Dissertations / Theses on the topic 'Active engagement strategies'

Thesis (Ph.D.)--Indiana University, 2010.
Title from screen (viewed on March 3, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Judith Halstead, Anna McDaniel, Mary L. Fisher, Lillian Stokes. Includes vitae. Includes bibliographical references (leaves 98-107).

Introductory computer programming course is one of the fundamental courses in computer science. Students enrolled in computer science courses at the college or university have been reported to lack motivation, and engagement when learning introductory programming (CS1). Traditional classrooms with lecture-based delivery of content do not meet the needs of the students that are being exposed to programming courses for the first time. Students enrolled in first year programming courses are better served with a platform that can provide them with a self-paced learning environment, quicker feedback, easier access to information and different level of learning content/assessment that can keep them motivated and engaged. Introductory programming courses (hereafter referred to as CS1 and CS2 courses) also include students from non-STEM majors who struggle at learning basic programming concepts. Studies report that CS1 courses nationally have high dropout rates, ranging from anywhere between 30-40% on an average. Some of the reasons cited by researchers for high dropout rate are lack of resource support, motivation, lack of engagement, lack of motivation, lack of practice and feedback, and confidence. Although the interest to address these issues in computing is expanding, the dropout rate for CS1/CS2 courses remains high. The software engineering industry often believes that the academic community is missing the mark in the education of computer science students. Employers recognize that students entering the workforce directly from university training often do not have the complete set of software development skills that they will need to be productive, especially in large software development companies.

This study examined differences in the effects of three active-learning teaching strategies (case-based learning, simulation, and simulation with narrative pedagogy) on the outcomes of nursing student performance of intervention activities, performance retention of intervention activities, student satisfaction, self-confidence, and educational practice preferences. Engagement theory of student learning provided the overarching theoretical framework. An experimental posttest-only design incorporating two posttests (first performance and retention performance) was used with a sample of 74 nursing students at the University of Iowa College of Nursing. Students attended a cardiac lecture and completed a cardiac test prior to the teaching strategies. Students were randomly assigned and participated in one of the three active-learning teaching strategies and completed the Demographic Questionnaire, the Satisfaction and Self-Confidence in Learning Instrument, and the Educational Practices Questionnaire. Week 3 of the study, after the teaching strategies students participated in an individual performance demonstration in which they implemented nursing intervention activities in response to a cardiovascular scenario interacting with a high-fidelity mannequin. Week 8 of the study, another individual retention performance demonstration was completed by the students using a different case scenario. Both performance demonstrations were digitally recorded and scored using the Student Performance Demonstration Rubric. Two-way mixed analysis of variance (ANOVA) revealed a significant main effect (within-subjects effect) of time, meaning that students in all three teaching strategy groups experienced improved performance of nursing interventions over time, from first performance to retention performance. No significant interaction effect (within-subjects) for time and teaching strategy groups were found. There was also no significant main effect (between-subjects effect) of teaching strategy groups (F 2, 71 = 2.33, p = .105). An exploratory one-way ANOVA on student's first performance rubric scores revealed results approaching significance for the three groups (F 2, 71 = 2.90, p = .06). The simulation with narrative pedagogy group had the highest first performance mean (72.74), followed by the case-based learning group mean (70.68), and finally the simulation group scored the lowest mean (66.16). One-way ANOVA revealed no significant differences across the groups for students' Satisfaction Total scores, Self-Confidence Total scores, and Presence and Importance of Educational Practices Total scores.

Le but de cette thèse est de comprendre comment les entreprises peuvent faire augmenter une expérience donnant naissance à l’engagement des consommateurs grâce aux nouveaux médias (comme les vidéos du Web, les dispositifs de téléphonie mobile et la télévision "traditionnelle") afin de stimuler le comportement actif des clients et de redéfinir des stratégies commerciales de marketing. Nous avons structuré notre analyse sur trois études d’approche.Dans la première étude, nous avons décrit comment l'engagement personnel avec le contenu et l'engagement social interactif (résultant du sens perçu de la communauté, du sentiment d'appréciation intrinsèque et de la participation à l'expérience) influencent différemment le comportement actif et passif sur des sites de télévision sociale. Nous avons testé des hypothèses en estimant un modèle d'équation structurale avec les données d'une enquête sur un groupe de 814 utilisateurs de télévision sociale aux Etats-Unis et en Europe. Dans la deuxième étude, nous examinons l'influence de l'intrusion dans la vie privée sur la relation entre l'engagement expérientiel (c'est à dire l'engagement personnel et l'engagement interactif et social) et l'utilisation active et passif et nous avons testé ces hypothèses (379 utilisateurs) en tenant compte de services de géolocalisation sur téléphonie mobile. Dans la troisième étude, nous avons élargi notre cadre conceptuel et étudié les effets de l'engagement social interactif sur l'identité sociale et l'appréciation des marques. Le modèle a été validé expérimentalement en menant une enquête sur des pages de fans de Facebook de 20 grandes marques internationales situées en Europe et aux Etats-Unis (panel de 387 personnes). Les résultats émergeant des trois études prouvent que l'engagement expérientiel a des effets positifs sur le comportement du consommateur (actif et passif) en ligne et qu'il contraste avec l'effet négatif de l'atteinte à la vie privée. Les résultats obtenus confirment les effets positifs de l'engagement social et interactif sur les rapports affectifs des consommateurs pour une marque et le plein effet de l'identité sociale. De manière plus spécifique, les annonceurs publicitaires, qui forcent les expériences pouvant influencer l'engagement social et interactif, peuvent aussi influer sur l'identité sociale et le rapport avec une marque
The thesis aims to understand how companies can leverage on consumer experiential engagement in new-media based social media environments (using video on the web, handheld devices and web 2.0) in order to stimulate active behavior and redefine commercial marketing strategies. We structure our analysis on a three studies approach. The first study describes how Personal Engagement with the content and Social-Interactive Engagement (resulting from the perceived sense of community, intrinsic enjoyment and participation experience) differently influence both active and passive behavior. We test hypotheses with survey data from a sample of 814 US and EU social TV users. In study 2 we examine the influence of privacy intrusiveness on the relation between Experiential Engagement (Personal and Social-interactive Engagement) and active and passive use and we test it (n=379) with reference to mobile location-based social networking applications in EU and US. In study 3 we develop a conceptual model in which social-interactive engagement influences social identity directly and brand love indirectly through the mediating effect of social identity. The model was empirically validated (n=387) on the Facebook fan pages of 20 leading international brands in EU and the US. Findings emerging from the three studies show that Experiential Engagement has positive effects on the consumer behavior online (active and passive) and it may contrast the negative effect of privacy intrusiveness. The results obtained show also a positive effects of social-interactive engagement on consumer-brand affective relationships (brand love) and the full mediating effect of social identity. More specifically advertisers, leveraging on experiences that influence social-interactive engagement can influence the social identity and the relationship with the brand

Large institutional actors in the financial arena are moving their capital in a sustainable direction. This implies a change of the institutional norms and rules regarding sustainable investing. One of the problematic aspects of sustainable investing is how investors use different strategies to influence their holdings and what implications this choice might have on a sector level. The purpose of this paper is to empirically examine how the strategies from institutional investors are an expression of the current norms and rules in the field of sustainable investing. It also intends to illustrate how institutional pressures influence the strategies of investors and their holdings. By interviewing respondents from eleven institutional investors, we present data regarding norms and rules for sustainable investing and the consequences of the investor’s strategies. Our findings indicate there has been an immense increase in demand for sustainable products in recent years, resulting in institutional pressures that have influenced both the investors and their holdings. This exposes the field to selection processes which may force organizations to the point of adapt or die. Finally, our conclusion provides practical implications on what role institutional investors have in the quest for sustainable development.

This study intented to investigate the effects of activities based on role-play on ninth grade students&rsquo
achievement and attitudes at simple electric circuits. In this study, Physics Achievement Test was developed to evaluate students&rsquo
achievement on simple electric circuits and role-play activities about simple electric circuits were prepared. In addition, Physics Attitude Scale was administered to explore students&rsquo
attitude towards physics. The present study was conducted at one of the high schools in Acipayam during 2003-2004 Spring Semester with a total number of 104 (51 female and 53 male) 9th students from four classes of two physics teachers. One class of each physics teacher was assigned as experimental and instructed by role-play activities on the other hand the other classes of each physics teacher was as control group and instructed by traditional method. The teachers were trained for how to implement role-play activities in the class before the study began. Physics Attitude Scale and Physics Achievement Tests were applied twice as a pre-test and after a three-week treatment period as a post-test to both groups to assess and compare the effectiveness of two different types of teaching
role-play versus traditional teaching method. Data were collected utilizing Physics Achievement Test and Physics Attitude Scale. Data of this study were analyzed utilizing descriptive and inferential statistics. The scores of the post-tests were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). Experimental group compared to control group tended to favor a significant difference in the achievement. However the statistical analysis failed to show any significant differences between the experimental and control groups&rsquo
attitude towards physics at simple electric circuits.

This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the impact of using high-tech (clickers) and low-tech (response cards and hand raising) modalities on academic engagement, accuracy of responding, and disruptive behavior across four teacher-nominated students in two first-grade classrooms. During baseline, the teacher conducted her lesson as planned by having the students raise his/her hand to answer questions. In the intervention phase, students alternated between using preprinted response cards and clickers each session to answer the teacher’s questions. When using the pre-printed response cards or clickers, the students were instructed to hold up the index card with the correct answer or click the correct answer on his/her remote after the teacher read the question. The results of the study indicate that both active responding strategy (ARS) modalities were equally effective in increasing student academic engagement and decreasing disruptive behavior.

Abstract As college populations are becoming increasingly diverse, institutions must find ways to meet the needs of their nontraditional students. Nontraditional adult learners are self-directed, ready to learn, and are internally motivated to engage in problem-centered learning. The purpose of this study was to expand and refine an active learning seminar in a higher education setting to improve the quality of teaching, student engagement, and retention rates. The site of the study was a Historically Black College and University (HBCU) in which adult students over 25 constituted 49% of the population. The faculty members at this site predominantly employed traditional instructional methods. Action research was used to explore 6 faculty members' perceptions of active learning approaches before and after they attended an active learning seminar. Before and after the seminar, observations of student engagement, using the Direct Observation Instructional Management (DOIM) checklist, were conducted. Interviews with the faculty members explored their perceptions and needs regarding use of active learning strategies. Interview data were analyzed thematically and pre and post themes were compared. On the DOIM, student engagement was observed to increase in 2 classes. Results, including strategies that increased engagement, were integrated into a seminar that can be implemented at the same HBCU. Social change implications are that faculty members may begin to use techniques that will more effectively engage adult learners, leading to greater retention of knowledge and a likely increase in the graduation rate of students.

The research project examined how social issue documentary is evolving in the digital age. Using case study analysis of That Sugar Film's Facebook audience engagement campaign and an innovative mixed methods approach, the research demonstrated that positive personal stories, information exchange, and authentic characters can build trust, while negative posts may gain reach, but can also lead to exclusion and polarisation. The research evidenced how publics discuss social issues in the digital age, with important implications for the way social media can be used to productively engage audiences in behaviour and attitude change in the long tail of online engagement.

This study explored how social aspects for stakeholder engagement are being addressed and incorporated in climate action plans (CAPs). This focus was chosen to address the knowledge gap in research on social conditions for climate action which has been found to provide barriers to achieving deep decarbonisation. The thesis conducted a case study of two cities, Copenhagen (Denmark) and Stockholm (Sweden). Each city’s CAP was analysed through a thematic document analysis that explored through what measures each city aim to achieve stakeholder engagement for local climate action.    Five overarching themes were identified through a literature review and used as an analysis framework: citizen engagement, private sector engagement, stakeholder collaboration, awareness development and advocacy. For both CAPs, the results showed an extensive variation for measures that contributed to each theme. The main findings were that measures should focus on developing collaborations, partnerships, networks, knowledge, awareness, skills, green procurement policies and stricter environmental regulations to support the level of stakeholder engagement needed for deep decarbonisation. Also, to focus on advocation measures, as well as measures aimed at developing knowledge and support to accelerate systematic change. In addition, it was found that cities need to focus on ensuring higher levels of equity and formalize extended citizen involvement for more inclusive and fair transitions. Findings also highlighted similarities and differences between the two CAPs, what lessons could be learned from these and connected these findings to how climate action could be further developed.

This thesis empirically examines how lobby groups and activists respond to innovative forms of public participation. The study centres on processes that foster a particular kind of deliberative governance including citizens’ juries, consensus conferences and planning cells. These deliberative designs bring together a panel of randomly selected lay citizens to deliberate on a specific policy issue for a few days, with the aim of providing decision makers with a set of recommendations. While policy makers worldwide are attracted to these novel participatory processes, little consideration has been given to how well they work alongside more adversarial and interest-based politics. This doctoral research project examines this interface by studying what these processes mean to different kinds of policy actors such as corporations, advocacy groups, government agencies, experts and professionals. These entities are collectively referred to in this thesis as ‘interest organisations’ because in some way they are seeking a specific policy outcome from the state – even government-based groups.¶ The empirical research in this thesis is based on comparative case studies of four deliberative design projects in Australia and Germany. The Australian cases include a citizens’ jury on waste management legislation and a consensus conference on gene technology in the food chain. The German case studies include a planning cells project on consumer protection in Bavaria, and a national consensus conference on genetic diagnostics. Together the cases capture a diversity of complex and contested policy issues facing post-industrialised societies. In each case study, I examine how relevant interest organisations responded to the deliberative forum, and then interpret these responses in view of the context and features of the case.¶ The picture emerging from the in-depth case studies is that interest organisations respond to deliberative designs in a variety of ways. Some choose to participate actively, others passively decline, and a few resort to strategic tactics to undermine citizens’ deliberations. The empirical research reveals that though responses are variable, most interest organisations are challenged by several features of the deliberative design model including: 1) that deliberators are citizens with no knowledge or association with the issue; 2) that experts and interest representatives are required to present their arguments before a citizens’ panel; and 3) that policy discussions occur under deliberative conditions which can expose the illegitimate use of power.¶ Despite these challenges, the paradox is that many interest organisations do decide to engage in lay citizen deliberations. The empirical research indicates that groups and experts value deliberative designs if they present an opportunity for public relations, customer feedback, or advocacy. Moreover, the research finds that when policy actors intensively engage with ‘ordinary’ citizens, their technocratic and elite ideas about public participation can shift in a more inclusive and deliberative direction.¶ The thesis finds that, on the whole, weaker interest organisations are more willing to engage with lay citizens than stronger organisations because they welcome the chance to influence public debate and decision makers. It appears that powerful groups will only engage in a deliberative forum under certain policy conditions, for example, when the dominant policy paradigm is unstable and contested, when public discussion on the issue is emerging, when policy networks are interdependent and heterogeneous, and when the broader social and political system supports public accountability, consensus and deliberation. Given that these kinds of policy conditions do not always exist, I conclude that tensions between interest organisations and deliberative governance will be common. In order to create more cooperative and productive interfaces, I recommend that interest organisations be better supported and integrated into citizens’ deliberations, and that steps be taken to safeguard forums from strategic attempts to undermine their legitimacy.¶ The thesis also sends out three key messages to democratic theorists. First, the empirical research shows that different kinds of groups and actors in civil society vary in their willingness and capacity to participate to public deliberation. Second, the deliberative design model demonstrates that partisan actors, such as interest organisations, will engage in public deliberation when they can participate as strategic deliberators. In this role partisans are not expected to relinquish their agendas, but present them as testimonies before a group of deliberators. Third, the empirical research in this thesis should bring home to theorists that deliberative forums are closely linked to the discursive context within which they operate.

The purpose of this research was to explore how a medium-sized, not-for-profit social services organization could strategically engage culturally diverse women in Canada between the ages of 30-50 in activities that would help to achieve the organization's strategic objectives. Research was related to determining the current state of engaging this population and the actions SOS could take to enhance engagement. Action research involved staff, volunteers, donors and representatives of other organizations. Research findings revealed a connection between engaging stakeholders and growing the organization, in particular engagement through dialogue on issues associated with orphaned and abandoned children using methods that address the diverse preferences of this population. Recommendations included targeting corporate marketing and communication efforts to create meaningful interactions, creating messages centred on issues, and developing organizational capacity to strategically plan and manage this kind of stakeholder engagement. This study was of minimal risk and adhered to RRU Ethical Guidelines.

abstract: During the winter semester of 2018, I conducted a series of four workshops to teach parents (n = 6) strategies that could be used from home with their fourth-grade struggling readers. This study was situated in an elementary school located in North Las Vegas, NV. I invited students that scored two or more years below grade level, as indicated by the STAR Reading Assessment (a grade equivalency assessment). The purpose of this study focused on how family engagement resulting from the implementation of four small group workshops delivered by the teacher (and researcher) could affect reading performance of students who were below grade level. This mixed-methods action research study was informed by Bourdieu’s Theory of Cultural Capital (1977), Bandura’s Theory of Self-efficacy (1986), and school, family, and community partnership models. Quantitative data included pre- and post-intervention parent surveys, post-intervention student surveys, and pre- and post-intervention student reading assessments. Qualitative data included field notes and post-intervention parent interviews. A repeated-measure t-test found the difference between student pre- and post-assessment to be statistically significant, t(9) = -3.38, p = 0.008. Findings also indicated that parents utilized the skills learned, increased their self-efficacy in regards to family involvement, and overcame obstacles.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019

Within IT areas, Quality is often reduced to visions strongly influenced by operational and tactical instruments, relegating to minor dimensions crucial Organization Development (OD) aspects which sustain Learning, and Innovation. The current Program, grounded on the relevance of these aspects, has targeted, within a Bank’s IT Division, an approach to induce organizational change, and to produce strategic actions and behavioural changes which have led to an effective improvement on Customers, and Employees’ Satisfaction. It has followed an Action Research paradigm – addressing a complex, transformational, planed change, and using a multidimensional, integrative approach, based on a holistic, open systemic view – not targeting for the development of new theories, but, mainly, the fulfilment of existing empirical, and methodological gaps. It has integrated a two-cycle OD approach, where a first cycle focused on Service Culture, Leadership, and Employee Engagement has developed the conditions for a second cycle based on the acquired knowledge (double loop) and devoted to strategy implementation. Although the intervention’s achievements cannot be generalized outside the context, they can be transposed to other settings. They’ve revealed important Management Implications which form the relevance basis for this doctoral dissertation, namely a holistic, values-based, and participative framework to address organizational transformation, and the associated critical success factors. An opportunity exists to further research in the field, linking together an OD approach with a TQM approach to organizational excellence. Also, a metamodel of the Action Research process which has been followed – evidencing, at a conceptual level, the main sub-processes, data groups, and linking points between the action and the research dimensions – has been produced. An opportunity exists for further research on the development of this metamodel, including a conceptual data model and a system behavioural perspective (responding to events).
Nas áreas de TI, a Qualidade é frequentemente reduzida a visões fortemente influenciadas por instrumentos táticos e operacionais, menorizando aspetos de Desenvolvimento Organizacional (DO) que são essenciais para sustentar a Aprendizagem e a Inovação. O presente programa, alicerçado na relevância destes aspetos, visou, no contexto da Divisão de TI de um Banco, desenvolver uma aproximação indutora de mudança organizacional; produzindo ações de índole estratégica e mudanças comportamentais; tendo conduzindo a um incremento significativo na Satisfação de Clientes Internos e de Colaboradores. Um primeiro ciclo – focado na Cultura de Serviço, na Liderança e no Envolvimento dos Colaboradores – criou as condições para num segundo ciclo, baseado no conhecimento organizacional adquirido, e nas decisões estratégicas emergentes (“double loop” learning), proceder à respetiva implementação. Foi seguido um paradigma de Investigação-Ação – endereçando uma mudança complexa, transformacional, planeada; usando uma abordagem multidimensional e integrativa; baseada numa perspetiva holística e de sistemas abertos – não visando diretamente o desenvolvimento de novas teorias, mas, fundamentalmente o colmatar de lacunas de índole empírica e metodológica. Embora os resultados obtidos não possam ser generalizados fora do contexto, eles podem, contudo, ser transpostos para outras intervenções; evidenciando-se como importantes Implicações para a Gestão que integram a base de relevância desta tese: um Quadro de Referência para a Transformação Organizacional Holística, Participativa e Baseada em Valores e respetivos Fatores Críticos de Sucesso. Numa perspetiva de Desenvolvimento Organizacional abrem-se ainda oportunidades de investigação-ação futura, no mesmo contexto, progredindo para uma abordagem à Qualidade Total e à Excelência Organizacional. Para além disso, outro dos resultados relevantes da investigação corresponde à produção do Metamodelo do Processo de Investigação-Ação que foi seguido – evidenciando, ao nível conceptual, os seus principais subprocessos, grupos de dados e pontos de articulação entre a vertente de ação e a vertente de investigação. Nesta vertente, abrem-se ainda oportunidades de investigação futura em termos de desenvolvimento do metamodelo, por forma a incluir uma visão conceptual de dados e uma perspetiva comportamental de sistema (resposta a eventos).