Dissertations / Theses on the topic 'Technology undergraduates'
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Goretsky, Andrew M. "Student Engagement of Traditional-Aged Undergraduates using Portable Internet Devices." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076079.
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The purpose of this qualitative study was to gain a better understanding of the expectations and experiences of traditional-aged undergraduates as they interacted through portable internet devices (PID) at their institution of higher education (IHE). A Basic interpretive qualitative design was used for this study (Merriam & Associates, 2002; Merriam, 2009). One-on-one interviews were utilized to gather data from 22 students. Interviews were conducted with students from a single institution who lived on campus and owned at least one PID. The data was analyzed using an open thematic analysis (Merriam, 2009) and was guided by Kuh’s (1993) theory of student engagement.
Six major findings were identified. First, there has been an emergence of a new digital divide due to the proliferation of these devices. Second, it is important to consider the context of a student’s interactions when trying to engage through PIDs. Third, students have high expectations of their IHE student life and personnel when interacting via PIDs. Fourth, for students, there is continuity of interactions that occur with peers, faculty, staff, and external communities. Fifth, students are conditioned to, and, in fact, expect greater flexibility in planning efforts due to PID use. Lastly, PIDs have enabled a new form of accountability for students, allowing them to set and meet goals.
Observations from the study led to seven primary recommendations for practitioners. These recommendations focused on policies and practices IHE personnel can employ to foster engagement most effectively in their students. The implications for practice included that IHE personnel need to: (a) assess how students use PIDS to interact at the IHE, (b) make prudent decisions about communication efforts through PIDs to maximize return on investment, (c) assess continuously in-person situations to ensure maximum engagement from students, (d) provide PIDs to students upon arrival, (e) enhance communication efforts with parents and external communities, (f) integrate accountability and expectation functions on to institutional apps, and (g) develop strategic and tactical plans for engagement through PIDs. Results of the study provided insight into the unique blending of both the physical and virtual worlds of traditional-aged undergraduates through their use of PIDs.
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Salinas, Romelia. "The digital divide goes to college Latino undergraduates and barriers to digital information /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580936671&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Zeng, Shuang. "English learning with Web 2.0 : an investigation into Chinese undergraduates' technology (non)use and perspectives." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021822/.
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Moving beyond the ‘Web 2.0’ and ‘digital native’ rhetoric, this thesis investigates what Chinese undergraduates are actually doing (and not doing) with online tools and applications to learn English outside the classroom and, why they choose to do so. Particular attention is paid to their use and non-use of the social web in their English learning context. A sociocultural framework is adopted to understand learners’ behaviours surrounding digital technology. This theoretical position puts learners at the centre of their English learning and decision-making regarding technology use. It guides the exploration into the contextually mediated choices and practices of English learners in the so-called ‘2.0’ era. Data collection for this mixed sequential study took place during the 2010-2011 academic year. The data consist of a survey of 1,485 undergraduates and semi-structured interviews with 49 participants in two large Chinese universities. The data demonstrate a few embryonic signs of how Chinese undergraduates try to ‘escape’ from their English learning context with online technologies. However, a vast majority of the participants chose to use the web as an instrument to handle their academic duties. When it comes to English learning, their use of Web 2.0 is limited and mostly non-interactive and unspectacular. In light of the above, the thesis goes on to consider a number of contextual factors that appear to constrain participants’ use of technology – not least the discourses of English learning and the cultural artefact of exams. Based on these findings, the thesis provides a framework that challenges existing beliefs about (language) learning with Web 2.0, and that contributes to understandings of how context mediates language learners’ behaviours surrounding digital technologies. The thesis concludes by suggesting ways of maximizing the learning potential of Web 2.0 for English learners at Chinese universities.
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Gismondi, Adam. "#CivicEngagement: An Exploratory Study of Social Media Use and Civic Engagement Among Undergraduates." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104157.
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Thesis advisor: Ana Martinez-AlemanCivic engagement is an activity that supports communities at local and national levels (Colby et al., 2000; Putnam, 1993; 2000). Within higher education, there has long been a desire to produce civically engaged graduates that will serve as leaders in addressing current and future societal problems. The task of developing young Americans that become socially aware, community-minded, and publicly involved requires a full understanding of the college learning environment for today's students. In recent years, the undergraduate environment has changed rapidly, with various digital social media presenting a new social and technological context for college students. Scholars have begun to explore the ways in which these social media have impacted the college environment, yet many areas for research have yet to be addressed. This exploratory qualitative study draws upon this growing literature base and social capital theory to ask: How do students understand the connection between social media use and their civic engagement while in college? This study presents data from six focus groups (n=35) and seven individual interviews conducted with students from campus organizations engaged in one of three pre-selected areas of civic engagement (Adler & Goggin, 2005). This study found that the students derived a great deal of civic value from their use of social media. These new media provide students with a constant stream of information that promotes both knowledge acquisition and the organization of others around common interests. However, findings from this study also indicate a number of challenges associated with the use of social media for civic learning and engagement, including the need to continuously filter an overwhelming amount of information and the intimidating nature of public civic debate online. The added value of social media in the development of civic behaviors speaks to a new way of thinking about ways to cultivate civic engagement. As colleges and universities continue to explore means to promote civic engagement as a learning outcome, the digital environments of students must be considered. A broad understanding of social technologies, along with a working knowledge of platform-specific features will help practitioners and scholars to better plan developmentally beneficial interventions
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Dingus, Alyssa. "Technology in Accounting: A qualitative study of undergraduate preparedness." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/634.
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Throughout history, technology has had a major impact on every profession and how certain tasks are performed. In recent years, technology has accelerated at an astonishing rate causing a total shift in the valuable skillsets of young professionals. Accounting is no exception to this shift and, as technology continues to advance, emerging accounting professionals will no longer be expected to enter the workforce only with basic pen-and-paper accounting knowledge. Instead, they will also be expected to possess analytical skills and be prepared to apply and learn the newest technology on the market. However, the traditional accounting curriculum does not focus on technological skills. Rather, it focuses on the basics of accounting, theory, and manual journal entries. Although these basics are certainly fundamental to accounting knowledge they are no longer the most important skills in an accountants repertoire. This raises the following question: are accounting programs adequately preparing graduates to use technological skill in the workplace once they graduate? This research paper seeks to answer that question through a qualitative study of recent Tennessee accounting undergraduates.
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Manning, Judith. "Gender and technology : women's experiences in an undergraduate nursing program." Title page, abstract and table of contents only, 1997. http://web4.library.adelaide.edu.au/theses/09ARM/09armm283.pdf.
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Bibliography: leaves 73-92. The aim of this thesis is to determine how women felt about, and learnt to use, technological devices in an undergraduate nursing program. The study explores women's experiences when learning to acquire and apply knowledge of technological devices, in order to identify factors which facilitate, influence or inhibit that learning. Women's perceptions of nursing, and the value of technological device use in nursing care are also examined.
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Gallardo-Echenique, Eliana, Mark Bullen, and Andrea Castillo. "Peruvian undergraduate students' usage of digital technology in academic context." Institute of Electrical and Electronics Engineers Inc, 2020. http://hdl.handle.net/10757/656777.
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El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.This paper presents the results of an interview of first-year university students at a private face-to-face university in Lima city on how they use digital technologies in their social and academic lives. This study was positioned in the interpretive paradigm with qualitative research design. Semi-structured interview with 13 open-ended questions was selected as the means of data. Atlas.ti. were used to analysed and coded all the interviews. To provide a well-structured approach to handling a large data set, thematic analysis was employed to analyse the verbatim transcription as outlined by Braun and Clarke. Contrary to the assumption that young learners are seen as highly adept technology users, the findings show that social networks (Facebook and Instagram) and WhatsApp are the most important applications for the participants.
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Rege, Karen M. "An examination of music technology requirements for undergraduate performance majors." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 110 p, 2008. http://proquest.umi.com/pqdweb?did=1757060791&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Halford, Sandy, and Florence M. Weierbach. "Inter-Professional Undergraduate Education and Technology Use in a Flipped Classroom." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7384.
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Chung, Yoona. "Exploring tablets for undergraduate schoolwork." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/17382.
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Master of ScienceDepartment of Food Science
Delores Chambers
Electronic reading (e-reading) device has been available for decades and there are many studies that have been published based on those devices. However with continuously changing tablet marketplace, there is a lack of studies looking at current devices. In order to understand the effect of tablets on undergraduate students, we conducted a consumer study to: 1) Determine the most beneficial tablet size for college students in their academic pursuits and 2) Determine the necessary types of support from academic libraries for college students conducting schoolwork using a tablet. An initial focus group study guided a consumer survey of 121 undergraduate students. The focus group study identified reading and note taking as key academic activities for tablet users. The participants were also interested in receiving quick help from the library and using electronic journal articles available from the library. A consumer survey took place at a university campus a month later. Each survey respondent answered a set of questionnaires using both large and small tablets of either Android or iOS operating system. The survey data showed that overall, larger tablet was preferred for academic use. Tablet size was not an important factor in reading or note taking (P ≥ 0.05) but perceived portability of a tablet size increased preference for that tablet size (P = 0.0078). In addition, the library’s instant messaging feature was found to be equally successful in both full and mobile website when viewed on a tablet (P ≥ 0.05). Many students who use HTML only or both HTML and PDF formats to view electronic journal articles when on a computer switched to PDF only when on a tablet. Our findings can assist tablet manufacturers in making a suitable tablet targeted for higher education uses. This study can also guide academic libraries in improving accessibility to resource for a growing number of undergraduate tablet users.
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Austin, Janice E. "Incidents in the Undergraduate Research Experience that Contribute to an Interest in Science, Technology, Engineering, and Math (STEM)." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80347.
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There is national attention and concern from industry leaders, educators and politicians that the United States will not be able to maintain its competitive edge due to the lack of students prepared for careers in science, technology, engineering, and math (STEM) (Hurtado et al., 2008; Kuenzi et al., 2006; Kuenzi, 2008; Laursen et al., 2010). Student-faculty research, such as is done during an undergraduate research experience (URE), has been shown to be a high impact activity leading to greater student interest in STEM careers. A closer look is needed to get an idea of what types of experiences during UREs impact a student’s interest in persisting into a STEM field career and to understand what are the key mechanisms of the experience that make it meaningful. The findings in this study add to the literature by exploring participants views of the undergraduate research experience at non-doctoral-granting universities and by supporting the idea that UREs can be effective in these settings as well. Further, this study puts forward a theoretical explanation about how and why UREs promote a student’s interest in persisting to a STEM field career.
The purpose of this qualitative study using critical incidents was to identify experiences during a URE that students perceived to encourage or deter their interest in pursuing a STEM field career following graduation and to identify causal mechanisms for why these experiences made a difference in their interest. This study was designed to use a qualitative approach consisting of individual interviews and a focus group with a total of 31 participants from three institutions to identify and come to a more complex, multi-layered understanding of the undergraduate research experience. A card sorting technique where participants assigned each card to the encouraged an interest, deterred an interest, neither encouraged nor deterred an interest, or did not experience category was used initially to generate a conversation about what individual experiences that students perceive encourage or deter them from pursuing a STEM field career following graduation. Follow-up interview questions guided the participant in explaining the incident and how and why it impacted their interest in a STEM field career following graduation.
Findings of the study indicate that all participants began their URE with an interest in science. No one set of critical incidents was identified to encourage or deter an interest as the same incident could have positive and negative outcomes. Because of the initial strong interest in science, incidents identified in the literature as deterring an interest in STEM often served to help participants refine the field or topic in STEM they wanted to pursue rather than causing them to leave STEM altogether. The individual critical incidents during the URE in totality, not individually, had an impact on participants’ interest in pursuing a STEM field career. It is a combination of multiple experiences or events that help students gain a greater sense of self and to refine career and research opportunities.
The main contribution of this study is a theoretical model of the mechanisms by which a variety of incidents during a URE can impact an interest in STEM. This model identifies underlying causal mechanisms on how UREs can promote an interest in STEM. The model is similar to a grounded theory model in that it highlights student characteristics, contextual factors, mechanisms, and outcomes that help to refine STEM field career interest. The URE incidents in totality provide mechanisms resulting in outcomes that refine a career interest in STEM.
As all participants were still involved in their URE, this study is limited in that we do not know with any certainty if the participants will enter a STEM field career. Future research designed with a longitudinal time frame could follow participants throughout the URE then into their career thus allowing greater understanding as to why some students may choose to leave the STEM pipeline. In-depth case studies would allow for testing of the conceptual model to identify turning points in an interest in a STEM field career and how interests in a STEM field career are refined. Further, case studies would allow researchers to compare the conceptual model in different settings.
The goals of UREs can be advanced in settings where there is a central organizing office on campus that makes visible that the institution values research and STEM and creates opportunities where students can to connect to a wider community of researchers. Faculty mentors guiding UREs can advance a commitment to pursue science by continually articulating the importance and wider social significance of the research. Further, faculty mentors play an invaluable role by providing information about the range of opportunities to pursue research, connect students with other research, and encourage URE student attendance at professional conferences in order to begin identification with a wider community of like-minded individuals.Ph. D.
Educators, industry leaders and politicians are concerned about the lack of students prepared for STEM field careers and the United States being able to maintain its competitive edge globally. One opportunity to prepare students for STEM field careers is through student-faculty research, such as is done during an undergraduate research experience (URE). This study was designed to identify and understand critical incidents in undergraduate research experiences that students perceive to encourage or deter their interest in pursuing a STEM field career following graduation and to identify why these experiences made a difference in their interest. An incident sorting process was used to identify individual experiences that students perceive encourage or deter them from pursuing a STEM field career following graduation. Participant interviews and a focus group were conducted to understand how and why the identified experiences had a bearing on the student deciding to pursue a STEM field career following graduation. Findings of the study indicate that incidents during the URE combined, not individually, had an impact on participants’ interest in pursuing a STEM field career.
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Thornton, Heather Amanda. "Undergraduate Physiotherapy Students' Choice and Use of Technology in Undertaking Collaborative Presentations." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518283.
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This case study explored students' preferences and use of technology for collaborative learning. The participants were third year physiotherapy undergraduate students working in small groups to produce a weekly seminar presentation (n=86). The main study was carried out in 2007/8. The groups were organised based on students' expressed preference for using technology. Data collection tools were interviews, questionnaires, observation and analysis of online natural trails. Ethical approval was granted by HPMEC in 2006. Students' choice of technology related to past experience, efficiency, quality of interaction, inclusivity and they used the technology online provided by the university rather than open source. They highly valued the specialised collaborative classroom that included computers and data projectors that enabled a group to visualise their output and connect to their online group sites. They used the online environment (the University's MLE) largely as a repository, 'offloading' some of the organisational components of collaboration and for knowledge acquisition, using the face-to-face meetings for interaction and co-construction. They used asynchronous discussion facilities for basic administration. Students wanted their education and social technologies e.g. Facebook kept separate. What differed in the groups was the level of face-to-face interaction to undertake the task collaboratively, as opposed to sub-dividing the task and working more cooperatively. The students were committed to collaborative working, but were Heather Thornton P220S0S0 focussed on face-to-face for co-construction of knowledge, which may relate to the professional culture and programme design. This study has implications for the introduction of technologies into health courses. Students need formative experience in other online technologies so that graduates can participate effectively in continuing professional activities. This needs to be introduced in an authentic situation such as when students are on placement and unable to meet face-to-face. Further research into what technologies may support collaborative learning for health students.
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Jefferies, Amanda Lucille Joanne. "Blended learning : undergraduate students' experiences of using technology to support their learning." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5553.
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This thesis investigates undergraduate experiences of studying within a blended learning environment at a UK university in the first decade of the 21st century. Blended learning in this context comprises the use of institutionally provided technologies including a university-wide managed learning environment, alongside campus-based classroom teaching to support student learning. The personal ownership of technologies and their importance for the student learning experience is also considered. The University of Hertfordshire has promoted itself as a ‘blended learning institution’ since 2005 and this study considers what blended learning means and how students use information technology to support their learning. The study approaches the student experience of blended learning by considering three constituent themes: the student, their HE study and their use of technology. The preliminary study for this work used student constructed reflective video and audio diaries over a period of 18 months. Subsequently a new conceptual framework was drawn up by the researcher. This provided a matrix structure with which to explore through interviews with students their uses of technology for learning, and the relationship with approaches to pedagogy. The analysis of the interviews has provided a snapshot of students’ experiences of pedagogy and technology use across their studies. A Venn diagram was used to explore the three themes and provide a representation of the extent to which technology is seen by students as a part of their everyday lives whether for study or leisure. The student experiences reported here demonstrated a high degree of dependence on technology overall in both their personal and study lives. Their preferences were for a learning environment which included both the taught campus–based experience and the opportunity for easy online access to materials and supplementary activities to support their studies twenty four hours a day. As the students reported on their ‘maturing’ as learners during the course of the study, they described increasingly sophisticated online searching strategies and independent approaches to their learning regardless of their personal pedagogic preferences. Garrison and Vaughan assert that the ‘ideal educational transaction is a collaborative constructivist process that has inquiry at its core’ (2008:14). The outcome of this study presents a more complex view of the student experience of pedagogy in Higher Education. While recent research has reported on the student experience of either technology or pedagogy, the unique contribution of this study is its consideration of both pedagogy and the use of information technology from the viewpoint of the student experience.
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Ahmadi, Zia. "Technology-enhanced project-based learning in a large undergraduate Anthropology lecture course." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/7516.
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Doctor of PhilosophyCurriculum and Instruction Programs
Rosemary S. Talab
The goal of this exploratory case study was to answer two questions: 1. How does an exemplary on-campus undergraduate large Introduction to Cultural Anthropology course encompass the PBL learning model characteristics, specifically focusing on the following: 1.1) Driving question, 1.2) Student construction of an artifact, 1.3) Teachers’ role, and 1.4) Assessment? 2. How is technology used by the professor, teacher assistants, and students to support project-based learning? To answer these questions, the researcher studied a large Introduction to Cultural Anthropology class, which consisted of the professor, ten teaching assistants (TAs), and 400 students. The students were divided into 20 recitation sections, with 20 students in each section. Each TA was assigned two recitation sections. Observations were conducted on twice-weekly Professor’s lectures and three once-weekly recitation sessions. Additionally, interviews and follow-up interviews were conducted of the professor, three teaching assistants (TA), and nine students. Finally, documents analyzed included the professor’s course materials and course management documents. With respect to Research Question 1, “How does an exemplary on-campus undergraduate large Introduction to Cultural Anthropology course encompass the PBL learning model characteristics, specifically focusing on the following: 1.1) Driving question, 1.2) Student construction of an artifact, 1.3) Teachers’ role, and 1.4) Assessment?”, research findings indicated that all four elements of the PBL model were present in this class and were executed well. Research Question 2, “How is technology used to support PBL,” findings indicated that advanced technologies were used by the professor for course purposes. These technologies included Wetpaint (the wiki course management system) and Facebook. More conventional technologies, such as e-mail, were also used for this purpose. Though students were hesitant to use course technology in the beginning. However, with the help of the professor and TA’s, the students learned to use the course technology and grew to enjoy it. Two additional themes emerged through open coding: Emotional Involvement and Non-Participation. First, the TA’s and students developed emotional ties to the cultures that they created in their recitation sections. Second, some students did not participate in either the lecture or the recitation sessions. The TAs took non-participation seriously, both in terms of class participation, individually, and in terms of student responsibilities to the group recitation session in culture construction.
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Naidoo, Saloshana. "Exploring the undergraduate Information Technology experience of an extended four-year programme." Thesis, University of Pretoria, 2005. http://hdl.handle.net/2263/66229.
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Student academic progress has been at the centre of concern to all higher education institutions in South Africa. It is understood that student progress emanates from a range of dynamics that gives students different educational experiences. The student cohort at University of Pretoria (Abdulghani et al., 2014) come from diverse cultural backgrounds in South Africa, aptly called the rainbow-nation, and subsequently bring different levels of proficiency and world experiences to the higher education sector. The student population is like a tapestry interwoven from different cultures and includes students from all 'walks of life', rich and poor, alternative lifestyle and background, as well as students who are disabled, and students who have diverse sexual orientations. The transition from school to university is regarded as a time of extreme stress for students arriving at the university door for the first time. The expectations of students are mostly unknown, but educators know that students entering university come from positions of extreme inequality, not only in terms of schooling, but also of financial and other resources. It is well-documented that in addition to all the other changes, a large number of students arrive at the university lacking the necessary knowledge and skills that will help them cope at university. These are largely students that come from underprivileged schools that still bear the ravages of apartheid education. To assist students in overcoming the lack of these skills and bridging the educational gap, higher education has to address these needs. Hence, it is the intention of this research to "explore the undergraduate Information Technology experience of an extended programme". The research is a four-year longitudinal study of IT students in the extended (four-year) IT degrees at UP, and has analysed interviews conducted with IT graduates in a range of professional settings. Taken together, these components have been designed to expand the researcher's understanding of undergraduate IT experience (extended programmes) and the transition from university to the workplace. Furthermore, it focuses on how students in Information Technology experience their education, how they gain knowledge of what Information Technology is, and what their post-graduation plans are. Based mainly on the theoretical framework of Vincent Tinto (1975), this study provides an analysis of research regarding student experiences, retention and withdrawal in the extended four-year programme (E4YP) in IT. The research methodology used to conduct this study includes a mixed methods approach undertaken from more than one point of view. The researcher used a combination of qualitative and quantitative research features. The data was generated by surveys (online questionnaires and mini-questionnaires), mini-essays and the results of statistical analysis using academic results and Students� Academic Readiness Survey (STARS) scores. The findings of this study paint a portrait of typical first-year students irrespective of study direction. Their experiences and journey during the first-year are fraught with issues such as finance, accommodation, transport, gender inequality, institutional hiccups, loneliness and exhaustion, and difficulty in finding their way around campus. However, many expressed experiencing the euphoria of freedom from school/parental rules, meeting new friends and socialising, and enjoying the general feeling of being a university student.Thesis (PhD)--University of Pretoria, 2017.
Informatics
PhD
Unrestricted
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Smith, Evelyn G. "Faculty Integration of Technology in Undergraduate Courses at Private Colleges and Universities." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2444.
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The purpose of this quantitative research study was to investigate the integration of technology in undergraduate courses by faculty at private colleges and universities. Integration of technology is using technology as an instructional tool to improve teaching and learning (Clayton-Pedersen & O’Neill, 2005; Wilson & Hayes, 2000; Woodbridge, 2004). Chickering and Gamson’s (1987) 7 principles for good practice in undergraduate education provided the theoretical framework for this research. The researcher conducted a survey of full-time faculty at 21 private colleges and universities in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia. The results of the study indicated that faculty use technology significantly to communicate high expectations to students and to support diverse talents and ways of learning. However, faculty reported that they do not use technology significantly for the other 5 principles: to support student-faculty contact, promote cooperation and reciprocity among students, promote active learning, provide prompt feedback, and promote time on task.
Analysis of the data indicated that female faculty use technology significantly more than male faculty for all 7 principles. Findings regarding age indicated that faculty who are 40-59 use technology significantly more than faculty under 40 to support prompt feedback, time on task, and diverse talents and ways of learning. No significant differences existed between other age groups regarding these 3 principles. No significant differences existed between any age groups regarding use of technology to promote student-faculty contact, encourage reciprocity and cooperation, promote active learning, and communicate high expectations.
The results of this study extend the current knowledge about faculty use of technology to advance good practice in undergraduate education. Additionally, the results provide information about differences in use of technology by faculty based on gender and age. These findings may inform institutional policies and practices with regard to implementing a systemic approach to teaching with technology.
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Long, Anthony W. "Heightening Interest in STEM through a Mentoring Project Between Undergraduate and Middle School Students." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1343751128.
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Nihiser, Michele Leisun. "The advances of DNA technology and its effects on the criminal justice system." Tallahassee, Fla. : Florida State University, 2006. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/1429252.
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Cornelius, Frances Haider Haslam Elizabeth L. "Handheld technology and nursing education: utilization of handheld technology in development of clinical decision-making in undergraduate nursing students /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/482.
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Chaiyot, Ruangsuwan Piland William E. "An evaluation of the undergraduate educational technology program at Srinakharinwirot University Mahasarakham, Thailand." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8626593.
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Thesis (Ed. D.)--Illinois State University, 1986.Title from title page screen, viewed July 18, 2005. Dissertation Committee: William E. Piland (chair), Larry D. Kennedy, Donald S. Kachur, Ronald S. Halinski, C. Edward Streeter. Includes bibliographical references (leaves 218-223) and abstract. Also available in print.
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Senik, Rosmila. "Understanding information technology skills development in undergraduate accounting programme : a grounded theory study." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444951.
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Speelman, Nicole Lynn. "A Lab to STEMulate Undergraduate Students into Science, Technology, Engineering and Mathematics Majors." Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1239390958.
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Prasad, Abhishek. "Incorporating rapid prototyping technology into the IE and MAE undergraduate curriculum at WVU." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10780.
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Thesis (M.S.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains xi, 86 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 64-65).
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Eklund, Oscar. "Introduction to Perovskite Solar Cells in an Undergraduate Laboratory Exercise." Thesis, Karlstads universitet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73063.
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The course Functional Materials at Karlstad University aims for undergraduates to study some of the functional materials of the 21st century. One of the hottest topics in photovoltaic research is hybrid organic-inorganic perovskite solar cells due to their easy methods of fabrication, cheap costs and potential for high power conversion efficiencies. A laboratory manual is compiled for the course, in which students are encouraged to build perovskite solar cells with a device architecture of FTO/TiO2/MAPbI3/CuSCN/Carbon/FTO using spin coating and annealing for testing in a solar simulator. The power conversion efficiency achieved with this method reaches 0.056 %, with suggestions for improvement when done by students. Absorption properties are examined using UV-vis spectroscopy and the band gap energy of MAPbI3 is established as 1.59 eV. By using these techniques, students will earn a greater understanding for one of the most relevant topics of photovoltaic research and different equipment used in its fabrication and characterization.Kursen Funktionella material på Karlstads universitet har som mål att studenter ska få studera några av 2000-talets funktionella material. Ett av de största ämnena inom solcellsforskning är hybrida organiska/icke-organiska perovskitsolceller eftersom de är lätta att tillverka, billiga och har potential för höga verkningsgrader. En laborationshandledning sammanställs för kursen, där studenter ska få tillverka perovskitsolceller med en uppbyggnad av FTO/TiO2/MAPbI3/CuSCN/Carbon/FTO genom användning av spin coating och anlöpning för tester i solsimulator. Verkningsgraden för dessa solceller når 0.056 %, men förslag till förbättringar när studenter ska göra solcellerna diskuteras. Absorptionsegenskaper undersöks med UV-vis-spektroskopi och bandgapsenergin hos MAPbI3 fastställs till att vara 1.59 eV. Med dessa tillverknings- och karaktäriseringstekniker får studenter möjligheten att lära sig mer om ett av de mest relevanta ämnena inom solcellsforskning, samt om hur man använder sig av utrustningen som är närvarande i hela processen.
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Esfandiari, Mahsa. "Can oral health technology assessment promote evidence-based decision making in undergraduate dental faculties?" Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114518.
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Objectives: To investigate the effect of Oral Health Technology Assessment (OHTA) on Evidence-Based Decision Making (EBDM) in the undergraduate dental curriculum. Methods: This study was performed at two levels; 1) the literature review where electronic data bases including PUBMED, MEDLINE, EMBASE, COCHRANE LIBRARY, and CINHAL were searched, and 2) A need assessment by means of interviewing a few faculty members and graduating trainees for systematic evaluation of dental technologies was performed at the McGill University, faculty of Dentistry. Results: Our preliminary evaluation of assessing dental technologies in Canadian faculties reveals a random decision making pattern with no regards to adoption and utilisation of EBDM in undergraduate curriculum. There is also no evidence of either integrating EBDM or systematic evaluation of dental technologies in dental faculties. Conclusion: Within the limitation of this study our findings suggest that the systematic assessment of dental technologies may help faculties to integrate EBDM in their curriculum and that technology assessment committees could provide faculty members and students with the latest developments in dental technologies that are suitable for university dental clinics.Objectifs: Pour étudier l'effet de Oral Health Technology Assessment (OHTA) sur Evidence-Based Decision Making (EBDM) dans le programme de premier cycle de médecine dentaire. Méthodes: Cette étude a été réalisée à deux niveaux: 1) la revue de la littérature où les bases de données électroniques, y compris PubMed, MEDLINE, EMBASE, Cochrane Library, et CINHAL ont été fouillés, et 2) Une évaluation des besoins au moyen des entrevues avec des membres du corps professoral et diplômés stagiaires pour une évaluation systématique des technologies dentaires a été réalisée à l'Université McGill, faculté de médecine dentaire. Résultats: Notre évaluation préliminaire de l'évaluation des technologies dentaires dans les facultés canadiennes révèle un modèle de décisions prises au hasard, sans concerne envers l'adoption et l'utilisation de EBDM dans les programmes de premier cycle des facultés médecine dentaire. En plus, il n'y a aucune preuve de intégration de EBDM ou l'évaluation systématique des technologies dentaires dans les facultés dentaires. Conclusion: Dans la limite de cette étude, nos résultats suggèrent que l'évaluation systématique des technologies dentaires peuvent aider les facultés de médecine dentaire à intégrer EBDM dans leur curriculum et que les comités d'évaluation des technologies pourrait fournir aux membres du corps professoral et les étudiants les derniers développements dans les technologies dentaires qui peuvent être adaptés dans les curriculum dentaires.
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Estrem, William Arnold McCarthy John R. "Cost-effectiveness of computer-assisted interactive video laboratory experiences in undergraduate industrial technology programs." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525560.
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Thesis (Ph. D.)--Illinois State University, 1985.Title from title page screen, viewed June 23, 2005. Dissertation Committee: John McCarthy (chair), Harry Campbell, Ronald Halinski, Everett Israel, J.H. McGrath. Includes bibliographical references (leaves 128-134) and abstract. Also available in print.
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Arner, Tracy. "Investigating the Flipped Classroom in Undergraduate Educational Psychology." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785.
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Kavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.
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Kavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.
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Rejniak, Gabrielle. "Improving Student Learning in Undergraduate Mathematics." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5455.
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The goal of this study was to investigate ways of improving student learning, par- ticularly conceptual understanding, in undergraduate mathematics courses. This study focused on two areas: course design and animation. The methods of study were the following: Assessing the improvement of student conceptual understanding as a result of team project-based learning, individual inquiry-based learning and the modi ed empo- rium model; and Assessing the impact of animated videos on student learning with the emphasis on concepts. For the first part of our study (impact of course design on student conceptual understanding) we began by comparing the following three groups in Fall 2010 and Fall 2011: 1. Fall 2010: MAC 1140 Traditional Lecture & Fall 2011: MAC 1140 Modi ed Empo- rium 2. Fall 2010: MAC 1140H with Project & Fall 2011: MAC 1140H no Project 3. Fall 2010: MAC 2147 with Projects & Fall 2011: MAC 2147 no Projects Analysis of pre-tests and post-tests show that all three courses showed statistically signifi cant increases, according to their respective sample sizes, during Fall 2010. However, in Fall 2011 only MAC 2147 continued to show a statistically signifi cant increase. Therefore in Fall 2010, project-based learning - both in-class individual projects and out-of-class team projects - conclusively impacted the students' conceptual understanding. Whereas, in Fall 2011, the data for the Modifi ed Emporium model had no statistical signifi cance and is therefore inconclusive as to its effectiveness. In addition the diff erence in percent of increase for MAC 1140 between Fall 2010 - traditional lecture model - and Fall 2011 - modi fied emporium model - is not statistically signi ficant and we cannot say that either model is a better delivery mode for conceptual learning. For the second part of our study, the students enrolled in MAC 1140H Fall 2011 and MAC 2147 Fall 2011 were given a pre-test on sequences and series before showing them an animated video related to the topic. After watching the video, students were then given the same 7 question post test to determine any improvement in the students' understanding of the topic. After two weeks of teacher-led instruction, the students took the same post-test again. The results of this preliminary study indicate that animated videos do impact the conceptual understanding of students when used as an introduction into a new concept. Both courses that were shown the video had statistically signifi cant increases in the conceptual understanding of the students between the pre-test and the post-animation test.ID: 031001440; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Cynthia Young.; Error in paging: p. xi followed by a page numbered xi.; Title from PDF title page (viewed June 26, 2013).; Thesis (M.S.)--University of Central Florida, 2012.; Includes bibliographical references (p. 105-107).
M.S.
Masters
Mathematics
Sciences
Mathematical Science; Industrial Mathematics
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Prescod, Franklyn I. "An Investigation of Technology Use and Learning Styles as Predictors of Undergraduate Information Technology Management Students' Academic Achievement at Ryerson University." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/779.
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After the first year of the implementation of the Information Technology Management (ITM) Learning Edge at Ryerson University, Canada, a pilot survey of laptop enabled students revealed a disturbing bimodal use pattern. The goal of this research was to determine the levels of technology use, technology acceptance and the types of learning style factors that were predictors of the academic performance of ITM undergraduate students. Several online survey instruments were administered through electronic mail to students (n= 1437) and faculty (n=23) in the School of Information Technology Management.
The data were analyzed using a combination of qualitative and quantitative methods in order to evaluate the impact of the ITM Learning Edge program. The study advanced understanding of laptop use in higher education through an analysis of the research findings and the development of recommendations for integrating laptops into the ITM curriculum.
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Wilson, Matthew Stephen. "Feeding preference of pine sawyer beetle (Monochamus carolinensis) on Pinaceae and use of virtual plant walk maps as a tool for teaching plant identification courses." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34549.
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Doctor of PhilosophyDepartment of Horticulture, Forestry, and Recreation Resources
Jason Griffin
Feeding preference experiments with the pine sawyer beetle (Monochamus carolinensis Olivier) were conducted using eleven taxa of Pinaceae. One newly emerged adult beetle (≤ 24 hours) was placed into each feeding arena (n = 124) containing three or four shoots of current season's growth from different tree species (one shoot per species) for choice experiments. Beetles were allowed to feed for 48 (2011) or 72 (2012-2014) hours, at which point shoots were removed and data collected on feeding occurrence and percent feeding area. Augmented design analyses of feeding occurrence and percent feeding area of the eleven taxa did not indicate significant evidence for feeding preferences of the pine sawyer beetle on most taxa except for a higher preference for both scots (Pinus sylvestris L.) and eastern white (P. strobus L.) pines compared to deodar cedar [Cedrus deodara (Roxb. ex D. Don) G. Don]. The feeding preference experiments suggest that pine sawyer beetle may feed on a wide-range of Pinaceae taxa. Virtual plant walk maps were developed using a web-application for two semesters of an ornamental plant identification course (n = 87). The maps allowed students to revisit plants and information covered in lecture and laboratory sections at their own convenience, using either a computer or mobile device. Survey results indicated 63% of the students used the virtual plant walk maps as a study resource. Students mainly used the maps to study the most current plant list. Most students who used the virtual maps did so to review the plants online. When asked to rate usefulness of the maps on a scale from slightly useful (1) to very useful (3), 43% of students indicated that the virtual maps study tool was very useful, 25% indicated the maps were useful, and 8% indicated that the maps were slightly useful. A significant dependence between student use frequency and student usefulness ratings of virtual plant walk maps was observed. As students’ use of the virtual maps increased, they perceived the maps to be more useful to their studies in preparing for identification quizzes. No differences between plant identification quiz scores were observed between students who used and did not use the virtual plant walk maps or between learning styles. Our survey indicated students used the virtual plant walk maps as a resource and perceived the maps as a useful tool in preparation for identification quizzes.
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Hepburn, Marian. "Investigating the potential for new media and new technologies in design and technology undergraduate education." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10923.
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Investigating Potential for New Media & New Technologies in Design & Technology Undergraduate Education This research explores potential for New Media and New Technology (NM & NT) in the Design School at Loughborough University. Using action research to investigate potential, this research develops a new way of managing inquiry based on Susman and Evered s five cycles of action research (Susman and Evered, 1978). In particular, it extends the double- helix metaphor (Dick, 2000) for action research. This new way of conducting action research looks at educational and IT- based aspects; in particular, developing strategies, guidelines and materials for implementing video podcasting (Vodcasting) and Really Simple Syndication (RSS) into Design School undergraduate modules. In looking at potential, the research involved 6 lecturer s interviews and thematic analysis. Findings suggest that limitations to the current uses of NM & NT related to lecturers lack of skills in NM & NT and scepticism about what the benefits might be. Some recognised potential for NM & NT to manage module administration. One lecturer wanted to stop students using dubious sources from the Internet for assessment on a Sustainable Design module. This led to using RSS to resolve this problem in a mobile learning scenario. In this research, 98 D and T students were surveyed to identify current uses of mobile technology. Results suggested that students would like module content streamed to their mobile device. Lecturers too could see benefits for NM & NT, if they stopped lecturers from having to repeat themselves to students. This led to using Vodcasting to resolve this problem in a mobile learning scenario. Video observational data was collected from 6 students using RSS to perform mobile learning tasks for a Sustainable Design module. The findings suggested that the technology at the time of study was not quite up to the task, although some NM & NT learning resources relating to Sustainable Design were found by students using RSS. Similarly, video observation data was collected from 4 students using Vodcasts to design electronic circuits. Findings showed more technological competence with this technology and students suggested future modules where this type of NM & NT would have further educational potential. Through exploring potential, this research develops new strategies, guidelines and materials for design and technology educators. This research reveals the educational benefits of Vodcasting and RSS in labs and workshops, and concludes that there is potential for NM & NT in D and T education.
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Yang, Huei-Hsuan. "THE EFFECT OF TECHNOLOGY ACCEPTANCE ON UNDERGRADUATE STUDENTS' USAGE OF WEBCT AS A COLLABORATIVE TOOL." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3673.
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The purpose of this research study was to use the Technology Acceptance Model (Pan, 2003) for re-examination of the relationships between students' attitude toward the use of WebCT and the relevance of the actual usage in light of social presence and sociability. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, attitude and actual use of WebCT to account for the effect towards the achievement in the exam which is an outcome variable. The data were collected over three different time periods during the spring semester of 2007 to find how these results changed over time. The participants were the students who enrolled in the business marketing course (Principle of marketing) at the University of Central Florida in spring, 2007. The course was divided to three sections: on-campus, video-streaming and online classes. Although there were three different delivery methods, there was only one instructor and they used same material for all sections so the results were used to compare the differences from three classes. The study was conducted by using instruments to measure perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, actual use, attitude, sociability, social presence and an additional demographic instrument.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Yakimchuk, Daniel Thomas. "A Study of the Efficacy of Literacy-based Assistive Technology for Undergraduate Second Language Learners." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/342.
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The goal of this study was to improve English language proficiency of undergraduate second-language learners (SLLs) through the use of literacy-based assistive technology (AT). Both current literature and the Universal Design for Learning (UDL) model suggest that literacy-based AT, while traditionally designed to assist students with learning disabilities, can benefit learners studying in a second language. This study adapted the Times Series Concurrent Differential (TSCD) research methodology to test the efficacy of AT for second language learners. TSCD involves the collection of a series of participant performance measurements both with and without the aid of AT. The difference between the two sets of measurements represents the impact of the AT.
Fifty-four participants (32 SLL, 22 non-SLL) enrolled in a cross-section of Cape Breton University's Shannon School of Business courses participated. The adapted TSCD model was applied through a series of structured reading exercises that alternated use of AT with traditional reading over a full academic term. The reading assignments were drawn from course material and accounted for a small percentage of the class mark. In non-intervention exercises, participants read and reviewed assignments directly from printed course material. In intervention exercises, participants read and reviewed digital copies of the required material with the aid of PDF Equalizer. A secure Moodle site facilitated digital material access, performance measurement, and data management.
A multivariate analysis of covariance (MANCOVA) determined a significant effect (9%) of the use of screen-reading software on academic performance of SLLs and a positive but insignificant effect (3%) of the use of screen-reading assistive technology on academic performance of non-SLLs. In addition, more SLL participants reported that the use of screen-reading software improved their reading (84%), listening (75%), and writing (56%) skills as compared to their non-SLL counterparts (36%, 41%, and 27% respectively). The majority of SLLs also reported that the use of the screen-reader had a positive effect on their academic performance (84%), improved their study skills (84%), and increased their confidence (78%) in their English language skills.
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Won, Samantha Gwai Lan. "Social Media as Connected Learning Technology: A Mixed Methods Investigation of Facebook for Undergraduate Education." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51995.
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Social media technologies are networked technological tools that can provide opportunities for productive socialization and collaboration. While social media are being incorporated increasingly into formal classroom settings, there is very little research available providing specific evidence for the affordances and limitations of social media as educational tools. It is also unclear whether undergraduates are open to, or already using social media for educational purposes. The current study explores Facebook as a collaborative and participatory learning tool to provide information on sex-related topics to undergraduate students. Connected learning was used as the guiding framework for exploring the ways that social media blend peer culture, academics, and learner interests to promote learning through interactions with a learning community. Results of the study indicate that undergraduate students were open and willing to using social media in academic contexts. However, students did not contribute comments directly to the study page resulting in a lack of evidence confirming whether connected learning occurred. Based on student responses, instructors hoping to integrate social media into their courses would do well to focus on maintaining responsiveness to students, promoting the development of a learning community, and varying the style and format of posts. It was determined that social media sites such as Facebook would serve best as supplemental, but intentional educational technologies rather than the basis for creating entire courses. Further research should center on understanding the participation and lurking patterns of students in educational social media environments, as well as the driving factors behind these participation patterns.Ph. D.
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Dixon, Stephen. "Hearing voices : first year undergraduate experience of audio feedback." Thesis, University of Wolverhampton, 2017. http://hdl.handle.net/2436/620903.
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Recent changes to the UK higher education sector, including a rise in numbers and diversification of the student body, resultant larger class sizes and student: staff ratios, greater modularisation of courses with fewer coursework assignments, and students having less face-to-face contact with teaching staff, have presented numerous challenges. The parallel rise in the use of digital technologies in professional practice, despite calls for their adoption in order to personalise learning, can often be seen to exacerbate the perceived dehumanising effect of this massification. Amid a growing discourse highlighting the importance of feedback to student learning, the focus of this study centres on the use of digital audio feedback with first year undergraduates. Eschewing the positivist approaches that are prevalent in learning technology studies, the aims of the research are to understand the student experience of audio feedback in order to inform both professional practice and policy. Drawing on semi-structured interviews with first year Education Studies undergraduates, the research is a phenomenological study of the lived experience of participants through open and honest dialogue in order to arrive at a situated and negotiated understanding. In conducting a deeper and structural investigation that researches with people, the study moves beyond any technologically deterministic view, and sets any understanding in the wider context of students’ own interpretation of the feedback process, and as such shifts the discourse from technological affordance to pedagogical experience. Whilst the use of audio feedback is seen to alleviate the failures of communication often identified in the feedback process, the findings are also seen to be significant in terms of dialogic perception, studentship and engagement, as well as facilitating a shift from statement to discourse and the possibility of establishing more meaningful learning relationships with students.
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Gomana, Lindokuhle Gcina, and Kerry-Lynn Thomson. "Towards a framework for the integration of information security into undergraduate computing curricula." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13691.
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Information is an important and valuable asset, in both our everyday lives and in various organisations. Information is subject to numerous threats, these can originate internally or externally to the organisation and could be accidental, intentional or caused by natural disasters. As an important organisational asset, information should be appropriately protected from threats and threat agents regardless of their origin. Organisational employees are, however, often cited as the “weakest link” in the attempt to protect organisational information systems and related information assets. Additionally to this, employees are one of the biggest and closest threat-agents to an organisation’s information systems and its security. Upon graduating, computing (Computer Science, Information Systems and Information Technology) graduates typically become organisational employees. Within organisations, computing graduates often take on roles and responsibilities that involve designing, developing, implementing, upgrading and maintaining the information systems that store, process and transmit organisational information assets. It is, therefore, important that these computing graduates possess the necessary information security skills, knowledge and understanding that could enable them to perform their roles and responsibilities in a secure manner. These information security skills, knowledge and understanding can be acquired through information security education obtained through a qualification that is offered at a higher education institution. At many higher education institutions where information security is taught, it is taught as a single, isolated module at the fourth year level of study. The problem with this is that some computing students do not advance to this level and many of those that do, do not elect information security as a module. This means that these students may graduate and be employed by organisations lacking the necessary information security skills, knowledge and understanding to perform their roles and responsibilities securely. Consequently, this could increase the number of employees who are the “weakest link” in securing organisational information systems and related information assets. The ACM, as a key role player that provides educational guidelines for the development of computing curricula, recommends that information security should be pervasively integrated into computing curricula. However, these guidelines and recommendations do not provide sufficient guidance on “how” computing educators can pervasively integrate information security into their modules. Therefore, the problem identified by this research is that “currently, no generally used framework exists to aid the pervasive integration of information security into undergraduate computing curricula”. The primary research objective of this study, therefore, is to develop a framework to aid the pervasive integration of information security into undergraduate computing curricula. In order to meet this objective, secondary objectives were met, namely: To develop an understanding of the importance of information security; to determine the importance of information security education as it relates to undergraduate computing curricula; and to determine computing educators’ perspectives on information security education in a South African context. Various research methods were used to achieve this study’s research objectives. These research methods included a literature review which was used to define and provide an in-depth discussion relating to the domain in which this study is contained, namely: information security and information security education. Furthermore, a survey which took the form of semi-structured interviews supported by a questionnaire, was used to elicit computing educators’ perspectives on information security education in a South African context. Argumentation was used to argue towards the proposed framework to aid the pervasive integration of information security into undergraduate computing curricula. In addition, modelling techniques were used to model the proposed framework and scenarios were used to demonstrate how a computing department could implement the proposed framework. Finally, elite interviews supported by a questionnaire were conducted to validate the proposed framework. It is envisaged that the proposed framework could assist computing departments and undergraduate computing educators in the integration of information security into their curricula. Furthermore, the pervasive integration of information security into undergraduate computing curricula could ensure that computing graduates exit higher education institutions possessing the necessary information security skills, knowledge and understanding to enable them to perform their roles and responsibilities securely. It is hoped that this could enable computing graduates to become a stronger link in securing organisational information systems and related assets.
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Harmon, Aaron. "Development of learning objectives for an undergraduate electrical discharge machining technology course using the Delphi technique /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566692.pdf.
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Campbell, Bruce G. "Diffusion of Innovations of Videoconference Technology: An Instrumental Case Study Concerning Undergraduate Degree-Seeking Nontraditional Learners." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/5.
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This applied dissertation is an instrumental case study based on diffusion of innovations theory designed to gather student opinions regarding videoconference (VC) technology use in facilitating courses to undergraduate degree-seeking nursing students. The author of diffusion of innovations theory, Rogers (2003), recommended that more qualitative studies be conducted in education. Rogers and Jain (1968) recommended these studies should be conducted from the aspect of “receivers of innovation diffusion” (p.1) to provide feedback instrumental to implementation of technological innovations in academe. Further, Rogers stated that multiple data points should be used during the process of trialing an innovation. Therefore, a current VC course was selected from the nursing curriculum of a public state college hosting one of the largest nursing programs in the southeastern United States in which to conduct the study.
A total of 32 students participated divided equally between two sites: Main campus and Regional campus. Further divided, 22 personal interviews were conducted and two focus groups; one for each campus consisting 5 students each. Additionally, included in the data corpus were 40 hours of classroom observation plus, college provided end of course (EOC) summary statements. These data were triangulated to determine whether students would accept VC technology unchanged, accept with modifications, or reject VC technology based on first time exposure to the innovation during the 16-week semester. Student innovation decisions were: 6 students accepted unchanged, 14 students accepted with modifications, and 12 students rejected the innovation. Students who rejected the innovation were exclusively from the regional campus, which was the receiving site the majority of the semester.
First and second-cycle analyses yielded 67 codes resulting in 5 categories, which further developed into 3 emerging themes: (a) Interaction with instructors, materials, and distant students are key elements affecting adoption decisions of students regarding VC technology; (b) Student adoption decisions are influenced by faculty members in their use of VC technology; and (c) Student opinions indicate that reinvention is necessary for VC technology to be fully adopted into the present nursing program. The five categories: Interaction, equipment, teaching methodology, instructor technology training, and student orientation provided ample detail from which to inform practice regarding recommendations for reinvention (modification) of VC technology during the implementation stage of Rogers’ five stages of the innovation-decision model. These modifications could assist the college in gaining parity between the two nursing sites, which reported an 18.53 percentage point difference in first time pass rates on the NCLEX-RN exam reported by the Florida Department of Health (Florida Health, 2015).
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Pool, Jessica. "Effektiewe voordiensopleiding van onderwysers vir die leerarea tegnologie / Jessica Pool." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4251.
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Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area world-wide, especially in the South African school curriculum, and it consequently presents new challenges. One of these challenges is the fact that no previous tertiary training programmes exist for the Learning Area Technology; thus new ones have to be developed. Since limited research has been done regarding Learning Area Technology teaching, teachers of Technology are forced to base their professional teaching and learning practices on approaches from other fields of knowledge and adapt these. This is not necessarily ideal for Learning Area Technology teaching in the South African context. The following question can thus be posed: To which extent do existing pre-service training programmes develop the essential competences and skills required for the effective teaching of the Learning Area Technology?
Against the background of this overarching aim of the study, this research attempted to find answers to the following research questions:
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What are the competences a qualified Learning Area Technology teacher should possess?
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What is the nature of Learning Area Technology teacher training in South Africa?
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What is lacking in training programmes for pre-service Learning Area Technology teachers in South Africa?
To provide answers to these questions, a literature study as well as an empirical study was conducted. To achieve the aim of the empirical study a phenomenological approach was applied in executing an exploratory qualitative study. A random sample was drawn from available tertiary institutions training pre-service Technology teachers in the Learning Area Technology. Individual, semi-structured interviews were conducted with lecturers to enable the researcher to comprehend and interpret experiences and realities in terms of the research question. Findings from the literature study on the competences a qualified technology Teacher should possess indicate that a Technology teacher, upon completion of studies, should posses the following competences to present the Learning Area Technology as a subject specialist: indepth subject knowledge of the various knowledge areas for the Learning Area Technology; suitable pedagogical content knowledge to be able to transform technological knowledge to teachable matter; technological skills in technological processes and techniques; and positive values and attitudes which can be integrated successfully during various learning opportunities. It is also imperative that pre-service Learning Area Technology teachers possess knowledge of appropriate teaching strategies to accomplish critical, creative and problem-solving skills among learners.
The empirical research was aimed at establishing the nature of pre-service training programmes in South Africa, as well as identifying shortcomings in the training of pre-service Technology teachers. Data analyses regarding the nature of pre-service training of Learning Area Technology teachers-.enabled the researcher to identify particular shortcomings in preservice training programmes in South Africa. The following shortcomings were identified: insufficient subject knowledge and technological subject skills; limited subject specific pedagogical knowledge; lack of real life situations in learning opportunities; and a lack of modelling of teaching strategies during facilitation of the Learning Area Technology.
Based on the findings of the research which was also related to the literature, specific recommendations were made in order to improve the quality of pre-service training for the Learning Area Technology. Recommendations on the identified shortcomings include the following: the training of Learning Area Technology teachers as subject specialists by establishing standards appropriate for tertiary training in order to enhance the development of subject knowledge; the development of subject specific pedagogical content knowledge by implementing micro lessons; revision of time planning and facilities for the practising of technological skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop proper and appropriate teaching strategies.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010
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Kenny, Catherine J. "Meta-Analysis of Entrance Standards for Undergraduate Nursing and Selected Allied Health Programs." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1284583045.
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Sweet, Jonathan A. "Predicting Undergraduate Student Course Success in a Lecture Capture Quantitative Methods Course." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791016.
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The purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using the Astin and Antonio (2012) Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students bring to a course as well as the course environment factors that students experience in the course. Three secondary data sources were utilized and analyzed using descriptive and multi-variate statistics.
The findings revealed that students with higher levels of student course engagement and academic self-concept were more likely to achieve student course success in this lecture capture quantitative methods course. In addition, prior University GPA along with live-class attendance, discussion board posts, and course quiz and exam scores were the strongest predictors of student course success.
The largest implication from this study was the methodological approach developed to identify factors that predicted student course success. This approach can be used to help faculty identify course-embedded measures for assessment as well as develop Keys for Success to help future students succeed in difficult courses. While this study added significantly to the limited research on lecture capture courses, future research should further explore qualitative aspects of the course, such as motivation and student video-viewing behaviors, as well as additional impacts on physical attendance in lecture capture courses.
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Mohammed, Abdul Majid. "Integrated technologies instructional method to enhance bilingual undergraduate engineering students." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/10488.
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Mathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with the modern technological development is a must. Due to the complexity of mathematics learning and the varied learning styles of learners, an integration of appropriate multiple instructional strategies into mathematics education will positively impact mathematical achievement of students. The purpose of this research was to examine the effects of the use of Integrated Technologies Instructional Method (ITIM) as a supplement to the traditional lecture method on mathematics achievement of the Integral Calculus students at the College of Engineering, University of Ha'il, Saudi Arabia. The ITIM includes the four instructional strategies such as the use of the Computer-Supported Collaborative Learning, the collaborative learning, the bilingual support and the study support. Different types of academic supports have been used to examine their effects on students achievement in mathematics. Mathematics, the bedrock of science and engineering, is considered a very important indicator of a student's academic success in professional higher education. Undergraduate engineering students' low achievement in the first year mathematics is an issue demands much attention. The study was undertaken to address students' weak background in mathematics and particularly their high failure rates in this particular course. A total of 218 undergraduate engineering students, comprising of both the experimental and the control groups, were involved in this experimental design study. The control group was taught by the traditional lecture method whereas the experimental group was exposed to the ITIM as a supplement to the traditional lecture method. Apart from the effects of the use of ITIM, students' performance in the previous courses (covariates) such as mathematics, computer, and the English language were compared with their final grades of the Integral Calculus course. The final grades of students were taken as the dependent variable and the ITIM and students' scores in the previous courses as the independent variables. It has been noticed from the literature review that the application of only one instructional strategy does not address the needs of the diverse learning styles of students. A mixed mode method, quantitative and qualitative, was used to collect and analyse data. The quantitative data instruments included students' final exam grades and the student questionnaires. Interviews with students were used as qualitative tools of data collection. An independent t-test, ANOVA, univariate analysis and the stepwise multiple regression analysis were performed to determine the overall statistical significance. The study concluded that there was a statistically significant difference in the performance of the experimental group of students' in terms of their end-of-course grades compared to that of the control group. The regression model revealed significance of covariates on the dependent variable. However, no significant relationship was found between the mathematics achievement and attitudes towards the use of ITIM. The study was an attempt to demonstrate the suitability of the instructional strategies on the bilingual Arab undergraduate engineering students; however, they can probably be applicable to other bilingual students.
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Robertson, Michael James. "Using Diffusion of Innovations to Explore Digital Gaming in Undergraduate Library Instruction." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11011/.
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Digital games and simulations are receiving considerable notice within the Library and Information Science (LIS) community. This study adds to the depth of knowledge in this area by providing research on the likelihood a hypothetical digital game delivery method for library instruction achieves sufficient adoption to justify its development. Furthermore, this knowledge will assist decision making processes for individuals debating the current or potential role of digital gaming at their institutions. In this mixed methods study, over 300 undergraduates were surveyed about their technology preferences, including digital gaming, for delivery of two forms of academic library instruction. The two forms of library instruction were (a) providing users with spatial information on physical library layout, and (b) educating users on information literacy topics and skills. Observational data was collected during the survey sessions, occurring at face-to-face library instruction sessions. Self-selected survey participants were also interviewed to further probe their survey responses. Rogers' Diffusion of Innovations was the theoretical foundation to this research. The primary innovation of study was the digital game delivery method. Detailed analysis of the survey-based data set included three nonparametric scaling methods: 1) rank-sum scaling; 2) circular triad analysis; and 3) multidimensional preference mapping. Content analysis of the observations and semi-structured interviews also occurred. Major outcomes were 1) the digital game delivery method achieved mediocre preference across both questions; 2) the audiovisual delivery method received the highest overall preference ranking; and 3) overall preference for the audio-only delivery method was remarkably low. The most important theme across the observational data was the participants' waning attention during the face-to-face library instruction sessions. The most important outcome from the semi-structured interviews was interviewees' stated appreciation for useful technologies. Over 95% of participants were so-called digital natives, that is, born post-1980. Rogers' assertion that age plays a minor role in predicting technology adoption appears warranted, since the more innovative digital game delivery method achieved mediocre overall preference.
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Charlesworth, Matthew. "An investigation of an undergraduate course module on the ethical aspects of information systems." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/199/.
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McAliney, Peter J. "How undergraduate students use social media technologies to support group project work." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599884.
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Technology continues to evolve and become accessible to students in higher education. Concurrently, teamwork has become an important skill in academia and the workplace and students have adopted established technologies to support their learning in both individual and team project work.
Given the emergence of social media technologies, I examined how these new technologies supported or interfered with group development processes underlying the development of team skills as students completed a group project. Using case studies, I examined 11 undergraduate students in an upper level blended class at a public university in the southeastern United States. Data were collected through a variety of sources including focus groups, individual interviews, reflection logs, and other group support tools provide by the instructor to see how students were using social media technologies to support their group project work. Data analysis resulted in six themes: 1) social media technology choices used to support group project work depended on individual team members' prior use and attitudes about technology; 2) social media technology is most useful for the "people" aspects of team projects; 3) certain technologies are more useful at different stages of the project; 4) lack of an explicit social media technology "contract" within a group leads to some unintended, negative consequences; 5) the immediacy associated with social media technology can blur the lines among specific team roles, ownership of tasks, and overall integrated project planning perspective; 6) social media technologies are used to produce a cooperative, not collaborative, deliverable.
For students to continue to make the best use of evolving technology, institutions may want to provide resources such as workshops and self-paced tutorials to students and instructors on how to use social media technologies to support learning outside the classroom. Instructors can enhance students' connections with their coursework by using social media technologies themselves and for class assignments. Researchers can extend this study by studying other student populations, such as adult learners and international students, as well as studying how social media is used in a variety of course delivery modalities, such as traditional classroom-based environments and distance learning.
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Ericson, Brent Eric. "The Relationship Between Student Use of Socially Interactive Technology and Engagement and Involvement in the Undergraduate Experience." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2007.
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Thesis advisor: Karen ArnoldTraditional aged college students currently enrolled at institutions of higher education have never known a time without technology and through social media, can interact and engage with one another regardless of physical space. Technology provides fast, easy, efficient, and constant means of communication, and students use social media while simultaneously engaging in campus activities. The purpose of this study was to examine the relationship between student use of socially interactive technology (SIT) and engagement and involvement in the undergraduate experience. Social media included in this study refers to cell phones, text messaging, Instant Messaging, email, and social networking sites (SNS). Borrowing items from the Net Generation Survey and the National Study for Student Engagement (NSSE) an instrument was created to analyze time dedicated to technology, use by demographics, technology as a predictor student of engagement, as well as qualitative data. Results from 154 participants show that students use technology for approximately eight hours per day, male students in the sample are overrepresented at the lowest levels of social media use, and social media types are correlated with one another. Following a factor analysis on the independent technology items and the dependent engagement items, regression analyses were employed to explore this relationship. Qualitative data illustrate that technology use can distract students from academic activities, and limits interpersonal communication. Conversely, it is beneficial in that students are constantly updated on class discussions, campus events, and with peers and family. Given these findings, because of students' frequent use of technology while engaged or involved in campus activities, concerns regarding the quality of these experiences are discussed. Additionally, redefining the traditional meaning of campus involvement is appropriate
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Bamji, Spenta Edul. "Influence of a 3D Application on Student Academic Performance in an Undergraduate Human Gross Anatomy Course." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587138566380027.
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Makani, Betty. "Undergraduate business student perceptions of teaching presence in online classes." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20567.
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Doctor of PhilosophyDepartment of Curriculum and Instruction
Rosemary Talab
The purpose of this study was to examine undergraduate business student perceptions of teaching presence in order to scale up online learning to improve access to quality education. This study also responded to Senate Bill 520, calling for the improved online course quality. The data were obtained from 437 undergraduate business students (response rate 79.17%). A non-experimental, cross-sectional survey design was used, incorporating the Teaching Presence Scale and Lukow’s Attitudes Towards the Use of Technology Survey. Teaching Presence was the theoretical framework. Data analysis regarding the participants’ personal characteristics indicated that their perceptions of teaching presence were not influenced by age. A statistically significant difference was found in the participants’ perception of teaching presence by gender (p<.05), as well as instructional design, and course organization. Data analysis regarding participants’ contextual characteristics indicated that perceptions of teaching presence were not influenced by course duration. However, a statistically significant difference was found in the participants’ perception of teaching presence based on class level, p<.05. Significant differences were found in communication, assessment and feedback. Data analysis of technographic characteristics found no statistically significant influence on participants' perception of teaching presence. Recommendations for the research setting were in the areas of learning environment engagement, online teaching pedagogy, online course materials development, communication and feedback, faculty development and student technology resource and support. Future research on perceptions of teaching presence from the instructor’s perspective, student characteristics in terms of race and ethnicity, impact of audio and video feedback, and expansion of the student population to other disciplines were recommended.