Doctor of Philosophy (PhD), Ohio University, 2007, Mathematics Education (Education)

The purpose of this study was to investigate the perceptions, understanding and experiences of the instructor and the students of an online mathematics course in a technical college in Southeast Ohio. The data for this study came from Basic Mathematics and Pre-Algebra courses offered in the college. The data analyzed in this study came from the student and the instructor interviews, email communications between the instructor and the students, chat session transcripts, weekly email interviews, and the researchers' observation notes. The researcher interviewed six students and the instructor at the end of the quarter. All the email communication between the instructor and students and all chat sessions were saved and printed out for analysis. The researcher sent weekly emails to students in order to follow their learning from the online environment. Students chose the online mathematics course for many reasons, among others the Instructor's helpfulness, personality, and encouragement were appreciated by the students. They also liked other incentives attached to the online courses, for instance; 1) the possibility of starting the course before the quarter starts, 2) online environment, 3) easiness for scheduling, 4) suits to their learning styles. The online mathematics course enabled the students to work on their own pace, own time, and convenience. All students found the online mathematics course different than a traditional one. They benefited from course materials, especially the course website. The data analyses revealed that an online course is a good venue for shy students to justify themselves; additionally they did not feel alienated in their online mathematics courses. Most of the students would prefer registering for another online mathematic course. The Instructor received enough administration and technical support. He believes that the online mathematics courses were not for every student. Self-motivation, flexibility, being problem solvers and hard work (open full item for complete abstract)

Committee: Teresa Franklin (Advisor) Subjects: Education, Mathematics

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

This study aims to explore the experiences of teachers who have participated in the Teacher Professional Development Program/Program Pendidikan Guru (PPG) in Indonesia and investigate the impact of the PPG program. A review of existing literature on Teacher Professional Development (PD), the connection between teacher learning and practice, and the complexities of literacy as a practice has been conducted to support this research. Using a case study approach, this research was conducted online through Zoom, WhatsApp video calls, zoom meeting recordings and the PPG program's Learning Management System (LMS). The participants in this study were five elementary school teachers who taught at five different schools in Indonesia. This study utilizes various data collection methods, including interviews, observation, and documents or artifacts. Using Stake's (2006) multiple-case analysis framework, an individual case report was created, which is structured partly to align with the research question alongside cross-case analysis implementation. The results show that the PPG program offered a mix of lectures, interactive workshops, and hands-on field experiences with a strong emphasis on technology, pedagogy, and learning innovation. Teachers participated in activities that allowed them to apply their learning in classroom settings. Using the framework of multicase analysis, six assertions emerged from participants' diverse educational experiences. These six thematic assertions identified from the cross-case analysis illustrate the transformative impact of professional development on educational practices while also acknowledging the complexity and diversity of teaching contexts. The six assertions are the adoption and integration of technology, resilience, and adaptability in diverse educational contexts, diverse approaches to teaching and classroom management, shift toward student-centered learning approaches, various degrees of literacy teaching, and challenges in imple (open full item for complete abstract)

Committee: Adrian Rodgers (Advisor); Emily Rodgers (Committee Member); Christine Warner (Committee Member) Subjects: Early Childhood Education; Education; Educational Technology; Inservice Training; Literacy; Reading Instruction; Teacher Education; Teaching; Technology

Doctor of Philosophy (PhD), Ohio University, 2023, Instructional Technology (Education)

Educational institutions increasingly rely on educational technology to deliver academic experiences, particularly since the COVID-19 pandemic. This study focused on graduate students' attitudes about online privacy specific to use of technology for educational purposes. Students who participated were all current students at a university in the midwestern United States in one of three graduate programs in educational technology. The study used a qualitative methodology and relied on survey and interview tools to collect data in spring 2023. Seven findings emerged from the data to explore to address the research questions. To narrow the focus on recommended actions that the research location could reasonably address, three findings are centered with near-term actions that the institution could take to address students' privacy needs. The first finding was that the COVID-19 pandemic increased technology adoption and influenced attitudes about educational technology use as part of teaching and learning activities. The near term action is that the university should determine which technologies are in use for teaching and learning. The second findings was that preserving users' online privacy is a shared responsibility. To address this finding in the near term, faculty and staff should receive regular training to understand and preserve student privacy. The third finding was that the university should proactively engage users about online privacy. To address this finding, the university should develop regular communication with students about privacy. Actions like these that support students' online privacy may increase student confidence in the institution and increase awareness of online privacy, overall.

Committee: Jesse Strycker (Advisor); Greg Kessler (Committee Member); Min Lun Wu (Committee Member); Krisanna Machtmes (Committee Member); Laura Harrison (Committee Member) Subjects: Educational Technology; Instructional Design

PHD, Kent State University, 2021, College of Arts and Sciences / Department of Modern and Classical Language Studies

Students of translation must be able to translate in a collaborative language industry. However, contextual constraints can impede the pedagogically sound incorporation of professionally relevant tools into translation practice. In this study, I propose methods for identifying and addressing these constraints and optimizing translation practice through the informed selection and implementation of knowledge-sharing tools that promote the development of technological and personal/interpersonal translation competence. I report on action research conducted in an asynchronous online translation practice course, where problems are documented on interaction taking place via knowledge-sharing tools used to complete translation-relevant assignments. Solutions to these problems are proposed based on data gathered on tool usage and student and instructor discourse, in addition to the experiences, attitudes, and opinions of course stakeholders both in and outside the university. In a first step, a survey is launched to identify the primary affordances of tools professional translators employ to interact with other professionals during translation and of tools educators use for interaction during online translation practice. In a second step, survey responses, learning environment data, student feedback, and instructor reflections are collected with the participation of stakeholders in an online master's-level introductory translation practice course. These data are analyzed to gauge learning using community of inquiry-based indicators of presence, which are related to the knowledge-sharing tools through which interaction occurs during two course assignments. The survey is also used to identify constraints affecting the selection and implementation of tools in these assignments. In a third step, ways are proposed to address the identified constraints while selecting translation-relevant knowledge-sharing tools. The resulting empirically informed optimization of interaction in on (open full item for complete abstract)

Committee: Erik Angelone (Advisor); Gregory Shreve (Committee Member); R. Kelly Washbourne (Committee Member); Elena Novak (Committee Member) Subjects: Pedagogy

Doctor of Philosophy, University of Toledo, 2021, Educational Technology

Online education continues to grow exponentially, yet faculty acceptance of online teaching and learning has not. Decades of qualitative study indicate that a majority of faculty continue to regard online education as inferior to traditional classroom learning (Butler & Sellbom, 2002; Wilson & Stacey, 2004; Lloyd, et al., 2012; Ubell, 2017). The growth of online learning has spurred the development of educational technologies and innovative pedagogical approaches to foster immersive online learning experiences. As faculty venture into this new educational paradigm, whether by choice or force, their attitudes about online education are slowly becoming more positive (Jaschik & Lederman, 2019). The purpose of this study was to assess the attitudes of faculty and establish user profiles based on their innovativeness with regard to teaching with technology and online experience. These profiles were framed using Rogers' Diffusion of Innovations theory (2003) using cluster analysis. The results of this study indicate that faculty adoption-diffusion profiles are correlational to their attitudes toward online education. In addition, this study determined that online teaching experience is the strongest predictor of faculty attitudes and adoption-diffusion classifications. The results of this study suggest that institutions would benefit in analyzing their faculty innovation classifications to inform policy, technology purchasing decisions, and development offerings.

Committee: Berhane Teclehaimanot Ph.D. (Committee Chair); Svetlana Beltyukova Ph.D. (Committee Member); Jiyu You Ph.D. (Committee Member); Mark Templin Ph.D. (Committee Member) Subjects: Educational Technology; Educational Theory; Higher Education; Instructional Design; Teacher Education; Teaching

Doctor of Philosophy (PhD), Ohio University, 2020, Curriculum and Instruction Science Education (Education)

The purpose of this study was to examine science teacher perceptions of digital simulations and virtual labs as digital tools in the 7-12th science classroom. The first study research question was: In what ways do science teachers use digital simulations and virtual labs in the 7-12th science classroom? The second study research question was: What factors influence teachers' use of digital simulations and virtual labs in the 7-12th science classroom? The theoretical framework used for this dissertation included the Unified Theory of Acceptance and Use of Technology (UTAUT), self-efficacy, and Technological Pedagogical Content Knowledge (TPACK). The research was a mixed methods sequential explanatory research design divided into two phases. Phase one consisted of a survey that was analyzed using descriptive statistics, and open response items were quantitized using inductive analysis. Phase two consisted of semi-structured interviews that were coded and analyzed inductively for emerging themes. Findings from each phase were integrated using an integrated results matrix, and meta-inferences were drawn. The findings indicate that science teachers use digital simulations and virtual labs for purposes of integrating scientific practices; providing safe, alternative science experiences, and visualizations. Findings concerning factors affecting their use included value of digital simulations and virtual labs; lack of adequate, formal professional development, learning curve, availability of functioning technology; cost, quality, and validity; and lack of general support. Based on this research, implications arise for teacher education, professional development, classroom practice, and the development of digital simulations and virtual labs. Implications include providing formal professional development opportunities that emphasize successful models of implementation, development of digital simulations and virtual labs that meet the needs of teachers, providing time (open full item for complete abstract)

Committee: Danielle Dani PhD (Committee Chair); Krisanna Machtmes PhD (Committee Member); Teresa Franklin PhD (Committee Member); Eugene Geist PhD (Committee Member) Subjects: Education; Educational Technology; Science Education; Secondary Education; Teacher Education; Teaching

BS, Kent State University, 2019, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

William Shakespeare's plays and poems are curricular standards in most American public high schools. Consequently, English Language Arts teachers everywhere are faced with the difficult task of teaching late-sixteenth- and early seventeenth-century words, constructions, and genres to twenty-first century students. Personal and anecdotal evidence indicates that the practice of teaching Shakespeare's plays as though they are novels is alive and well. Such an approach fails to employ several pedagogical practices that can make a significant difference to student comprehension, including using of technology and reframing Shakespearean English as a quasi-foreign language. This thesis examines and combines these two practices to create a design for a language-learning app geared specifically toward middle- and high-school-aged students learning Shakespearean English.

Committee: Don-John Dugas Ph.D. (Advisor); Candace Bowen (Committee Member); Elizabeth Howard Ph.D. (Committee Member); William Kist Ph.D. (Committee Member) Subjects: Education; Educational Technology; Language Arts; Secondary Education

Master of Arts (M.A.), University of Dayton, 2018, English

With the increasing advancements in communication technology and the acceleration of globalization, English is becoming a de-facto world-wide standard for language. It is not just grammar, spelling and diction that determine successful communication between intercultural speakers. The social awareness aspect, or what is referred to as pragmatic competence, of communication can be just as important. Without a solid understanding of pragmatics, a non-native speakers of English may encounter professional failure in their future. The primary objective of this research was to investigate the significance of ways that students learning English as a second language, develop pragmatic awareness. A second objective was to recommend teaching activities that could enhance that development, enabling second language learners to discern cultural and contextual meaning in real-life situations outside the classroom. This will help to further develop linguistic skills and instill confidence to students.

Committee: Jennifer Haan Dr. (Advisor); Andrew Slade Dr. (Committee Chair); Bryan Bardine Dr. (Committee Co-Chair); Lori Phillips M.A. (Committee Member) Subjects: English As A Second Language

BS, Kent State University, 2017, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Assistive technology devices are being utilized more frequently in classrooms for accommodations and modifications, especially for students with disabilities. These devices can be high technology devices containing batteries, or low technology devices which may be inexpensive and do not require batteries to be used. Throughout the thesis, the use of high technology devices and low technology devices is specified to introduce the idea of integrating devices into general education and special education classrooms. Furthermore, resources are provided regarding learning more about specific devices, how to further implement technology in the classroom, and catalogs to buy devices.

Committee: Robert Cimera Dr. (Advisor); Sloane Burgess Dr. (Committee Member); Annette Kratcoski Dr. (Committee Member); Natasha Levinson Dr. (Committee Member) Subjects: Special Education

Doctor of Philosophy (PhD), Ohio University, 2016, Instructional Technology (Education)

Stakeholders are interested in using technology to integrate nutrition education into the regular school curriculum as one strategy, among many, to combat the childhood obesity epidemic. The primary purposes of this study were to: (a) gain a better understanding of elementary teachers' perceptions concerning technology integration in nutrition education, and (b) identify factors influencing elementary teachers' self-efficacy for integrating technology into nutrition education. An online survey was used to collect demographic information, teacher perceptions of barriers to using technology to teach nutrition, teacher perceptions of barriers to teaching nutrition in general, teacher perceptions of supports for using technology to teach nutrition, and technology integration self efficacy for teaching nutrition. Frequencies, means, and standard deviations were calculated to gain a better understanding of teacher perceptions related to technology integration and nutrition education. Multiple regression analysis examined whether the variables (nutrition training and technology training) could predict elementary teachers' self-efficacy for utilizing technology to teach nutrition. One hundred sixteen elementary educators from a six county region in West Virginia completed the survey. All educators taught at schools participating in Marshall University's Nutrition Education Program. Results indicate that “Unavailability of personal technology for students' home use to learn nutrition (iPad, laptop, fitness tracker)” was the greatest challenge for teachers in using technology to teach nutrition. The two greatest challenges for teaching nutrition in general were “lack of appropriate resources” and “lack of instructional time.” Results of the multiple regression revealed an overall significant regression (p = .011) with a small effect size. Multiple regression analysis with four forms of training revealed that the variables professional development, undergraduate course, gr (open full item for complete abstract)

Committee: Greg Kessler PhD (Advisor); Darlene Berryman PhD (Committee Member); Christopher Guder PhD (Committee Member); Min Lun (Alan) Wu PhD (Committee Member) Subjects: Education; Educational Technology; Elementary Education; Health Education; Nutrition; Teaching

Doctor of Philosophy, The Ohio State University, 2016, EDU Policy and Leadership

Mobile technology and online engagement have rapidly increased in access and use and have become embedded aspects of students' daily lives (personal, social, and academic) due to ubiquity and capability for personalized online interactions; and may have a positive or negative effect on students' use across formal and informal learning environments and students' overall academic success. The purpose of this study was to examine and explore the frequency of students' use of mobile technology for academic and non-academic purposes as well as frequency of students' online engagement in non-academic activities across formal and informal learning environments (e.g. while in class, while studying, and during personal leisure time) and their overall relationship to students' self-regulation & metacognitive tendencies and academic achievement/success. In addressing this purpose five groups of research question were developed. To inform my investigation of post-secondary students' mobile technology use, I developed a conceptual framework that connects three fields of study: (a) Educational technology, (b) Educational psychology, and (c) Student engagement in higher education. The conceptual framework was informed by Bandura's (1986) social cognitive theory and triadic reciprocal causality model which was developed focusing on personal, behavioral, and environmental factors that constantly interact and influence one another. This study is among the first to explore connections between these various areas and factors in regards to students' mobile technology use and online engagement across formal and informal learning environments. Participants consisted of 604 students from a large Midwestern university. I developed the Student Mobile Technology Experience (SMTE) Survey. Survey data were analyzed using descriptive statistics, correlation analysis, one-, two-, and three-way ANOVAs, and various factorial repeated measures ANOVAs (p < 0.05). Significant correlation (open full item for complete abstract)

Committee: Anika Anthony (Advisor); Richard Voithofer (Committee Member); Kui Kui (Committee Member) Subjects: Education; Education Policy; Educational Leadership; Educational Psychology; Educational Technology; Higher Education; Higher Education Administration; Information Technology; Instructional Design

Doctor of Education (Ed.D.), Bowling Green State University, 2016, Leadership Studies

The purpose of this study was to examine the relationship of technology use and facilitation of inquiry-based teaching across the curriculum through the implementation of a one-to-one technology pilot. This study also explored which technology related factors (Teacher Tech Use, Student Tech Use, Tech Barriers, Teacher Comfort) best predict the use of inquiry-based teaching methods with students. Additionally, there was an examination of changes (pre-post) in the use of inquiry-based methods as a result of the one-to-one pilot. Data were collected using a pretest and posttest 1:1 Teacher Survey developed by the Center for Assessment and Evaluation Services at Bowling Green State University. Participants were 80 teachers from two Northwest Ohio school districts who participated in a one-to-one pilot during the 2012-2013 school year. Three research questions guided this study. Descriptive statistics were used to analyze Research Question 1 which examined if Teacher Tech Use, Student Tech Use, Tech Barriers, and/or Tech Comfort related to a teacher's use of inquiry-based teaching methods. Teacher Tech Use and Teacher Comfort were both strongly related pre and post with regards to a general one-item inquiry-based learning item and an inquiry-based subscale. Multiple Regression was utilized to analyze Research Question 2 which examined if Teacher Tech Use, Student Tech Use, Tech Barriers, and Tech Comfort predicts a teacher's use of inquiry-based teaching methods with students. The data revealed that Teacher Tech Use was the only significant predictor of a teacher use of inquiry-based teaching methods. Finally, a t-test of related samples was used to analyze Research Question 3 which examined if a one-to-one technology program for students significantly increased the use of inquiry-based teaching methods. The piloting of one-to-one in both districts was limited to approximately a six month time period. The data concluded that the one-to-one pilot did not reveal a (open full item for complete abstract)

Committee: Rachel A. Reinhart (Advisor); Savilla Banister (Other); Judith Jackson May (Committee Member); Paul A. Johnson (Committee Member); Carrie Rathsack (Committee Member) Subjects: Education; Educational Technology; Elementary Education; Teaching; Technology

Doctor of Philosophy, University of Toledo, 2015, Curriculum and Instruction: Educational Technology

This mixed-method multiple-case study explores the ways successful teaching with the iPad in a one-to-one classroom setting is aligned with the TPACK framework. The research was conducted at a college-preparatory high school with a two-year history of teaching and learning with the iPad. A teacher was selected from each of the following content areas: English, mathematics, history and biology. Data collection included semi-structured interviews, lesson plan documents, direct classroom observations, and a survey. The qualitative data was analyzed using the Atlas.ti software and the quantitative data using the methods of descriptive statistics. In the cross-case analysis both qualitative and quantitative data were compared and contrasted with the theoretical TPACK framework and the findings of other research studies measuring the TPACK construct.

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

Doctor of Philosophy (PhD), Ohio University, 2014, Cultural Studies (Education)

Spoken English intelligibility in the US classroom is expected, and international teaching assistants (ITAs) are often required to take a course if their speech is not sufficiently intelligible. Yet despite the financial importance of a teaching assistantship contract, many ITAs feel they cannot place priority on improving their English when they have so many other responsibilities as graduate students, teaching assistants, and members of communities in another country. Thus, many ITAs are unable to pass an oral assessment after taking a requisite oral communication class. The purpose of this qualitative research study was to learn about ITAs' experiences in such a course: what helped and hindered their learning, how to more effectively implement technology into the ITA preparatory courses, and how to provide more opportunities for the ITAs to develop learner autonomy. Thirteen ITAs documented their experiences in a reflexive photography project that they shared in peer focus groups and further expanded in individual interviews with the researcher. Four thematic topics emerged from the data: the ITA preparatory class, speaking opportunities, general English language skills improvement, and obstructions to spoken English improvement. Overall, it seems that the predetermined circumstances (such as their major areas of study as well as their cohort and instructors) in which the ITAs found themselves as well as the agency they exercised within those circumstances, along with the dual linguistic identities they embodied, shaped their experiences. The participants who made English language studies obligatory and sought interactions with native speakers and/or used technology scored higher on the assessment than the participants who did solely what was required for the class. Using technology to learn and practice was a hallmark of the learners who displayed learner autonomy, as was engaging in speaking opportunities with native speakers for purposeful practice. Furthermor (open full item for complete abstract)

Committee: Jaylynne Hutchinson (Committee Chair); John Hitchcock (Committee Member); Greg Kessler (Committee Member); Jenny Nelson (Committee Member) Subjects: Education; English As A Second Language; Linguistics

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this research study was to understand perceptions of faculty members regarding their experiences of teaching nursing courses in undergraduate baccalaureate and graduate programs, using asynchronous, web-based courses. The goal of this researcher was to explore faculty perceptions of online teaching and work to clarify workload and policy issues, barriers to quality online teaching and learning, and faculty needs for professional development and support. A qualitative descriptive design method was used to explore nursing faculty perceptions of teaching online. Data were obtained through an initial demographic survey and through interviews with a subset of 10 faculty participants. The findings from this study reveal that nursing faculty members perceive (a) that relationships are key to learning and that these relationships can be complex and difficult to establish in the online learning environment, (b) that support comes in a variety of forms and is needed to make learning work well in the online environment, (c) that constraints and concerns interfere with their ability to engage students and provide the best online learning opportunities for their students, and (d) that there are opportunities to improve online teaching and learning. The findings from this study deepen our understanding of online teaching and learning in the discipline of nursing. Implications for nursing education include preparing nurse educators for the work of teaching in online environments, creating environments that foster teaching and learning, and enriching both faculty member and student experiences in online teaching and learning.

Committee: Alicia Crowe (Committee Chair) Subjects: Education; Nursing; Teaching

Doctor of Education, Ashland University, 2014, College of Education

A growing amount of research and literature supports a relationship between student success at the college level and the implementation of student-centered learning. Millennial students report higher levels of persistence and satisfaction in institutions that understand and try to adapt to their unique learning style, which is unlike the learning styles of their Boomer and Generation X faculty and administration (Debard, 2004; Noel & Levitz, 2009; Oblinger, 2003). What are institutional members of organizations such as the Council for Christian Colleges and Universities (CCCU) and the Association for Biblical Higher Education (ABHE) doing to understand and adapt to the change in generational trends and attitudes toward learning? Recent literature consistently indicates Millennial students have certain expectations about learning. Organizations must address these expectations so Christian higher education institutional effectiveness does not experience negative consequences in our changing global society.

Committee: Ann Shelly PhD (Committee Chair); Carla Edlefson PhD (Committee Member); Dan Lawson PhD (Committee Member) Subjects: Education; Higher Education; Religious Education; Technology

PhD, University of Cincinnati, 2013, Education, Criminal Justice, and Human Services: Educational Studies

Educational reform efforts have yielded new data, which clearly indicate continued: (1) increases in diversity within US public schools and (2) concerning disparities in US academic achievement levels. As a result, elementary school, junior high school, and high school teachers are charged with uniquely difficult and dynamic tasks. Culturally responsive teaching, one pedagogical approach of multicultural education, is capable of meeting and fulfilling many of the current and future dynamic needs of our education system. The purpose of this study was to collect information from elementary school teachers in order to characterize phenomena related to culturally responsive teaching, and to use that information to illuminate methods and mechanisms currently employed by these teachers in modern educational practice. The data were collected through the use of phone interviews and a Web based survey, formulated to address: How do 21st century elementary school teachers perceive culturally responsive teaching and characterize its implementation process? The results characterize 21st century culturally responsive teaching; and although it is merely an initial exploratory study, the data indicate the need for teachers to acquire knowledge, skills, and desire to (a) design culturally relevant curricula, (b) withhold racializing students' identities, (c) be cognizant of overgeneralizing, and (d) use technology in culturally responsive teaching.

Committee: Vanessa Allen-brown Ph.D. (Committee Chair); Darwin Henderson Ed.D. (Committee Member); Stephen Sunderland Ph.D. (Committee Member) Subjects: Education

EdD, University of Cincinnati, 2008, Education : Curriculum and Instruction

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.

Committee: Kenneth Martin Ph.D. (Committee Chair); Glenn Markle Ed.D. (Committee Member); Janet Bohren Ph.D. (Committee Member); Rebecca Scheckler Ph.D. (Committee Member) Subjects: Continuing Education; Curricula; Education; Secondary Education; Social Research; Teacher Education; Teaching; Technology

EdD, University of Cincinnati, 2005, Education : Curriculum and Instruction

The use of technology in distance education has become a trend in the higher education in Taiwan. Technology provides online instructors with powerful tools to engage students in the learning process (Villamil & Molina, 1997). Therefore, it is important to map the characteristics of professional online instructors in the country. This study examines the different teaching strategies, pedagogical concepts, curriculum and instructional design principles, and the educational technologies used by professionals in asynchronous and synchronous online education. The main goal of this study was to formulate characteristics of professional online instructors by utilizing the experiences of different instructors who employed the online medium in their teaching. The study also explored how online educators apply technology to their concepts of pedagogy and curriculum design; to develop a deeper understanding of their roles as professional teachers; and to clarify how the combination of instructors' beliefs and philosophies, technological and pedagogical skills, and expertise in C&I designs characterize a professional online instructor. Using qualitative methods of analysis, the researcher conducted interviews with eighteen online instructors to determine their experiences when adopting online as a medium of teaching. What emerged from this study may be summarized as follows: Online instructors' educational backgrounds and knowledge in technology are important factors in the development of professionalism in online instruction. An online instructor who is adept in curriculum and instructional design, but who does not possess sufficient knowledge of technology, may encounter problems during the teaching process. On the other hand, advanced technological knowledge may not be enough to create a professional online instructor. The mere knowledge of technology is not a guarantee of higher quality online education and vise-versa. Further, the characteristics of professional online in (open full item for complete abstract)

Committee: Dr. Glenn Markle (Advisor) Subjects:

EdD, University of Cincinnati, 2002, Education : Educational Foundations

This study sought to test whether multidimensional professional development programs are preferable to a traditional one, which, typically, consists of taking a graduate course. It compared teachers' perceptions about the effects of three programs for professional development on their teaching practice and student performance. Two of the programs, the Arts Integration Program and Job Shadowing Institute, were multidimensional models of professional development. The third was Technology Training, a traditional model of professional development. The purpose of the study was to contribute to the body of knowledge about teachers' perceptions of the effect of professional development on their teaching practice and their students' learning. The study included elementary, middle, and high school teachers as participants and survey respondents. It spanned three years. Descriptive data were collected to provide an accurate description of the three programs. Participant observations of professional development sessions, informal and formal interviews of teachers, administrators, and facilitators were among the data collection tools used during the first two years of the study to provide a detailed description of the actual programs. The main focus of the study was a survey of participants' perceptions of the effect of professional development on their teaching and their students' learning. Survey results indicated that teachers perceived that professional development could be most effective for improving their teaching practice and student learning when the professional development programs are intentional, on going, and systemic. The non-traditional, multidimensional professional development was found to be more effective than the traditional model. However, the results of the study also indicated that even a traditional model of professional development was perceived as having an impact on students' learning when applications were made to curricular content and when there w (open full item for complete abstract)

Committee: Dr. Mary Anne Pitman (Advisor) Subjects: