The purpose of this research was to examine ESL (English as a second language) students' current use of their mobile phones for English skill building activities outside of class in a U.S. school setting. In addition, this research reported on students' perceptions of the potential benefits of using smartphones in class for English learning. Also learners' current English related activities using mobile devices and time duration of using different phone features were studied. The literature review included smartphones, computer education, mobile learning, mobile assisted language learning (MALL), computer assisted language learning (CALL), theories of second language learning, second language learner attributes and the use of smartphones outside the classroom. An electronic survey was used to collect the quantitative data which were analyzed by descriptive and inferential statistics. The results concluded that students used mobile applications on a daily basis to read and write email, read books and news, check a dictionary, talk, text and video chat. Students used mobile phones outside of class to improve the English skills listed in the survey and the same participants perceived the potential benefits of using smartphones in class for the same English skills. Among the English skills, vocabulary exercises, finding example sentences of …

This study analyzed instructional achievement and intrinsic motivation among 21st century secondary students utilizing a video lecture incorporating both student reaction cutaway images and immediate content interaction within the lecture. Respondents (n = 155) were from multiple classes and grade levels at a suburban Texas high school. Four groups of students viewed the identical lecture with differing video and content interaction treatments. Students responded to a pretest/posttest survey to assess academic achievement in addition to an intrinsic motivation instrument to assess student interest. Group one (the control group) viewed the 12 minute lecture without enhancement. A second group viewed the identical lecture with student reaction shots inserted in the video. Another group viewed the lecture with content question intervention inserted into the video. The final group saw the lecture with the student reaction shots and content question intervention combined in the video. A repeated measures multivariate analysis of variance (MANOVA) was used to compare results from a 14 item pretest/posttest. Combined, the groups showed no significance (p = .069) indicating no associations were identified by the experiment. Although no association was identified, this may be a reflection of the generic nature of the video lecture and the lack of association …

Members of Generation Y in the training and development industry will be required to assume leadership roles as Baby Boomers retire, yet little empirical research exists regarding how best to prepare them for leadership. The purpose of this study was to examine differences in leader developmental readiness between generational cohorts in the training industry, specifically Baby Boomers, Generation X, and Generation Y. Leader developmental readiness provided a definition of developmental readiness for leaders using the five constructs (learning goal orientation, developmental efficacy, self-awareness, leader complexity, and metacognitive ability). A volunteer sample was compiled from members of the ASTD National LinkedIN group (n = 636). Results were analyzed using structured means analysis with maximum likelihood (ML) estimation. Generational cohorts demonstrated differences in leader developmental readiness. Baby Boomers indicated statistically and practically higher metacognitive ability and developmental efficacy than Generation Y. Results demonstrated statistically and practically higher leader complexity in Generation Y and both Generation X and Baby Boomers. These results should inform leader development practitioners as they continue to use existing methods in preparing the different generations for leader development interventions while pointing to possible needs to increase the metacognitive ability and developmental efficacy in Generation Y and ensure accurate perception …

In the world we live in today, having a social media account such as Facebook, LinkedIn, Twitter, or Google+ has become deeply ingrained in our society. The old way of networking with who you knew or who knew your family is no longer in play for many people. In the times in which we live, much personal and professional networking is completed via social media. The old way of networking had unwritten rules of engagement which, basically, were to be respectful and not cause any embarrassment within the network. Rules for best practice engagement are still evolving for this new way of using social media for personal and professional networking, which is the premise for the current study which addresses: the gap in U.S. university social media policies, with regard to teaching and learning. In order to gauge the policy interlude, a sample of over 49 U.S. university social media policies were gathered for a comprehensive document analysis. The Google search engine was used to find the policies, next the qualitative software NVivo10 was used to procure and analyze the policies. Additionally, triangulation was performed by three member checking volunteer investigators. The results of the study, disclosed that current policies …

Responding to globalization and its effects on education and research development, the Thai government decided to push all public universities to become autonomous and establish a system of quality assurances. The establishment of quality assurances has had a large impact on many Thai instructors, especially in new public universities. Thai instructors are now forced to more focus on conducting research because the number of research publications is regarded as one of the main criteria for quality universities. The purpose of this study is to investigate the key factors, at the individual and university levels, which impact on the instructors' behavior in conducting research of the full-time instructors in the faculty of Management Science from the Rajabhat Universities in Thailand. The current study will help explain how and why the instructors accept or refuse to conduct research and provide insight into the salient factors motivating the instructors to produce more research by conducting HLM. Data were collected from 694 participants at 37 institutions via a questionnaire survey. The findings revealed that there was no difference among these 37 universities on behavior in conducting research. The key factors statistically influencing behavior in conducting research of the instructors were facilitating conditions, academic degree, …

The ability for an organization to innovate has become one of the most important capabilities needed in the new knowledge economy. The research has demonstrated that an organization’s culture of innovation in particular predicts organizational innovativeness across multiple industries. To provide support to these organizations in their abilities to understand the culture of innovation, researchers have developed instruments to measure culture of innovation, and while many of these instruments have been widely used to inform organizational opportunities for improvement, few of these instruments have been validated or replicated beyond their initial use. The current study employs multiple factor analytic methods to validate the factor structure of the Innovation Quotient instrument developed by Rao and Weintraub and assess the extent to which the instrument is reliable for multiple organizational groups. The results of this study, as well as implications for researchers interested in culture of innovation, are presented.

This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically significant increases in self-reported competence in technology integration, confidence levels toward integrating World Wide Web, Emerging Technologies for Student Learning, Teacher Professional Development, and attitudes toward math, technology, science, and STEM careers.

The problem exists that there are no education initiatives focused on teaching and taking into practice the skills of effective interprofessional discourse in this online, asynchronous, professional environment. The purpose of this study was to examine whether it is possible for students in the health professions to learn to practice effective interprofesssional online discourse in an electronic health record. This was a mixed methods study that included both quantitative ad qualitative inquiry underpinned by post positivism and used a method triangulation research design model. Both quantitative and qualitative data were collected and analyzed from an educational intervention and simulated electronic health record exercise. The students' perceptions of their practice in an electronic health record did not necessarily match their knowledge and skills in this group of students. Emergent themes from the study pointed in the possible direction of perceived value of the exercise, prior experience in an electronic health record, and logistical barriers to the activity. Perceived time constraints was a particularly strong concern of the students. The emergent themes might be valuable considerations for other interprofessional programs looking to implement similar activities concerning the electronic health record.

This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, …

The purpose of this research was to provide an initial investigation of the preferences for both technology and learning sources that are available today in the modern workplace at a large financial institution with a national presence in the USA. In addition to the preferences of the participants, the research includes insights about the culture of the learning organization by using the Dimension of Learning Organization Questionnaire (DLOQ) and two preference surveys. The research methods used in this study are categorized as mixed methods and include both quantitative and qualitative methods. This study is nonpositivist and descriptive. It is based on a triangulation design method which is comprised of analysis from data obtained from the DLOQ and preference surveys, as well as semi-structured interviews with several survey participants. The results of the studies provide the foundational information for an extended quantitative analysis.

The purpose of this research was to determine what type of correlations existed between student and parent attitudes towards using smartphones in school and the resulting impact on achievement, specifically for low-achieving students. Participants in the study were third-grade students and their parents from a primary school in Singapore. The study employed a quantitative analysis to understand the correlations among the different participant groups. The instruments used were Likert-based surveys, along with scores from mid-year and end-of-year achievement exams in English and science. The three most relevant major findings showed that (a) low-achieving students show a positive attitude toward completing science activities, which correlates with an increase in science achievement; (b) the parents of low-achieving students appear to provide their children with autonomy in using their smartphones, which correlates with an increase in science achievement; and (c) having a smartphone and using the smartphone to complete school work is important to low-achieving students and their parents.

This research study investigated associations between online community college students' personal characteristics and experiences in online courses (n = 123). Specifically, students' personalities and cognitive styles were examined alongside the perceived quality and outcomes of collaboration. Negative correlations were found between the conscientiousness personality style and both the quality of collaboration (p = .09) and the outcome of collaboration (p = .05). This finding indicates that conscientious students who, according to the literature tend to have higher academic achievement than other students, perceive negative experiences in online collaborative environments. Conversely, a positive correlation was discovered between the extraversion personality type and the perceived outcomes of collaboration (p = .01). Thus, students with a strongly extraverted personality tend to perceive that they benefits from collaborative learning. Approximately 11% of the variance in the collaborative experience was explained by the combined personal characteristics. The reported frequency of collaboration was positively correlated with both the quality (p < .01) and the outcomes of collaboration (p < .01). While not generalizable, these results suggest that not all students perceive benefits from online collaborative learning. It may be worthwhile to teach students traits associated with the extraversion type like flexibility which is important for collaborative …

The study's purpose was to identify demographics, educational background, finances, formal and informal education and experiences, reading habits, external environmental factors, psychological factors, and computer efficacy factors that predict a student's ability to successful complete an online (Web-based) distance learning community college course. Major student retention theories and student attrition and persistence research guided the study. Distance learners (N = 926) completed four surveys, which collected data for 26 predictor variables that included age, gender, marital status, ethnicity, support others, course load, first-time student, last semester attended, student type and location, financial stability, tuition payment, prior learning experiences, reading habits, family support, enrollment encouragement, study encouragement, time management, study environment, employment, extrinsic and intrinsic motivation, locus of control, self-efficacy, computer confidence and skills, and number of prior online courses. Successful or unsuccessful course completion was the dependent variable. Statistical analyses included Cronbach's alpha, Pearson chi-square, two-sample t test, Pearson correlation, phi coefficient, and binary logistic regression. Variables in each factor were entered sequentially in a block using separate binary logistic regression models. Statistically significant variables were course load, financial stability, prior learning experiences, time management and study environment, extrinsic motivation, self-efficacy, and computer skills. Selected predictor variables (N = 20) …

The purpose of the study was to investigate the application of the chunking process to the design and delivery of workforce training. Students in a 1-hour course (N = 110) were measured on learner reaction, learning score achievement, and knowledge retention to see whether or not chunking training in a 1-hour session into three 20-minute sessions to match adult attention span resulted in a statistically significant difference from training for 1-hour without chunking. The study utilized a repeated measures design, in which the same individuals in both the control group and experimental group took a reaction survey instrument, a posttest after the training, and again 30 days later. Independent samples t tests were used to compare the mean performance scores of the treatment group versus the control group for both sessions. Cohen's d was also computed to determine effect size. All hypotheses found a statistically significant difference between the experimental and control group.

Bivariate correlation was used to examine possible relationships between instructor immediacy and instructor presence, and a statistically significant correlation was found. Multiple linear regression analysis was used to determine whether the linear combination of instructor immediacy and presence caused significant variance in student affective learning, cognition, and motivation. For all three of the latter dependent variables, the linear combination of instructor immediacy and presence was found to cause statistically significant variance. However, although the overall regression models were significant in all three tests, instructor immediacy was not found to be a significant individual predictor for causing variance in affective learning, cognition, or motivation, whereas instructor presence was found to be a significant individual predictor of all three. Finally, factorial ANOVA revealed that, for perceptions of instructor immediacy, only classification and course type were found to explain significant variance, with undergraduate students in asynchronous courses reporting significantly lower instructor immediacy. For perceptions of instructor presence, graduate students tended to rate their instructors as having higher presence than did undergraduate students, and students in synchronous courses tended to rate their instructors as having higher presence than did students in asynchronous courses.

This study investigated the factors that influence university students’ intention to use a smartphone. The study proposed and validated a research model based on the technology acceptance model (TAM). The TAM was modified and extended with four new constructs: social norms, perceived enjoyment, perceived value and ease of access. The constructs for the instrument of the study were adapted from previous related studies which had validated the instruments. Data were collected from 110 participants via a survey. The collected data were analyzed using hierarchical multiple-regression using the statistical package for social sciences (SPSS version 22.0). The model demonstrated a good fit where six independent variables together contributed 56.2% of the variance to the outcome or prediction. The results of the analysis were used to test a set of research hypotheses and to answer research questions. The following independent variables were found to be significant in determining university students’ intention to use mobile devices: perceived usefulness, social norms, perceived enjoyment, perceived value and ease of access. The control variables gender and degree level and the independent variable ease of use were not significant predictors. The results of this study may be useful to understand which factors are more important to the …

Transmedia books are new and emerging technologies which are beginning to be used in current classrooms. Transmedia books are a traditional printed book that uses multiple media though the use of Quick Response (QR) codes and augmented reality (AR) triggers to access web-based technology. Using the transmedia book Skills That Engage Me students in kindergarten through second grade engage in curriculum designed to introduce science skills and careers. Using the modified Draw-a-Scientist Test (mDAST), observations and interviews, researchers analyzed pre and post data to describe changes students have about science and scientists. Future study may include the development and validation of a new instrument, Draw a Science Student, and examining the mDAST checklist with the intention of updating the parameters of what is considered positive and negative in relationship with work a scientist conducts.

Collaborative writing technologies such as Google Docs is believed to be a helpful tool in supporting the development of constructivist learning environments. However, not much research has been done among special populations outside the United States. This dissertation examines how using google docs can enhance collaborative learning among non-native English-speaking students at a university in Oman. A total of 52 students participated in this study, where they completed a collaborative writing activity using Google Docs. This exploratory study yielded quantitative as well as qualitative data. Interviewees shared their experience of using Google Docs for the collaborative writing activity. The research shows that Google Docs promoted collaborative interactions among students, such as learning from each other and communicating with the teacher. Interestingly, the data indicate that students used alternate social media such as WhatsApp to communicate with their group mates regarding the collaborative writing activity. Overall, the results obtained here confirm that the Google Docs can be used to enhance collaborative learning among non-native English-speaking students.

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students' perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students' age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Statistically significant relationships existed between paralegal instructors' perceptions of effective synchronous online paralegal course and the number of courses …

The challenges of at-risk students are not new. Newspaper articles from the 1860s presented information about communities seeking to help students to complete school and find employment to provide a livable wage. Today's solutions focus on legislation intended to affect societal change and provide equitable opportunities for at-risk students. Much research regarding how to improve academic outcomes for at-risk students addresses high school level, identifying those factors that encourage secondary learners to remain in school. However, less work has been done investigating whether earlier intervention can obviate later retention efforts by improving students' learning outcomes in the elementary grades. In this vein, engagement is a factor found to positively influence learning, particularly when students are actively engaged with instructional content. Technology can facilitate such interactions between students and content; however, research is needed to better understand the relationship between student engagement and technology, particularly with at-risk students in elementary settings. Seeking to address the gap, this qualitative study examined the occasion of a fifth-grade school that recently implemented 1:1 technology. Using a case study approach, researchers explored the effects of the 1:1 Chromebook implementation on teacher-perceived student engagement at the elementary level. This study sought to better understand how this …

The purpose of this exploratory study was to investigate student perceptions of the design and consistency of the online learning environment in relation to motivation, satisfaction, and self-efficacy. Through surveys, think-aloud observation sessions, and reflection interviews, data were collected concerning student perspectives of design and consistency in the online learning environment. SPSS was used to process the survey data and a multi-step process was used to code the observations and interviews. Nine categories emerged from the analysis: (1) frustration; (2) excitement; (3) feeling of being lost; (4) confusion; (5) disgust; (6) positivity; (7); anxiety; (8) understanding; (9) action. The findings are discussed and recommendations for future research are provided to inform future development of online courses.

The purpose of this research was to investigate the relationships between job satisfaction, work engagement, and turnover intention of health science teachers in the state of Texas. The healthcare profession is one of the largest growing occupations in the U.S. nationwide. The job growth outlook for healthcare professionals is projected to be on average 34% between 2014 and 2024. Despite the growing healthcare job categories, there is a shortage of healthcare professionals in the U.S. This study addressed the shortage of health science teachers in secondary education. Considering the importance of healthcare, especially with an aging U.S. population, it is critical to study the impact of work engagement and job satisfaction on teacher intent to leave the health science teaching profession. Through a correlational survey research design it was found that job satisfaction and work engagement are negatively related to turnover intention. Hierarchical regression analysis indicated that job satisfaction accounted for 39.6% of the variation in turnover intention. Findings also showed that work engagement did not moderate the relationship between job satisfaction and turnover intention. Implications for research and practice are discussed and conclusions are provided.

Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.

The purpose of this study is to provide a content analysis of specific studies that involve sustainable information and communication technology (ICT) use in K-12 education in the U.S. The results from the content analysis were used to identify factors that may contribute to the sustainable implementation of technologies in K-12 instruction. Factors from specific studies from 2000 to 2018 that have implemented ICT in instruction for three years or more were analyzed. The findings from the analysis may be helpful in developing a conceptual framework listing possible sustainability factors for K-12 school districts using technology in instruction. The results may also be beneficial to educational policy makers, school administrators, and educational stakeholders.