MS, University of Cincinnati, 2019, Education, Criminal Justice, and Human Services: Information Technology

E-loox is an educational software application that has been designed specifically for students located in areas with limited Internet access. Unlike the majority of existing educational applications, E-loox is a “hybrid app”– meaning it can function both on and offline. As a hybrid app, E-loox allows students to complete assignments, access course materials, and conduct research in places where there is no Internet access. While global Internet access has expanded rapidly in the last decade, as of December 31, 2017, there are still more than 3.5 billion people who lack access (including approximately 60 million people in the United States) (Miniwatts Marketing Group, 2017). E-loox seeks to bridge the gap for the millions of students who have internet in the classroom but lack a home connection.

Committee: Bilal Gonen Ph.D. (Committee Chair); Mark Stockman M.B.A. (Committee Member) Subjects: Information Technology

Master of Science, Miami University, 2019, Physics

The reading and study habits of students is of great interest to educators and those who study education. Additionally, e-book usage is becoming more prevalent in the classroom. We have conducted a study on the usage and integration of a social annotation e-book reader, Perusall, in introductory physics classes. Perusall allows annotating and commenting in a social environment on an assigned reading from a text. These annotations are based on predefined settings and proprietary algorithms. We have implemented Perusall in introductory level, calculus-based physics courses for two academic years. The classes met three times a week and each class included a reading assignment due before the next class. We obtained data that included time information, the number of annotations made, and data on how the class as a whole used the textbook on a page-by-page basis, in terms of number of page views and time on the page. Along with this data we also have information on how the students' final grades. Lastly, we have surveyed students on their experience using Perusall and collected demographic data. Here we examine the results of this two-year study on using Perusall in these classes and the students involved.

Committee: Jennifer Blue (Advisor); Stephen Alexander (Committee Member); Karthik Vishwanath (Committee Member) Subjects: Education; Education Philosophy; Educational Evaluation; Educational Sociology; Educational Software; Educational Technology; Educational Theory

Doctor of Philosophy (PhD), Ohio University, 2019, Instructional Technology (Education)

The aim of mobile learning (M-learning) is to overcome traditional constrictions of education such as the place and the time at which learning occurs. M-learning has been investigated in many areas; however, the impact of M-learning on graduate international students and their experiences have not yet been investigated. The research aims to answer the following questions: 1) What are the international students' perceptions of M-learning in Instructional Technology program; 2) What are the international students perceived benefits and challenges of M-learning while using this method in their courses; and 3) How do participants describe their use of M-learning? To answer these questions, a modified version of the UTAUT2 model was used to analyze interview data from eight international student participants who at the time of the study were enrolled in a post-graduate instructional technology (IT) program. The UTAUT2 model was used to analyze adoption rate and usage M-learning among specific populations by investigating how performance expectancy (PE), effort expectancy (EE), and social influence (SI) determine behavioral intention (BI) to integrate. Data from the interviews were analyzed by using thematic analysis to identify relationships and patterns. The researcher developed narrative stories for each of the interviews to discover the overarching ideas. Identifying the key themes led to discovery of relationships, patterns and ideas to answer the research questions and to add to wider discussion on M-learning in the international student community in the United States. Findings suggest that M-learning may help increase learning productivity and academic gains. M-learning is convenient due to accessibility and usability and is becoming more ubiquitous in the informal learning setting. Participants indicated that they are likely to implement a hybrid model of face-to-face and M-learning techniques and tools in their teaching practice because it helps increase interact (open full item for complete abstract)

Committee: Greg Kessler (Committee Chair); Krisanna Machtmes (Committee Member); Danielle Dani (Committee Member); Min Lun Wu (Committee Member) Subjects: Education; Educational Technology; Instructional Design; Social Studies Education

Doctor of Philosophy, University of Toledo, 2018, Curriculum and Instruction: Educational Technology

There is an apparent skills gap that currently exists among the workforce within U.S. Manufacturing. One profession that is affected by this skills-gap is Computer Numerical Control (CNC) machining. Many manufacturing companies are currently seeking ways to minimize this skills gap of the CNC machinist through the implementation of a training and development program in which eLearning provides prerequisite knowledge to the workforce in preparation for their On-the Job Training (OJT). This study assessed the current use of eLearning as a foundational training solution for CNC machining in the manufacturing industry and evaluated its effectiveness in the preparation of CNC machinists for the subsequent skill-based OJT that follows. Data records from 10 eLearning courses related to CNC were reviewed to include pre and post test scores, along with results from a satisfaction survey. The data collected from the 5,736 individual participants, which totaled 21,200 completed courses, showed an average pretest score of 51.36 and an average post test score of 87.72 resulting in a statistically significant average difference of 37.27 among all courses. Additionally, the results of 846 end of course surveys showed an above average satisfaction rating among all eLearning courses. The significant increase in workers knowledge strengthens the argument for eLearning as a valuable tool for manufacturing organizations to use within their training program. Furthermore, individuals within this study who completed eLearning found it favorable, engaging, and relevant to their job. It is suggested that the results of this study can provide a foundation for future research in other manufacturing sectors, as well as contribute to the continuous research into eLearning's effectiveness through other suggested methodologies.

Committee: Judy Lambert (Committee Chair); Berhane Teclehaimanot (Committee Member); Tony Sanchez (Committee Member); Mark Templin (Committee Member) Subjects: Educational Technology

PHD, Kent State University, 2018, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study examined the teacher evaluation process that exists within virtual schools. Teachers who serve learners in virtual settings utilize a myriad of technology to provide students with learning environments. There is limited research regarding the teacher evaluation process that exists within virtual schools. Current research does not show how teacher evaluations are conducted based on the characteristics and the setting that exists for virtual schools. Virtual schools present unique characteristics; therefore, this study examined how school leaders navigate the teacher evaluation process in virtual schools. There was reason to believe that the teacher evaluation process was unique within an electronic setting. School leaders are responsible for conducting teacher evaluations for faculty within their school communities. This study examines current practices in evaluating teachers in virtual settings in the United States to better understand evaluation processes and practices.

Committee: Mark Kretovics Dr. (Committee Chair); Richard Ferdig Dr. (Committee Member); Boske Christa Dr. (Committee Member) Subjects: Education; Educational Evaluation; Educational Leadership; Educational Sociology; Educational Technology; School Administration; Secondary Education; Teacher Education; Technology

PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Competency-based education (CBE) degree programs have grown significantly over the course of the past few years. Within the field of CBE, experts have differing views as to what elements are most critical to a high-quality CBE program. The purpose of this Q methodology study is to determine what models of CBE programs emerge from an investigation of what experts perceive to be the most essential and least essential components of a high-quality program. In this study, 33 experts in the field of CBE sorted 72 statements about multiple aspects of CBE programs. Data collection included the Q sorts, a demographic institutional survey, follow-up questions and brief biographies of participants. From this research, two primary factors were revealed, one with emphasizes the curricular elements of competencies and assessments as primary, the second of which emphasizes fiscal sustainability and business processes along with competencies. Nine of the study participants demonstrated mixed results, sharing aspects of each factor in their results. This study provides a basis for further research into specifically what components should be universal across CBE programs, and which are dependent upon institutional preference or program design.

Committee: Mark Kretovics (Committee Chair); Stephen Thomas (Committee Member); Kelvin Bentley (Committee Member) Subjects: Education; Educational Technology; Health Care Management; Higher Education; Instructional Design

EdD, University of Cincinnati, 2016, Education, Criminal Justice, and Human Services: Curriculum and Instruction

Over the past decade higher education has undergone a pivotal transformation as enrollment in online class offerings has increased at a pace that has exceeded growth in traditional face-to-face offerings. The number of institutions offering online classes and degrees grows annually and will require more faculty to teach in this modality. Institutions that offer extensive online learning, struggle to provide faculty with the support and training necessary for them to be successful online instructors. This study examined an institution of higher education's plan and progress in supporting faculty who teach online. A qualitative embedded case study design was used to investigate four units (central eLearning offices and three colleges) professional development offerings within a single university. This research design permitted a holistic look inside the institution's infrastructure, processes, and professional development offerings in an effort to confirm alignment. Galbraith's (1995) Star Model of Organization Design framed the study and an investigation of the five key tenets - strategy, structure, processes, rewards, and people practices were explored. A total of eleven academic leaders participated in semi-structured interviews offering insight to the operational practices regarding faculty professional development within their respective units. The participants revealed that the institution was going through a transition in leadership, both at the central and college levels, and that faculty representation in online governance needed to expand. Evidence of orientation and ongoing professional development for faculty transitioning to online instruction was prevalent in all units. However, the design, development, and delivery of professional development were not strategically collaborative or universally implemented. In essence, the units operated in silos. Participants also expressed the need to offer a scaffolded approach to faculty development throug (open full item for complete abstract)

Committee: Holly Johnson Ph.D. (Committee Chair); Jonathan M Breiner Ph.D. (Committee Member); Carlee Escue Ph.D. (Committee Member); Carla Johnson Ed.D. (Committee Member) Subjects: Higher Education Administration

PhD, University of Cincinnati, 2014, Education, Criminal Justice, and Human Services: Educational Studies

This qualitative, collaborative inquiry project explored the affordances of role enacted in Place Out of Time (POOT), an online, historical character-playing activity designed to promote deeper engagement with historical thinking and perspective taking. The overview of the dissertation presented in Chapter 1 is followed by three distinct literature reviews on history education, POOT, and games and roleplay. Methodologically, the principles of practitioner inquiry guided this work. This dissertation aimed to improve the educational activity of POOT by answering organic, emergent questions participants had about their experiences during and after participation. This research occurred in two different phases. During phase one, participants expressed a desire to understand the tensions around their firsthand experiences of portraying someone other than themselves. Phase two addressed the opportunities and challenges related to the inclusion of fictional, controversially portrayed, and artistic characters. Consequently, a more targeted investigation into the dimensions of character-play was conducted in phase two. These tensions were worthy of such an in-depth investigation because preliminary research revealed character selection impacted participant performance and the assessment of this performance. Participants included K-12 students enrolled in POOT through a participating middle school or high school classroom. Adults in related or supportive roles were also subjects in this research. Data was drawn from semi-structured interviews, and triangulated with written communications, online participation in POOT, online postings on support sites, and instructional support documents from iterations of POOT taking place between Fall 2010 and Fall 2012. Narrative data, as the primary data source, was analyzed using a polyvocal interpretation technique called McCormack's Lenses. The use of McCormack's Lenses involved four separate readings of data, listening for (1) narrative (open full item for complete abstract)

Committee: Prentice T. Chandler Ph.D. (Committee Chair); Sean C. Duncan Ph.D. (Committee Member); Jeff Kupperman Ph.D. (Committee Member); Vanessa Allen-Brown Ph.D. (Committee Member) Subjects: Education

Doctor of Philosophy, University of Toledo, 2007, Curriculum and Instruction: Educational Technology

Course management systems (CMS) are widely used in higher education to deliver courses completely at a distance. Although research suggests learning is influenced by social interaction, there is comparatively little research on why and how students enrolled in a CMS-based, fully online course interact with their peers. A review of the literature suggests the history of distance education is primarily constructed of applied practice, largely unchanged throughout periods of technological innovation. The purpose of this study is to discover students' perceptions of social interaction among peers enrolled in a university-level, fully online, CMS-based course. An online survey provided an objective measure of peer interaction. The results revealed hierarchical patterns in reasons for interaction, communication methods used, and the perceived value of interaction in academic success. The study also revealed significant demographic differences regarding reasons for interaction and communication methods used. Content review suggests students have a strong interest in how instruction is provided online. Improvement in learning skills, communication literacy, and information literacy are recommended to increase online learning outcomes. Additional research is suggested to expand the knowledge of distance education.

Committee: Robert Sullivan (Advisor) Subjects: Education, Higher

Master of Education (MEd), Ohio University, 2011, Computer Education and Technology (Education)

Nearly every college student now owns either a smartphone or a laptop, sometimes both. With so much technology now used across college campuses, it is time for university programs to embrace the technology and start addressing students' technological needs. The Supplemental Instruction (SI) program offers few online resources to students. To provide online resources, the SI web application was developed for students to access from their smartphone's and laptops. The web application provides study guides and worksheets to help students succeed in historically difficult university courses. Using three different surveys, Google Analytics, and data provided by the SI program, the impact of implementing a web application into the SI program was evaluated. The results show that students used SI more than in previous quarters, as well as achieved higher grades during the quarter in which the web application was implemented.

Committee: Teresa Franklin PhD (Advisor); George Johanson PhD (Committee Member); Fei Gao PhD (Committee Member) Subjects: Education; Educational Technology; Higher Education; Information Technology; Technology; Web Studies

Doctor of Philosophy (PhD), Ohio University, 2009, Curriculum and Instruction Instructional Technology (Education)

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 communica (open full item for complete abstract)

Committee: Sandra V. Turner (Advisor); Teresa J. Franklin (Committee Chair); George Johanson (Committee Member); Wayne Huang (Committee Member); Greg Kessler (Committee Member) Subjects: Computer Science; Curricula; Education; Language; Teacher Education; Teaching; Technology

Doctor of Business Administration, Cleveland State University, 2010, Nance College of Business Administration

With the speed of doing business on the rise, employees must learn to adapt to new technologies and improved performance expectations without losing productivity or time on task. Students looking to enter the workforce must understand that education does not end with graduation; rather the expectation is that everyone will be life long learners.To meet the challenge, education providers are looking for alternative ways to bring education to the student and enhance the learning experience. With e-learning, students enjoy flexible scheduling, businesses can realize improvements in workforce skills while reducing education expenditures (i.e. improved Return On Investment, ROI) and education providers extend their campuses at minimal cost. E-learning is fast becoming a preferred method of delivering quality education any time, any where. Educators, however, have mixed feelings on the subject. Many have embraced the new technology and report positive results. Others question the effectiveness of e-learning, pointing to the high dropout rate in e-learning courses and bias in the literature supporting e-learning. The cautious are concerned about rushing in on uncertain ground. They recall the advent of television and the unmet promises of that technology with respect to education. The purpose of this study is to develop an e-learning adoption model that is firmly founded in education research (especially with respect to learning) coupled with what is understood about the diffusion and acceptance of (information) technology. The goal of developing such a model is to identify and pair crucial learning characteristics of students with the acceptance of the technology used to deliver educational content electronically so as to foster mastery learning. Students can use the results of this study to help decide whether or not to enroll in an e-learning course or what additional strategies they may need to employ so as to maximize the experience. Businesses may benefit from an und (open full item for complete abstract)

Committee: Santosh Misra DBA (Committee Chair); Victor Matos PhD (Committee Member); Sridhar Madhavaram PhD (Committee Member); Susan Rakow PhD (Committee Member) Subjects: Business Education; Education; Educational Theory; Information Systems; Teaching