Дисертації з теми "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.
Повний текст джерелаThe 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.
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.
Повний текст джерелаZeng, 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/.
Повний текст джерелаGismondi, 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.
Повний текст джерелаCivic 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
Dingus, Alyssa. "Technology in Accounting: A qualitative study of undergraduate preparedness." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/634.
Повний текст джерелаManning, 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.
Повний текст джерелаGallardo-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.
Повний текст джерелаThis 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.
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.
Повний текст джерелаHalford, 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.
Повний текст джерелаChung, Yoona. "Exploring tablets for undergraduate schoolwork." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/17382.
Повний текст джерелаDepartment 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.
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.
Повний текст джерелаPh. 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.
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.
Повний текст джерелаJefferies, 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.
Повний текст джерелаAhmadi, Zia. "Technology-enhanced project-based learning in a large undergraduate Anthropology lecture course." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/7516.
Повний текст джерелаCurriculum 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.
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.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2017.
Informatics
PhD
Unrestricted
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.
Повний текст джерелаLong, 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.
Повний текст джерелаNihiser, 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.
Повний текст джерелаCornelius, 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.
Повний текст джерелаChaiyot, 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.
Повний текст джерелаTitle 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.
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.
Повний текст джерелаSpeelman, 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.
Повний текст джерелаPrasad, 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.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains xi, 86 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 64-65).
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.
Повний текст джерелаKursen 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.
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.
Повний текст джерелаObjectifs: 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.
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.
Повний текст джерелаTitle 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.
Arner, Tracy. "Investigating the Flipped Classroom in Undergraduate Educational Psychology." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785.
Повний текст джерелаKavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.
Повний текст джерелаKavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.
Повний текст джерелаRejniak, 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.
Повний текст джерелаID: 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
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.
Повний текст джерелаWilson, 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.
Повний текст джерелаDepartment 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.
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.
Повний текст джерелаYang, 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.
Повний текст джерелаPh.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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.
Повний текст джерелаWon, 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.
Повний текст джерелаPh. D.
Dixon, Stephen. "Hearing voices : first year undergraduate experience of audio feedback." Thesis, University of Wolverhampton, 2017. http://hdl.handle.net/2436/620903.
Повний текст джерелаGomana, 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.
Повний текст джерелаHarmon, 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.
Повний текст джерелаCampbell, 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.
Повний текст джерелаPool, Jessica. "Effektiewe voordiensopleiding van onderwysers vir die leerarea tegnologie / Jessica Pool." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4251.
Повний текст джерелаThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010
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.
Повний текст джерелаSweet, 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.
Повний текст джерелаThe 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.
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.
Повний текст джерелаRobertson, 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/.
Повний текст джерелаCharlesworth, 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/.
Повний текст джерелаMcAliney, 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.
Повний текст джерелаTechnology 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.
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.
Повний текст джерелаTraditional 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
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.
Повний текст джерелаMakani, Betty. "Undergraduate business student perceptions of teaching presence in online classes." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20567.
Повний текст джерелаDepartment 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.