship between student reading ability and specific content area (math, science, social studies, English) course completion grades (A, B, C, D, F)? Results demonstrated a low, positive correlation among the variables of online course success data and the participant reading ability, except for math course completion status and science course completion grades. Although the correlation was significant for almost all the combinations of the variables, the low r2 statistics indicate that very low percentages of the variability in course success and course grades could be explained by reading ability. Therefore replication of this study's goals are recommended as well further expanding the research for virtual high school course success by looking into other measures that may influence student success and course grades or supercede reading ability and enable student success.
Advisors/Committee Members: Pittman, Dr. Joyce.
Keywords: online learning; high school; virtual; reading ability; course success
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17.
COOVERT, KERRY C.
WHAT KNOWLEDGE OF CULTURE AND LANGUAGE DO EUROPEAN-AMERICAN TEACHERS BRING TO THE LITERACY EDUCATION OF AFRICAN-AMERICAN STUDENTS?.
Degree: EdD, Education : Curriculum and Instruction, 2007, University of Cincinnati
► Lower socio-economic African-American students are at-risk in the area of literacy in…
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▼ Lower socio-economic African-American students are at-risk in the area of literacy in academics. This may come from a disconnect between the discourse of the student and the discourse of academics. It is a teacher’s responsibility to make a connection between these discourses to support academic success. The purpose of this study was to ascertain what knowledge European-American teachers in an urban district brought to the literacy education of their African-American students. Using one-on-one interviews, the participants responded not only to questions to determine experience and professional knowledge, but also to scenarios that incorporated African-American culture and language communication techniques. The results revealed that four European-American teachers who were interviewed had a foundational knowledge of African-American culture. However, the participants might benefit from a more in-depth knowledge of African-American communication techniques to support connections between the students’ personal discourse and the academic discourse. The study also found that the European-American teachers interviewed did reveal knowledge of culturally relevant teaching. Despite this knowledge, the participants did not incorporate culturally relevant teaching in its entirety. By incorporating a more comprehensive approach to the implementation of culturally relevant teaching, the student might be better supported in the academic setting.
Advisors/Committee Members: Meyer, Helen.
Keywords: urban education, African-American English, African-American Culture, European-American Teachers, Literacy, Culturally Relevant Teaching
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18.
DANI, DANIELLE E.
THE IMPACT OF CONTENT AND PEDAGOGY COURSES ON SCIENCE TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE.
Degree: EdD, Education : Curriculum and Instruction, 2004, University of Cincinnati
► The purpose of this study was to investigate how a professional development…
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▼ The purpose of this study was to investigate how a professional development effort, which immerses teachers in learning science content by inquiry and models sound pedagogical practices, promotes change in teachers’ inquiry thoughts and actions. More specifically, the study first aimed to describe middle school science teachers’ beliefs and pedagogical content knowledge (PCK) for teaching middle school physical science. Second it examined how the Physics by Inquiry (PBI) course influenced their beliefs and PCK. And third, it investigated how the teachers’ beliefs and PCK influenced their practice. Participants in this study consisted of teachers who took part in Physics by Inquiry and who taught physical science in middle grade classroom following their participation. The study followed a qualitative case study design and made use of in-depth interviews and observations to examine teachers’ knowledge, beliefs, and practice. The study drew on the theoretical framework of a knowledge base for teaching, especially the construct of PCK to create interview questions and formulate initial coding categories for analysis. Findings from this study indicated that the teachers differed markedly in terms of their PCK and coherence among its elements. The PCK of the teacher with 23 years of teaching experience was less coherent and integrated than the teacher with 3 years of teaching experience. Furthermore, Physics by Inquiry influenced teachers’ PCK in similar ways, namely their beliefs and knowledge about science teaching, student learning, and instructional strategies. The translation of the teachers’ PCK into their practice was mediated by several factors including contextual factors, beliefs about students, and concerns for coverage and control. Finally, the teachers’ PCK had roots in their early experiences with science, college content courses, teaching experience, and Physics by Inquiry.
Advisors/Committee Members: Swami, Dr. Piyush.
Keywords: Science Teacher Education; Science Teacher Professional Development; Pedagogical Content Knowledge; Inquiry
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19.
DARWISH, JILLIAN COPPLEY.
CHANGES IN THE ATTITUDE, KNOWLEDGE AND BEHAVIOR OF BEGINNING TEACHERS ENGAGED IN A REFLECTIVE MENTOR RELATIONSHIP.
Degree: EdD, Education : Curriculum and Instruction, 2001, University of Cincinnati
► The array of educational reform topics in the last 20 years has…
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▼ The array of educational reform topics in the last 20 years has been broad-based, including issues related to curriculum, management, assessment and more. However, it has only been in recent years that this multifaceted focus has given consideration to the teacher as a linchpin in reform. Increasing awareness of the importance of the teacher's role has lead to a plethora of professional development initiatives. In particular there has been a strong interest in the early development of beginning teachers, demonstrated by the multitude of mentoring and induction programs being implemented nationwide. The purpose of this study was to examine a program being piloted in the state of Ohio, Ohio FIRST Year, which is intended to encourage the professional development of the novice teacher through a highly structured induction program emphasizing mentoring and reflection. A mixed-method-integrated-design was developed to investigate the changes that take place in the beginning teacher's attitude (teacher efficacy and intention to remain in the teaching profession), knowledge (of the Program's instructional framework) and behavior (reflection and instruction) as a result of participation in the Program. Participants for the study included 49 volunteer mentor/beginning teacher teams involved in the Ohio FIRST Year Program and 12 teams outside the Program. Findings indicate that participants responded very favorably to the Program and that beginning teachers and mentors alike made significant positive changes in their teacher efficacy, knowledge of the program framework, instructional practice and reflection. Based on the data summary and conclusions, recommendations are provided.
Advisors/Committee Members: Swami, Dr. Piyush.
Keywords: induction; reflection; beginning teacher; mentor
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20.
DEAN, CAROL MAE.
PREPARING PRESERVICE TEACHERS TO MEET THE ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS: A CASE STUDY OF AN INSTRUCTIONAL TECHNOLOGY CLASS.
Degree: EdD, Education : Curriculum and Instruction, 2001, University of Cincinnati
► This was a case study that focused on the teacher of one…
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▼ This was a case study that focused on the teacher of one instructional technology class; the class itself, the students and their perceptions of preparedness to meet the ISTE Standards for teachers and technology. Both quantitative and qualitative data were collected. This research study provided insights into the curriculum design and instructional techniques needed to help preservice teachers gain the skills and knowledge to use computers as instructional tools. The theoretical foundation of this research study was based on literature related to standards; teacher education and instructional technology, and the theory of constructivist learning. The results of this study indicated that: 1) The instructional technology class played a critical role in preparing these preservice teachers to meet the ISTE Standards. All of the standards were covered, but not in the same depth; 2) The students' perceptions of their preparedness to implement the standards did increase; 3) The students rated themselves higher in their preparedness to meet those standards the professor emphasized in class (Standards, I, II, III); 4) The use of selectivity in standards, teachable moments; threaded discussions, asking critical thinking questions about computer technology and classroom use; modeling techniques, and hands-on opportunities for students to work with the technology, helped them become better prepared to meet the ISTE Standards; and 5) The professor's pedagogy of direct instruction and focus on constructivist learning activities combined with a variety of instructional techniques assisted students in developing skills and knowledge to use instructional technology effectively in the classrooms.
Advisors/Committee Members: Bohren, Dr. Janet.
Keywords: INSTRUCTIONAL TECHNOLOGY; INSTRUCTIONAL TECHNOLOGY AND PRESERVICE TEACHER TRAINING; TEACHER TRAINING AND TECHNOLOGY STANDARDS; CRITICAL THINKING QUESTIONS AND INSTRUCTIONAL TECHNOLOGY; PRESERVICE TEACHER TRAINING AND TECHNOLOGY STANDARDS
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21.
DOERGER, DANIEL W.
FINDING FORESTT HIGH SCHOOL: FORMAL AND INFORMATION INDUCTION AND THE ENCULTURATION OF NEW TEACHERS.
Degree: EdD, Education : Curriculum and Instruction, 2002, University of Cincinnati
► This study examines the induction processes for first year teachers, both formal…
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▼ This study examines the induction processes for first year teachers, both formal and informal, at one secondary school. Through long-term (one academic year) qualitative research (formal and informal interviews, observations, document review), this study addresses the issues that are crucial to new teachers as they become acculturated to a particular school culture. The study addresses issues of acculturation that are connected to learning not only a new environment (the school in which the first-year educators are teaching), but also the professional processes of teaching within this new environment. This study is viewed through the situated learning theory of legitimate peripheral participation, also known as LPP (Lave and Wenger, 1991). The study reveals that as the needs of first year teachers change, so do the ways in which those teachers find ways to fulfill their needs. The findings suggest that formal induction practices, which are generally planned and costly, quickly give way to the informal induction processes new teachers find within their departments and through peer relationships. Likewise, the mentor/mentee relationship, which begins as a more formal association, can give way to an informal relationship depending on the rapport established by the mentor/mentee dyad. This process, which appears to be a natural progression of acculturation, is, at times, actually hindered by the formal induction processes in place at many schools. At a time in education when induction programs are becoming a mandate of most states, it is crucial to examine these programs in terms of their effectiveness with first year teachers. The results from this investigation are meant to contribute to the body of literature about effective teacher induction by looking at the formal and informal ways these teachers are acculturated. Since enculturation is a process all new teachers experience, albeit with varying degrees of success, it is hoped that this research will improve both formal and informal induction processes.
Advisors/Committee Members: Laine, Dr. Chet.
Keywords: new teacher enculturation; induction
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22.
DONNELLY, JOHN EDWIN.
WHAT MATTERS TO ADVISERS: EXPLORING THE CURRENT STATE OF ACADEMIC ADVISER JOB SATISFACTION.
Degree: EdD, Education : Curriculum and Instruction, 2006, University of Cincinnati
► Academic advisers play a critical role in the success of systems of…
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▼ Academic advisers play a critical role in the success of systems of higher education. Adviser job satisfaction, important to advisers and advising administrators alike, is a key indicator of the vitality and productivity of the advising field. This study provides basic data and analysis of the current state of academic adviser job satisfaction. The strength of relationships between job satisfaction and environment variables and differences in satisfaction across demographics were explored using a researcher-designed instrument. Findings indicate that academic advisers report overall job satisfaction, satisfaction with students and with supervision to be high. Advisers are most satisfied with benefits, variety, and teamwork, and least satisfied with salary, recognition, and support for career development. Environment variables most strongly related to job satisfaction are variety, empowerment, communication, and teamwork. Environment variables showing the weakest relationships with satisfaction include salary satisfaction and benefits. Adviser variables with the strongest relationship to satisfaction are years of experience and advising style. Based on findings, topics are suggested for future research in this area.
Advisors/Committee Members: Martin, Dr. Kenneth E.
Subjects: Education, Higher
Keywords: academic advising, advising administration, job satisfaction
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23.
Donnelly, Patrick.
Examining Pre-College Academic Variables: Investigating Future College Success.
Degree: EdD, Education : Curriculum and Instruction, 2010, University of Cincinnati
► This study looked at the success rate of first-year students in a…
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▼ This study looked at the success rate of first-year students in a new program for conditionally admitted students. Logistic regression was used to determine the impact of several pre-college variables, such as high school grade point average and ACT scores, and orientation generated variables, specifically placement test results, on the dependent variable of student success. Student success was achieved when a student was subsequently enrolled for the first term of his or her second year of college. As part of the findings, each independent variable is interpreted based on whether or not it was determined to be impactful. The study concludes with a discussion of the broader implications of the research. First, the research is discussed in terms of how it fits within the existing research on student success and how it might add to that research base. Next, the research is used to inform future researchers of similar studies how to approach and design their research so that it provides them with even more meaningful results. Finally, the practical applications of the research are discussed in the form of recommendations to student affairs professionals and others concerned with student success. These recommendations are a list of specific actions practitioners can implement to improve the retention of their first-year students, especially those students who have been conditionally admitted and are taking developmental education courses.
Advisors/Committee Members: Martin, Kenneth.
Subjects: Higher education
Keywords: student success; retention; academic advising; developmental education; post-secondary education; college admissions
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24.
EHRLICH-MARTIN, SUZANNE M.
A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING.
Degree: EdD, Education : Curriculum and Instruction, 2006, University of Cincinnati
► This case study used a mixed-method approach to analyze students’ perceptions of…
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▼ This case study used a mixed-method approach to analyze students’ perceptions of their ability to learn American Sign Language in a videoconferencing-based course and investigated the instructor as a factor which influenced their perceptions of learning American Sign Language in a videoconferencing environment. Individual and focus group interviews were conducted and triangulated with pre-course and post-course surveys, instructor interviews, and observational data. The course was delivered to students in one on-campus classroom and two connecting off-campus sites. Nine students were present in the on-campus classroom; two students attended at one off-campus site and one at the other. A total of twelve students and one instructor participated in the study. Most students were enrolled part-time. All were students in a sign language interpreting program and enrolled as either juniors or seniors at a small urban community college. Students who participated in this study indicated two principal factors which negatively influenced their perceptions of learning American Sign Language via videoconferencing: (1) problems related to interaction and (2) technical difficulties. This study also discusses a number of other factors which influenced students’ perceptions. The study found that the inadequate technology, along with the primarily teacher-centered style of teaching, the absence of appropriate turn-taking and conversational strategies, and insufficient visual presence, negatively influenced students’ perceptions of their ability to learn American Sign Language in a videoconferencing setting. The central findings are supported using Moore’s Theory of Transactional Distance (Chen, 2001).
Advisors/Committee Members: Bohren, Dr. Janet L.
Subjects: Education, Technology
Keywords: american sign language; videoconferencing; instructional methodologies; distance education; curriculum design; students' perspectives
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25.
EIFERT-MANGINE, MARSHA A.
COMPARING LEARNING AND SATISFACTION WITH CONTINUING EDUCATION OF PHYSICAL THERAPISTS USING TRADITIONAL AND ONLINE FORMATS.
Degree: EdD, Education : Curriculum and Instruction, 2006, University of Cincinnati
► PURPOSE: Physical Therapists, like many professionals, require continuing education for re-licensure or…
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▼ PURPOSE: Physical Therapists, like many professionals, require continuing education for re-licensure or certification. To meet the needs of professionals, continuing education providers are utilizing the Internet to provide high quality, economically affordable, convenient, and clinically relevant educational courses. The purpose of this study was to compare satisfaction and learning of healthcare professionals, utilizing traditional versus Internet-delivered formats of continuing education courses. METHODS: A quasi-experimental, pretest/posttest controlled comparative design was used to compare the mode of instruction on the two dependent variables of satisfaction and learning. ANALYSIS: Descriptive statistics were reported and group equivalence tests conducted. Reliability of the satisfaction instrument and the pretest/posttest instruments were assessed using the Cronbach alpha coefficient. Multivariate analysis of covariance (MANCOVA) with dependent variables of knowledge gain and satisfaction score was analyzed in a customized multivariate general linear model with pretest knowledge score as a covariate as well as influence to take the course and effort in the course. RESULTS: The results indicate no significant differences between groups when employing a one tailed probability value addressing the directional hypothesis: (Pillai’s Trace= .015, F(2, 53)= .415, p = .332, multivariate ç2= .015.). CONCLUSIONS: The results of the analysis do not empirically support that participants in online continuing education activities were satisfied and did gain knowledge. It was concluded that the effectiveness of online continuing education courses is dependent on resources available to instructors and participants, as well as the attitudes and professional responsibility of those individuals participating in the course.
Advisors/Committee Members: Markle, Dr. Glenn.
Keywords: Satisfaction, Professional development, continuing education
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26.
FRIEL, PATRICIA E.
HUMOR IN THE LIFE OF A MUSICAL THEATRE PRODUCTION: A CATALYST TO REDUCED STRESS AND ENHANCED PERFORMANCE.
Degree: EdD, Education : Curriculum and Instruction, 2004, University of Cincinnati
► Based on an ethnographic exploration of social psychological phenomena within the context…
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▼ Based on an ethnographic exploration of social psychological phenomena within the context of a musical theatre production at a Midwestern University, humor was found to play an integral part in the lives of actors/performers, directors, and stage managers. Major themes that surfaced concentrated on the role of humor in helping student actors/performers (a) cope with situational factors related to stress, tensions, and performance anxieties and/or (b) engage productively in the development of acting, singing, and/or dancing roles for public presentation. Specifically, off-stage roles involving humor and play were emphasized as well as how such roles helped or hindered on-stage performances. Results indicated that production humor was the product of several factors. The infrastructure of the context supported various undulating patterns of humor usage and stress according to (a) the structures and processes involved in the production, (b) who engaged in humor and how, and (c) the ways in which humor contrasted with seriousness. In addition, a close look at the interior spaces of the theatre context revealed (a) numerous factors that contributed to stress and anxieties among participants and (b) various factors that contributed to confidence and role development. Overall, humor was found to be a catalyst to reduced stress and enhanced performance. Humor increased in both high and low stress situations: for example, to boost confidence, to socialize participants, to mediate moods and emotions, to stimulate creativity and spontaneity, and to underscore elements of theatre, play, and performance through ritual and superstition. However, humor desisted in situations that involved both high and low stress: for example, when stress and seriousness reached high levels due to situational variants, humor desisted in the production context, but increased in off-stage social contexts; on the other hand, humor desisted in low stress situations, such as when the goals of participants demanded concentration for success, when task functions took priority, when tasks were complex, and/or when sub-cultural norms required it.
Advisors/Committee Members: Martin, Dr. Kenneth.
Subjects: Psychology, Social
Keywords: humor; play; stress; anxiety; role; socializing; theatre
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27.
GRATZ, MICHELLE L.
A COMPARISON OF STUDENTS' AND TEACHERS' PERCEPTIONS OF THE WRITING PROCESS.
Degree: MEd, Education : Curriculum and Instruction, 2005, University of Cincinnati
► This study was an attempt to view the writing process through the…
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▼ This study was an attempt to view the writing process through the eyes of the students. It was an effort to discover what students believe about writing, specifically about the social aspects and the process of writing. In addition, teachers were questioned to determine if they could accurately report what students believe about writing. Questionnaires were completed by 80 fourth-grade students and 3 fourth-grade teachers in a middle-class, suburban district. Follow-up interviews were conducted with 5 students and 1 teacher. Findings showed that students value being creative and choosing their own topic. Students also stated that content and mechanics, followed closely by neatness, were the most important aspects of good writing. Results of teachers’ reports of student beliefs were mixed. When reporting which genres students enjoy the most, teachers accurately reported fictional stories, letters and journals. However, teachers believed that students enjoyed the social aspects (sharing and discussing their writing with others) more than the students actually did. Students reported that they preferred the private aspects of writing (drawing pictures, being creative and typing).
Advisors/Committee Members: Barton, Keith.
Keywords: writing instruction; students' perceptions; writing process; student beliefs
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28.
HAGER, MARGARET J.
AVOIDING THE FALSE NEGATIVE: PLACING STUDENTS INTO MATHEMATICS COURSES ACCORDING TO THEIR ABILITIES.
Degree: EdD, Education : Curriculum and Instruction, 2005, University of Cincinnati
► The purpose of this qualitative study was to examine the perceptions that…
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▼ The purpose of this qualitative study was to examine the perceptions that students and advisors/administrators had regarding the mathematics placement process at a two-year branch campus of a large urban, mid-western university. Participants in the study were 20 advisors/administrators and 15 students. Qualitative data were collected from face-to-face, semi-structured interviews and focus groups, placement test observations, and placement test documents. The student participants were students who had taken the Compass/ESL® computer-adaptive math placement test and successfully completed a college level math course at the institution, as well as students who had just recently taken the test. The advisors/administrators all had some level of involvement in the mathematics placement process at the institution. Therefore, this research offered a unique opportunity to focus on the current mathematics placement process. The results suggested that students want and need an opportunity to practice before they take the test. This may encourage them to take the test more seriously. Furthermore, the use of an entrepreneurial placement testing system should require that the recommendations made by them as to the procedures for administering the test be followed. Finally, the institution is interested in implementing mandatory placement in mathematics. This would include a well-defined mathematics placement appeal process for students who believe they are not correctly placed by the test, as well as the use of multiple measures to determine the placement of students in a mathematics course.
Advisors/Committee Members: Taylor, Dr. Linda J.
Keywords: mathematics; placement testing; computer-adaptive
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29.
HALL, BETTIE C.
Investigating the Relationships Among Computer Self-Efficacy, Professional Development, Teaching Experience, and Technology Integration of Teachers.
Degree: EdD, Education : Curriculum and Instruction, 2008, University of Cincinnati
► Research suggests that computer self-efficacy, professional development, and years of teaching experience…
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▼ Research suggests that computer self-efficacy, professional development, and years of teaching experience are critical factors that influence teachers' integration of educational technology in their classrooms. Results of a pilot study conducted by the researcher suggested a strong relationship between the degree of self-confidence teachers demonstrated toward technology and its use in their classrooms. This study builds upon previous research to focus on the relationships among computer self-efficacy and the technology integration perceptions of high school mathematics and science teachers in a Midwestern metropolitan area. This exploratory study selected this particular population to examine factors that may inhibit or encourage technology integration among secondary teachers. These factors were self-efficacy beliefs, professional development, and teaching experience. Data were collected from teachers who volunteered to participate in the study through surveys, semi-structured interviews, classroom observations, and teaching materials. The data were analyzed quantitatively and qualitatively to determine whether relationships existed among the factors under consideration, as well as to detect other patterns that emerged. A moderate, statistically significant correlation was found to exist between perceptions of computer self-efficacy and technology integration among the participants, a finding that was supported by qualitative analysis. The results can inform future research, as well as professional development, continuing education, technology training, and teacher education programs.
Advisors/Committee Members: Martin, Kenneth.
Subjects: Continuing education; Curricula; Education; Secondary education; Social research; Teacher education; Teaching; Technology
Keywords: technology integration, computer self-efficacy, teacher professional development, teaching experience, mixed-methods study
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30.
HAMMER, VICTORIA A.
THE INFLUENCE OF INTERACTION ON ACTIVE LEARNING, LEARNING OUTCOMES, AND COMMUNITY BONDING IN AN ONLINE TECHNOLOGY COURSE.
Degree: EdD, Education : Curriculum and Instruction, 2002, University of Cincinnati
► The purpose of this qualitative case study was to examine the influence…
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▼ The purpose of this qualitative case study was to examine the influence of interaction on active learning, learning outcomes, and community bonding in an online technology course. Participants in the study were 65 students and four instructors of undergraduate computer courses at a two-year suburban branch campus of a large urban, midwestern university. The courses met three times for an orientation and two testing sessions. Online interaction occurred via email and the virtual classroom (chats) and discussion boards of an online instructional software called Blackboard®. Qualitative and quantitative data were collected from face-to-face class observations, synchronous chat observations and transcripts, learner-to-instructor emails, instructor-to-learner emails, discussion board messages posted by the participants, semi-structured interviews, semi-structured focus groups, and course documents. Many participants were technology majors. The online instructors required a demonstration of online technology knowledge by the end of the first week of the course. Therefore, this research offered a unique opportunity to focus on the active learning, learning outcomes, and community bonding without the online technology barriers faced by many online students. The results suggested that the synchronous virtual classroom chats had the most influence on active learning, learning outcomes, and community bonding in these online technology courses. Furthermore, the virtual classroom student participation positively correlated with test grades in three of the four online classes with one class exhibiting statistical significance.
Advisors/Committee Members: Martin, Dr. Kenneth.
Keywords: online instruction in technology; synchronous interaction; two-year college; active learning/learning outcomes; community bonding
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