The importance of the study is grounded in the need to increase the success rates at community colleges, which is critical for meeting national goals for college attainment and promoting upward social mobility. The majority of community college students arrive unprepared for college-level math and are placed into developmental math. A drive to increase math performance has focused on course redesigns incorporating adaptive learning technologies. While adept at adapting subject matter to students' individual needs, there remains the need to understand the role of student metacognition in the learning process. The purpose of this study is to investigate the association between specific learner attributes and academic success in developmental math for students who are acquiring their skills through an adaptive learning technology environment. The Motivated Strategies of Learning Questionnaire, GRIT, and Mental Toughness Questionnaires were used to uncover relationships and differences between measured traits, student success, and demographic items such as age, gender, race, amount of time spent in paid work, and previous credits. Survey results were analyzed using a correlation research design and demonstrated significant relationships between time and gender, topics mastered and race, time and Motivated Strategies for Learning, time and self-regulation, and grade and emotional control. The …

The purpose of this convergent mixed method study was to determine whether or not there is a difference in the perceived and actual financial literacy scores of millennials. Exploring the following research questions and hypotheses helped to expand knowledge around actual financial literacy and several other characteristics, including perceived financial literacy, especially among millennials (individuals born between 1981 and 1996): RQ1: What is the difference between millennials' actual and perceived financial literacy scores? RQ2: To what extent do socioeconomic status, gender, and having a bank account predict millennials' financial literacy scores? H0: There is no relationship between millennials' socioeconomic status, gender, banking status and their financial literacy scores. RQ3: What video delivery methods (if any) are millennials using to gain financial literacy knowledge in informal learning environments? Millennial participants (N = 207) were asked to complete a survey. Participants' perceived financial literacy scores were higher than their actual financial literacy scores. While males had higher perceived financial literacy ratings, females accounted for the majority of participants who scored four or above on a 5-point scale for actual financial literacy. Although, the null hypothesis was incorrect, the independent variables used in the ANOVA tables accounted for less than 15% of financial …

In the current globalizing society, teachers are provided opportunities to move across their national borders to seek learning, professional development, and working opportunities. Technology-related professional development is particularly valued for teachers' sojourn to the technology intensive cultures. This qualitative cross-case study explored the K-12 Chinese language teachers' changes of teachers' application and perspective toward educational technology in cross-cultural teaching context through the lens of transformative learning theory. The qualitative data is collected from the interviews with 20 teacher participants in the four stages of cross-cultural sojourning: pre-departure, currently sojourning, post-sojourn, and immigrated. A qualitative cross-case analysis is conducted to compare the characteristics of teachers in different cases, and developed the complete process of the cross-cultural technology adoption and perspective. Factors contributed to the changes are also identified. Five issues related to the process are discussed. Implications and future directions were also included.

This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods research that investigated students' attitudes quantitatively, then qualitatively. In the quantitative phase, an online survey, the Pleasurable Learning Experiences scale (PLLEXs), was administrated at one of the largest public southwestern universities in the U.S. (N = 119). The qualitative phase involved conducting eight semi-structured interviews with selected participants. The PLLEXs uses a 4-point Likert scale that encompasses 4 subscales: (a) Preferences for Instructions, (b) Preferences for Instructors' Teaching Styles, (c) Preferences for Activities, and (d) Preferences for Learning Effectiveness. A series of analyses of variances (ANOVAs) were used to identify predictors of students' overall attitudes toward educational gamification. The main findings were: (a) students had strong preferences toward educational gamification with Preferences of Instructions rated the highest subscale and Preferences for Activities rated the lowest subscale, (b) major was a statistically significant predictor of students' attitudes toward educational gamification, (c) international students had statistically significant lower preferences toward educational gamification compared with U.S. domestic students, (c) online learning experiences measured by the number of previous online courses and the number of hours spent weekly on …

Online learning is no longer considered novel within higher education. It has emerged as an accepted distinct channel and environment for instructional engagement. There is a notable deficit of works and theoretical constructs specifically addressing the identification and differentiation of online learner types and examining them as a distinct system within the learning environment. Learning effectiveness within an online instructional environment is affected by the individual student engaged in the instruction. The instructional experience of the learner is determined by their individual perceptions of and reactions to both internal and external factors. Therefore, it is critical to address the online learner holistically as a stand-alone systemic dimension of the online learning environment to truly understand their differentiating behaviors, motives, characteristics, and dynamics. The study classified and articulated the distinctive types of learners engaged in online instruction within the higher education context based on the key dynamics, factors, and influencers of the individual in order to provide a more comprehensive understanding of the individuals engaged in learning. Additionally, the study generated a new theoretical model, the taxonomy of online learner types (TOLT) to provide unique insights into the different types of learners and serve as an essential step towards developing awareness …

This study investigated the presence of technology leadership components in Texas principal preparation programs. Programmatic and course information of principal preparation programs holding accreditation with Texas Education Agency were analyzed to determine presence of technology leadership instruction. Results were compared with Shrum et al.'s 2011 research, and showed a slight increase in presence. This study also examined possible differences in technology leadership components based on if the course was delivered online, face-to-face, or blended. Results showed a stronger presence of technology leadership in online courses. Additionally, the degree of alignment of technology leadership components being taught in principal preparation programs in Texas with the International Society for Technology in Education was explored. Results showed a positive correlation between technology leadership components instruction with the International Society for Technology in Education.

In 2016 employers hiring four-year college graduates indicate that 27.8% have deficiencies in written communication. Postsecondary learning objectives should focus on improving specific writing skills like grammar, sentence structure, and vocabulary usage for individual students and monitoring text readability as an overall score to measure learning outcomes. Web-based applications and the tools integrated into them have the potential to serve as a diagnostic solution for analyzing the text readability and writing skills of students. Organization and structuring of Canvas data was required before adding text readability and other writing skills analytics as part of the process to develop diagnostic learning analytics that interprets student writing skills in the learning management system. Decision modeling was used to capture and describe the specifics of literacy improvement decisions for instructors and administrators in a graphical notation and structured format.

This multi-faceted research study examined the current approach of educational technology courses and how integrating modern learning technologies into curriculum effectively is addressed in pre-service education programs at U.S. universities. The primary goal was to explain the current trends in the reviewed pre-service programs in relation to how future educators are prepared by the universities to incorporate educational technology and use technology enhanced curriculum. This study was an exploratory, non-positivistic qualitative study that employed multi-strategy and survey research approaches in order to establish a baseline of the way that technology integration skills are being addressed in undergraduate pre-service educator programs today. Survey participants were educators within a public or private K-12 system in the U.S. The participants' level of education, university attended, educational technology experience, and technology perceptions were gathered from the survey's Likert-type and open-end questions. Current and historically statistics and data were collected for each university identified from the survey responses. Findings of this study revealed outcomes related to participants' education, perception of educational technology, and university educational technology course offerings and/or requirements for undergraduate pre-service educator programs. Results of this research study provide a solid foundation for future research in these areas within the field of education.

The purpose of this quantitative study was to provide a valid and reliable instrument that can be used to collect radiologic science faculty members' perceptions of online education. Using a survey modified from an existing study, data were collected concerning faculty perceptions of online education in radiologic sciences. R was used to analyze the survey data through exploratory factor analysis, confirmatory factor analysis, short form optimization, and weighted multiple regression analysis to produce an instrument that exhibits both content and construct validity, is reliable, and is a shortened, optimized version of the original instrument. The findings are discussed and recommendations for future research are provided to begin work broadening this under-researched area in the field of radiologic sciences.

The purpose of this exploratory study was to investigate the relationship between the digital divide and the Latino-White achievement gap in online education. Through an analysis of archival enrollment and academic performance data a comparison was conducted between online and face-to-face courses by ethnicity. Additionally, academic performance data was then compared to survey responses from online students on digital motivation, material access, internet skills, and internet usage. Findings and recommendations for future research are discussed and provided to continue the exploration of disparities of digital access and academic performance in an effort to inform decisions in higher education.

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.

Middle America is dying. The United Nations reports the average number of deaths per 1,00 population in the U.S. has steadily increased an average of 1.2 per 1,000 persons annually since 2015. Existing research offer conflicting theories regarding the factors influencing the phenomenon. the purpose of this study was to examine reliable and valid secondary data to determine if statistical evidence exists to support the prevailing theories. Statistical evidence was observed that suggests the crude death rates among U.S. non-Hispanic white (NHWs) populations was significantly higher than other U.S. population segments between 2015 and 2018. Statistical evidence was also observed that suggests U.S. NHWs sought ambulatory services for alcohol and drug use self-injuries at higher rates than other U.S. population segments. However, the evidence suggest that U.S. NHWs are not more likely to experience earlier than expected deaths from excessive alcohol or drug use than other U.S. population segments. The study's implications are that U.S. policy makers should consider long-term economic development and sustainability strategies focused on the promotion of higher education as a deterrent to self-harm among U.S. residents without college degrees or skills certifications. The study recommends future large-scale quantitative, qualitative, and mixed-use studies that examine the micro, …

During the COVID-19 pandemic in the spring of 2020, universities throughout the United States closed their campuses and transitioned their face-to-face courses to remote learning. The unprecedented transition created a unique learning and teaching environment. This case-based qualitative study investigates the experiences of business professors from a prestigious school of business that taught during the transition. Findings derived from the digital Likert survey instrument completed by all the business faculty and semi-structured interviews of selected business faculty. Some of the topics of the survey and interviews included communicating with students, developing the learning management system course content, delivering asynchronous material, delivering synchronous classes, and providing instructional feedback. Findings included a significant growth in business professor's perceived skillset in almost all topics, an interest in further developing skills, and an interest in adopting the new skills in future face-to-face courses. Through NVIVO analysis of the interviews, four thematical elements were identified: faculty efficacy, faculty training, course delivery, rapport. The study investigated a deep wholistic view of the data presented and provided an extensive in-depth description of the social phenomenon. A practical framework for incorporating the identified themes was developed for business schools needing to establish and maintain online business programs.

Following school closures in the spring semester of 2020 due to the COVID-19 pandemic, school districts across the United States began making plans for a remote start to the 2020-2021 school year. In Texas, professional development plans were required by the Texas Education Agency for K-12 public school districts planning to provide online learning options for students. This study examined these professional development plans using directed qualitative content analysis methods to identify and categorize the learning experiences provided to educators in preparation for online instruction. The plans were coded in NVivo using etic codes based on relevant literature related to the TPACK framework, online teacher competencies, and standards for quality online teaching. Emic codes were created as needed during the iterative coding process. Data analysis revealed trends related to teacher training gaps, district priorities, target audiences, and the occurrence of professional development sessions. The study findings were discussed, and suggestions were made to inform the development and design of future professional development plans for online teachers at multiple levels. Recommendations for further research specific to in-service teacher professional development and preservice teacher preparation programs were offered.

Work-based and employee-driven informal learning, training and development have been increasing in importance in the last few decades. Concurrently, organizations seek to measure the extent to which they develop a culture and structure that supports individual learning and organizational learning. This study develops and validates a scale that can measure the extent to which an organization is perceived to provide online learning that is personalized for its employees and perceived to recognize skills and competencies acquired through non-degree and other pathways. This research can provide organizations with the ability to measure and benchmark attributes of their learning culture that are important to work-based and lifelong learning as well as talent recruitment and management.

The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and grammar acquisition with students at a two-year technical and academic college. In the second phase, used focus groups to perform qualitative interviews to better explore the quantitative results.

Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game in engaging students and motivating them to work with relevant material is problematic. One approach was attempted through administering the Myers-Briggs Personality Type Indicator to 42 high school students and observing subsequent voluntary performance on a popular mathematics video game throughout one semester. Game dynamics matching certain personality elements of the students generally correlated between learning preferences in the classroom and in the online gaming environment. Students who enjoyed group dynamics in classroom settings likewise indicated enthusiasm for the group dynamics in game play. Those students preferring structured learning environments may prefer less open ended virtual learning gaming environments. Since the game incorporated multiple choice questions and rewarded correct choices made quickly, those students with personality styles in which questions are carefully considered before answering suffered in points scored compared to those used to making fast intuitive choices in exam settings. Additional studies, including those with larger populations and different types of video games, are needed for more definite conclusions.

Curiosity is an important construct for educators as it is connected with knowledge and higher-order thinking, goal-oriented behavior, motivation, and persistence. It is also negatively correlated with boredom and anxiety. While research documents this strong connection between learning and curiosity, no studies existed exploring curiosity in a technology-rich learning environment. The purpose of this study is to identify and examine whether students demonstrate curiosity in a sixth grade mathematics classroom with technology-integrated learning and if so, how and why. Technology-rich work was designed for students and included in the study to examine students’ demonstrations of curiosity while learning mathematical procedural knowledge, conceptual knowledge and problem solving knowledge. A case study methodology was used with 13 students purposefully selected from a Title I sixth grade class to participate. Data were collected from interviews using a semi-structured interview protocol and triangulated with observations and students’ reflective writings. Interviews were transcribed and coded. A total of 60 codes and four categories were identified. Three themes emerged: 1) digital play; 2) welcome and unwelcome scaffolds; and 3) action is power; power follows ideas. These themes identified ways in which students demonstrated curiosity in the sixth grade mathematics classroom and thus can inform educators.

The objective of this study was to locate and describe the learning affordances used within research studies on instructional design. Allowing an instructional designer to see what was used and how applicable it might be for future design would assist with better course creation. Current and past literature supported the importance of this concept after examination of how course creation has evolved within the field of instructional design. Further, the findings elucidated how to help the field evolve in the future by expanding knowledge about learning affordances and providing the broadest set of conceptual definitions by the academics working in the field to include them in their research and instructional designs.

This mixed methods study examined teacher attitudes towards technology and their relationship to the integration of technology in technology-rich learning environments.

As technologies for learning become increasingly available in K-12 schools, the role and responsibilities of campus principals continue to evolve. Incorporating technologies in schools requires shifts in practices, the development of new skills, and in some cases, changes in the mindset of stakeholders. Schools should be capable of absorbing the knowledge and creating the systemic structures required for the implementation ICTs. The purpose of this study was to research the principals' perspective to lead the implementation of ICTs for learning in public schools. As campus leaders, principals are increasingly required to support the utilization of ICTs for classroom instruction. It is of particular importance, therefore, to study and explore the needs school principals identify to lead the implementation of technologies for learning. More specifically, the goal was to gather relevant data to analyze topics that campus principals believe positively and negatively influence the implementation of ICTs in schools.

The goal of learning analytics is to optimize learning and the environments in which it occurs. Since 2011, when learning analytics was defined as a separate and distinct area of academic inquiry, the literature has identified a need for research that presents evidence of effective learning analytics, as well as, learning analytics research that is conducted in conjunction with learning theory. This study uses Efklides' metacognitive and affective model of self-regulated learning (MASRL) to define cognitive, metacognitive, and affective variables that can explain students' learning outcomes in hybrid/online sections of Calculus I in the 2020-21 academic year. Cognitive variables were measured according to the cognitive operational framework for analytics (COPA). Metacognitive variables were defined according to the ways in which students interacted with the course content in the learning management system (LMS) and supplemental instruction, and affective variables were measured by ways students gave evidence of their affective states, such as in discussion board posts. All variables were compared across the course learning design, activities, and outcomes. Binary logistic regression revealed five significant variables: two cognitive, one metacognitive, and two affective. Thus, this study provided a learning analytics, evidence-based link between self-regulated learning theory and learning design, activities, and outcomes. …

The purpose of this research is to identify longitudinal trends relevant to online learning research within 15 highly regarded, peer-reviewed publications in educational technology and online education. Online instruction has become a popular form of education delivery across academic institutions. A review of literature on the topic shows that missing from the corpus is a trend analysis focused in online learning research across multiple journals. Previous efforts of establishing trends in online learning are narrow in focus using only one journal or a shortened time frame. This metatrend analysis employed text mining techniques to examine twenty years (1997-2016) of published research in an effort to establish past, present and emerging trends within published literature. A general bibliometric analysis is offered highlighting prolific and yearly journal publications. Meaningful trending terms used during the twenty-year time period were identified and analyzed. A cluster analysis performed on the extracted data provides a single layer taxonomy regarding online learning research. Time trends within the clusters were identified to offer a more in-depth analysis. Trends revealed during the research indicate a changing relationship of online learning and distance education. A strong emphasis on students and learning was noted as a consistent trend throughout the literature. …

This study explored the effectiveness of a student question creation process engaging students actively in self, peer, and instructor interaction in development of affective, cognitive, and meta-cognitive skills. Employing a mixed-methods sequential explanatory design assigning both treatment and control activities sequentially in an alternating pattern over a six week period, students' performance on exams as well as their perceptions of various aspects of the student question creation process were used to evaluate the effectiveness of student-created questions (SCQs) activities as a cognitive strategy and to identify factors contributing to the effectiveness of question creation activities on students' learning. Subjects of this study were high performing and highly motivated graduate students in an 8-week online biomedical statistics course, part of a specialized master's program designed for medical school preparation. Survey findings and focus groups strongly supported the student question creation process as a facilitator of higher order thinking. However, the relatively short study duration, comparison of student question creation with another competing method for facilitating learning (discussion board) and not a pure control group, and availability of a common study guide course with student-created questions on all course topics may have muted assessment of the full impact of the strategy on …