Дисертації з теми "Technology student"
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Thiuri, Phillippa. "International Student Satisfaction with Student Services at the Rochester Institute of Technology." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2369.
Повний текст джерелаWhile there is a significant body of literature concerned with the experience of international student acclimatization to life and study on campuses all over the United States, very little of this research examines their self-reported satisfaction with student services. This study examines what services are important to international students and what is their experience? This is a study of international students at the Rochester Institute of Technology in Western New York and their satisfaction with programs and activities provided to welcome, serve, retain and involve international students in mutual intercultural learning with Americans. The study results reveal that services related to academics provide the most satisfaction and meet the expectations of the international students surveyed. The study further revealed that the services registering the lowest satisfaction were: (1) Student Financial Services; (2) Housing Operations; (3) Co-operative Education Placement; (4) Dining Services; and (5) Transportation Services. The findings also reveal that female international students reported the highest satisfaction and the lowest dissatisfaction
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
Paniagua, Debbie A. "Student perspectives on technology and technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999paniaguad.pdf.
Повний текст джерелаBoyd, William Patrick. "Bring your own technology| The effect of student-owned technology on student engagement." Thesis, Trevecca Nazarene University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706805.
Повний текст джерелаThe purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.
Prendergast, Carrie Ann. "Nontraditional online students perceptions on student success conditions." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.
Повний текст джерелаThis dissertation examines nontraditional online students’ perceptions of Tinto’s four student success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Providing early and meaningful assessment and feedback to students is crucial during their educational career. The fourth success condition in Tinto’s model includes the involvement or engagement of students with their peers (and faculty) in both an academic and social contexts. Nontraditional student perceptions of each of these institutional conditions of success was uncovered through demographic survey, interviews, syllabi and website artifacts.This qualitative study provided a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population. The three main themes emerged from the data: (a) nontraditional students identified in an asynchronous environment did not find the success conditions to be consistently present and reported that they would have benefitted from them if they had existed both academically and socially; (b) nontraditional students identified key elements for success, which included flexibility in their schedule and the opportunity to receive a degree from a reputable institution that would lead to career enhancement; (c) students reported developing a strong, positive academic relationship with their advisor. The advisor served as a substitute for faculty-student relationships and was the primary role for providing academic, social and financial support.
Corwin, Patricia M. "Handheld technology impact on student learning /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/PCorwin2006.pdf.
Повний текст джерелаKorkmaz, Ali. "Does student engagement matter to student success?" [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3290756.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4674. Advisers: Barbara A. Bichelmeyer; Ginette Delandshere. Title from dissertation home page (viewed May 22, 2008).
Cabellon, Edmund T. "Redefining Student Affairs Through Digital Technology| A Ten-Year Historiography of Digital Technology Use by Student Affairs Administrators." Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013238.
Повний текст джерелаThe student affairs profession is at a crossroads (Torres & Walbert, 2010) given digital technology’s growth and the academy’s administrative expansion (Bowen, 2013). Student affairs administrators must simultaneously respond to digital technology’s implications in students’ lives (Kirschner & Karpinski, 2010) and to new state and federal compliance mandates connected to their expanding campus roles (Dungy & Gordon, 2010). Student affairs leaders acknowledge that these competing priorities demand more nimble responses (Manning, Kinzie, & Schuh, 2013; McClennan & Stringer, 2009). Significant research (Barr, McClennan, & Sandeen, 2014; Elkins, 2015; Dungy & Gordon, 2010; Junco, 2014; Kuk, 2012; Torres & Walbert, 2010) highlights that student affairs administrator‘s digital technology use can augment traditional in-person co-curricular student experiences; yet, minimal research exists on how student affairs administrators utilize digital technology.
This qualitative, historical, interpretive study analyzed student affairs administrators’ digital technology use from 2005 to 2015. Three research questions and three sub-questions framed the research design, which utilized three data sources. The researcher conducted (N=16) interviews with student affairs professionals and educators. Elite interviews (N=5) were conducted with some of the earlier student affairs digital technology adopters, while (N=11) key informant interviews were conducted with administrators who started their professional careers in 2005. (N=206) documents, including conference presentations and publications, were collected through the Student Affairs Administrators in Higher Education (NASPA) and College Student Educators International (ACPA)’s websites. Data were analyzed in-case and across cases to highlight overall themes and a progressive timeline of how student affairs professionals used digital technology throughout their work. Using the futurology lens, the researcher envisioned how student affairs should use technology over the next ten years.
Analysis revealed that since 2005, student affairs administrators utilized digital technology to build capacity in their campus work, augment existing engagement efforts with students, faculty, and staff, and inspire change within and outside of their institution. Additionally, a historic timeline described how NASPA and ACPA provided limited, yet progressive, digital technology professional development education.
Student affairs administrators, professional organizations, and academy leaders leading digital technology implementation efforts might utilize the researcher’s recommendations as a starting point to catalyze the academy’s ongoing evolution.
Carver, Leland Joseph. "A Clockwork Orange: Student Advising and Technology." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou159621692037443.
Повний текст джерелаArnold, Lydia Jane. "Using technology for student feedback : lecturer perspectives." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2014121/.
Повний текст джерелаPamuk, Sonmez. "Faculty technology mentoring how graduate student mentors benefit from technology mentoring relationship /." [Ames, Iowa : Iowa State University], 2008.
Знайти повний текст джерелаPine-Thomas, Joy Anne. "Educator's Technology Integration Barriers and Student Technology Preparedness as 21st Century Professionals." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3465.
Повний текст джерелаMacke, Robin A. (Robin Ann). "Preservice Teacher Attitudes towards Nonvocal Individuals using High Technology Augmentative Communication Devices versus Low Technology Communication Boards." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277750/.
Повний текст джерелаSEITZ, SHEILA K. "EDUCATIONAL REFORM IN A TECHNOLOGY AGE: CONSIDERING STUDENT VOICE." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132234546.
Повний текст джерелаOman, John M. "Student perceptions of set inductions in technology education." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002omanj.pdf.
Повний текст джерелаHenrie, Curtis R. "Measuring Student Engagement in Technology-Mediated Learning Environments." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5949.
Повний текст джерелаMallon, Paul J. "Non-Traditional Technology Transfer." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193937.
Повний текст джерелаRoe, John Wilford. "Student Self-Assessment and Student Ratings of Teacher Rapport in Secondary Student Course Ratings." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/704.
Повний текст джерелаBrouard, Raynald C. "The relationship between student characteristics, computer literacy,technology acceptance, and distance education student satisfaction." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1814.
Повний текст джерелаMahzoon, Mohammad Javad. "Student Sequence Model| A Temporal Model For Exploring and Predicting Risk From Heterogeneous Student Data." Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791643.
Повний текст джерелаData models built for analyzing student data often obfuscate temporal relationships for reasons of simplicity, or to aid in generalization. We present a sequence model that is based on temporal relationships in heterogeneous student data as the basis for building predictive models to identify and understand students at risk. The properties of our sequence data model include temporal structure, segmentation, contextualization, and storytelling. To demonstrate the benefits of these properties, we have collected and analyzed 10 years of student data from the College of Computing at UNC Charlotte in a between-semester sequence model, and used data in an introductory course in computer science to build a within-semester sequence model. Our results for the two sequence models show that analytics based on the sequence data model can achieve higher predictive accuracy than non-temporal models with the same data. The sequence model not only outperforms non-temporal models to predict at risk students, but also provides interpretability by contextualizing the analytics with the context features in the data model. This ability to interpret and explore the analytics, enables the development of an interactive exploratory learning analytics framework to involve the domain experts in the process of knowledge discovery. To show this potential of the sequence model, we developed a dashboard prototype and evaluated the prototype during focus group with our college faculty, advisors, and leadership. As a result, the dashboard facilitates generating new hypotheses about student data, and enables the discovery of actionable knowledge for domain experts.
Peake, Jason Boone. "Relationships between student achievement and levels of computer technology integration by Texas agriscience teachers." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/475.
Повний текст джерелаSeitz, Sheila K. "Educational reform in the technology age considering student voice /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1132234546.
Повний текст джерелаChan, Sau-chuen Jenny, and 陳秀川. "Wireless technology use in schools to support student learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27741655.
Повний текст джерелаMarcino, Patricia. "Impact of Information and Communication Technology on Academic Achievement for Exceptional Student Education Inclusion Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4801.
Повний текст джерелаMiller, Kelly Anne. "Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14226079.
Повний текст джерелаHamane, Angelique C. "Student engagement in an online course and its impact on student success." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615910.
Повний текст джерелаWhile much has been written about student engagement and its linkage to positive student outcomes—such as higher-order thinking, improved grades, and increased retention and graduation rates in traditional settings—little, if any, research has been done to connect student engagement and online student success. Learning Management Systems (LMSs) have the ability to measure student engagement by tracking frequency of logins, frequency of page visits, and frequency of discussion forum views, posts, and replies. Equally important, students who are aware of their levels of engagement compared to those levels measured by an LMS can self-monitor their progress and prevent the likelihood of failing a course. This initial exploratory study sought to determine whether relationships exist between students’ perceived level of engagement and students’ actual level of engagement as measured by an LMS, students’ perceived level of engagement and student success, and students’ actual level of engagement as measured by an LMS and student success. Correlation and regression analyses were performed to determine type and strength of relationships. Non-probability purposive sampling was used to recruit 38 respondents. Data showed that meaningful findings, which yielded statistically significant, modest or moderate positive partial relationships, occurred in the discussion forums. There were moderate positive relationships between students’ perceived level of engagement and frequency of discussion forum posts and replies, students’ perceived level of total engagement and student success, and students’ frequency of discussion forum views, posts, and replies, and student success. This initial exploratory study is useful in helping to refine future studies and learning more about student engagement levels in an online course and its relationship to positive student outcomes. Results can potentially help administrators and educators in making data-based decisions, and help students self-monitor engagement levels to improve student learning.
Kuzminsky, Tracy V. "Interactive Whiteboard Technology within the Kindergarten Visual Arts Classroom." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/21.
Повний текст джерелаJacobs, Sylvie Fontaine. "The effect of Student Response System on student academic achievement in mathematics." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572916.
Повний текст джерелаToo often, low socioeconomic school districts are associated with low performing students. The NCLB Act of 2001 dictates closure of the achievement gap by year 2014. Twenty-first century education must include instructional practices that use technology to enhance student learning. The non-experimental quantitative causal-comparative research study examined archival data from a Northwestern Arizona school district which included two dependent variables—the spring AIMS assessment and the spring ATI assessment. The statistical analysis used descriptive statistics to determine the effect of SRS on student academic achievement in mathematics. The data derived from 7th and 8th grade students to examine the ratio of the students’ scores in the highest category named Above, that included students’ scores which performed in the higher performance scale ranges on both assessments comparing the ratio of students’ scores in the Below category, that included students’ scores which performed in the lowest performance ranges on both assessments. Since the school district did not purchase the SRS technology until the 2010-2011 school year, the archival data from 2010 spring tests when students did not utilize SRS in the classroom was compared to the archival data from 2011 spring tests when students utilized SRS in the classroom environment. The data was compared horizontally from one year to the other: 7th grade to 7th grade and 8th grade to 8th grade on each test. In addition, the data was compared vertically from one year to the other: 7th grade to 8th grade on each test. The results of the research study can be used and replicated to help close the achievement gap.
Woodward, Patricia. "Faculty and student computer usage in higher education : faculty and student responses to CSU technology surveys /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2005. http://uclibs.org/PID/11984.
Повний текст джерелаJoint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Also available via the World Wide Web. (Restricted to UC campuses)
Belbin, Bruce. "The impact of information technology in student affairs and services." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ55483.pdf.
Повний текст джерелаChimo, David Michael. "Effects of Web 2.0 technology on student learning in science." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/chimo/ChimoD0812.pdf.
Повний текст джерелаZupke, Rachel Lee. "Attitudes toward science: how technology impacts student engagement and success." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/zupke/ZupkeR0812.pdf.
Повний текст джерелаBenfield, Gregory David. "Student experiences of on-campus, technology-mediated, assessed group work." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539641.
Повний текст джерелаMcKamey, Jon Preston. "Smart Classroom Technology: Instructional Effectiveness and Faculty and Student Satisfaction." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/241.
Повний текст джерелаOrr, Harrison. "Student Retention in Community College Engineering and Engineering Technology Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3657.
Повний текст джерелаMilks, Andrew E. "Social Support Factors Affecting Engineering Technology Student Intent to Persist." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542408042160873.
Повний текст джерелаWilson, Timothy N. "Tennessee Colleges of Applied Technology: Student Demographics and Completion Rates." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3189.
Повний текст джерелаRuth, David A. Haslam Elizabeth L. "An investigation into the need for co-curricular student services for distance education students /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/499.
Повний текст джерелаTweedie, Sinclair. "Introduction to Java programming for the high school student." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6373.
Повний текст джерелаThe objective of this project was to evaluate the effectiveness of teaching high school students the Java language utilising Java classes. These classes were designed to simplify the syntax of the language and to introduce the concept of inheritance. Two Java classes were created. The main class used an artefact called a Tortoise, based on the Logo idea of a Turtle, and provided a number of graphical methods for the user. The second class was called "Please" and simplifed the Java syntax using a number of class methods which required a very straightforward English-like syntax.
Kilgore, Leah dee Carter. "An Analysis of Student Achievement, Student Interaction, and Social Elements that Support Online Course Completion for High School Students as Compared Qualitatively with Quantitative Data Retrieved via a Learning Management System." Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602620.
Повний текст джерелаThis mixed-method research examines student achievement, student interaction and social elements to determine which elements support online course completion for students in a state virtual school. The quantitative goals seek to find a possible degree of convergence with the course completion average grade. Qualitative data from 10 high school students, their teachers, and quantitative data from their courses were gathered. Quantitative data from the learning management system (LMS) was reproduced, scrubbed of unwanted data, such as dropped students. Mixed method constant comparison was performed to determine a descriptive analysis of three variables: student achievement, student interaction, and social elements. Using the data gathered from the qualitative interviews, a yes or no was assigned to the students for behavioral, cognitive, and social skills. Using descriptive statistics, the skills were compared to the students' course grades. The results revealed a strong pattern match of data for Research Question 1. This data was indicative of the need for behavioral, cognitive, and social skills to complete an online course. Quantitative and teacher data were grouped by themes: asynchronous, administrative, and assessments; synchronous added for teacher data. A constant comparison of data correspondence was performed between the student course average grade, the access data, LMS theme data, and the course average final grade. The investigation of Research Question 2 indicated that the LMS's reporting module can determine interactions to support online course completion by providing average grade analysis along with access analysis and tool usage analysis.
Lynch, Linda L. "Technology value-beliefs and technology skill self-efficacy of preservice teachers : a measurement and structural model /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052237.
Повний текст джерелаBoynewicz, Kara, and Craig Wassinger. "Flipping It Around for Entry Level PT Student. Advancements in Technology." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8354.
Повний текст джерелаBello, Aderonke Abosede. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/113.
Повний текст джерелаWidmyer, Loren A. "Second Grade Student Perceptions of Online vs. Paper Text Reading." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1309994659.
Повний текст джерелаPonomariov, Branco Leonidov. "Student Centrality in University-Industry Interactions." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11633.
Повний текст джерелаBenton-Borghi, Beatrice Hope. "Teaching every student in the 21st century teacher efficacy and technology /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155246234.
Повний текст джерелаGoble, Karin A. "Twenty-first century learning, technology, and the impact on student engagement." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013, 2013. http://hdl.handle.net/10133/3357.
Повний текст джерелаxiv, 371 leaves ; 29 cm
Bello, Aderonke. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642265.
Повний текст джерелаIncreasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated in an online survey. Data were analyzed using multivariate analysis of variance (MANOVA), the level of technology implementation (LoTi) framework, and Pearson's correlation coefficient test. The results showed significant differences in student achievement between technology and nontechnology schools. However, the LoTi framework results indicated a low level of technology implementation in classroom instruction and no significant relationship between teachers' technology integration and student performance. Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it. This study is resource material for stakeholders in education to ascertain the technology that worked best, teachers' professional development, and other infrastructures, prior to the deployment of technology interventions. The results could be useful for increasing teachers' technology integration and improving student performance, thereby leading to positive social change.
Bello, Aderonke. "Impact of Technology Interventions on Student Achievement in Rural Nigerian Schools." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1159.
Повний текст джерелаConant, Kevin Alan. "One-To-One Technology and Student Achievement| A Causal-Comparative Study." Thesis, Grand Canyon University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10239858.
Повний текст джерелаStudent achievement has acted as the metric for school accountability and transparency. Administrators are becoming more innovative as they examine methods that will increase student achievement. However, research has shown little achievement gains in student achievement with regard to technology applications in schools. The theoretical framework of the digital divide guided this study. The original divide separated those who had technology and those who did not. The purpose of this study was to examine the differences in achievement scores between students who participated in a one-to-one technology program and students who participated in a traditional high school. The data generated for this study was from the New England Common Assessment Program (NECAP). This study examined 428 scores in mathematics and 429 scores each in reading and writing. To determine whether the one-to-one students outperformed the traditional students in mathematics, reading, and writing, the researcher conducted a t test. The t test indicated that no statistically significant difference existed between the achievement scores of the one-to-one students and those of the traditional student.
Shehane, Donna R. "Prediction of Student Completion of an Associate Degree Radiologic Technology Program." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2792.
Повний текст джерела