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- Title
- Demographic predictors of success in a CAI program among elementary students.
- Creator
- Shutrump, George Joseph., Florida Atlantic University, Morris, John D., Kerensky, Vasil M.
- Abstract/Description
-
This study used a discriminant analysis procedure to identify the demographic variables (school, teacher, grade level, subject, test used for evaluation, semester of treatment, and gender) or subsets of variables that would predict elementary students' success with computer assisted instruction (CAl). Also, multiple factorial analyses of variance were performed to test the interaction effect between treatment (CAl) and the demographic variables. Recommendations suggest that future research...
Show moreThis study used a discriminant analysis procedure to identify the demographic variables (school, teacher, grade level, subject, test used for evaluation, semester of treatment, and gender) or subsets of variables that would predict elementary students' success with computer assisted instruction (CAl). Also, multiple factorial analyses of variance were performed to test the interaction effect between treatment (CAl) and the demographic variables. Recommendations suggest that future research attempt to identify the appropriate teacher training in the use of computers for instruction that will produce recurring student achievement with CAl. It is also suggested that future research examining the academic effects of CAl in the elementary classroom (grade 2 through 5) should not be concerned with the grade level of the student, the subject being studied (mathematics or language arts), the test used for evaluation (local or standardized), or the gender of the student.
Show less - Date Issued
- 1993
- PURL
- http://purl.flvc.org/fcla/dt/12348
- Subject Headings
- Computer-assisted instruction--Evaluation, Education, Elementary--United States, Education--Demographic aspects
- Format
- Document (PDF)
- Title
- The effect of computer-assisted instruction on the reading skills of emergent readers.
- Creator
- Barnett, Louise B., Florida Atlantic University, Crawley, Sharon J.
- Abstract/Description
-
The purpose of this study was to examine the effect of computer-assisted instruction (CAI) on the reading skills of emergent readers in kindergarten classes at select Reading First schools in the School District of Palm Beach County, Florida. The reading software analyzed was Destination Reading (Riverdeep, 2001), used during the 2004-2005 school year. Comparisons were made between users of the program and nonusers. Comparisons were also made between English language learners who used or did...
Show moreThe purpose of this study was to examine the effect of computer-assisted instruction (CAI) on the reading skills of emergent readers in kindergarten classes at select Reading First schools in the School District of Palm Beach County, Florida. The reading software analyzed was Destination Reading (Riverdeep, 2001), used during the 2004-2005 school year. Comparisons were made between users of the program and nonusers. Comparisons were also made between English language learners who used or did not use the program, as well as Exceptional Education students who used or did not use it. Another factor analyzed was how teacher attitude toward the computer affected student reading achievement. This was established by survey responses. The measures used to compare treatment and non-treatment schools were the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), which tested letter naming ability, initial sound identification, phoneme segmentation ability, and nonsense word decoding. The Word Recognition and Reading Running Record assessments from the School District of Palm Beach County Reading and Writing Assessment System Grades K-1 protocol booklet tested identification of 25 sight words and ability to read continuous text. Students using Destination Reading (Riverdeep, 2001) did not benefit significantly from use of the program compared to nonusers. Only on the letter-naming measure was there a significant advantage for all students in the sample and the English language learner group. The CAI group scored significantly lower on the initial sound fluency measure. Word Recognition and Reading Running Record assessments showed no significant results. ESE students showed no significant advantage in having had supplemental computer-assisted instruction on any measures. Factorial ANOVAs were used to compare DIBELS scores for effectiveness of the treatment, pre- and posttest comparisons, and interaction of treatment with test scores for the CAI compared with the nonuser group. T distributions were used to analyze data from the Reading Running Record and Word Recognition assessments. There were no significant differences between the CAI and comparison schools on these two measures. Teacher attitude toward computers did not affect students' acquisition of reading skills, as survey responses were in the positive range for all participants.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12189
- Subject Headings
- Reading (Kindergarten)--Computer-assisted instruction, Reading readiness, Media programs (Education), Internet in education
- Format
- Document (PDF)
- Title
- The effect of self-efficacy on the decisions to enroll and succeed in Internet accounting courses.
- Creator
- Al-Moshaigeh, Abdullah I., Florida Atlantic University, Young, George R.
- Abstract/Description
-
This study examines whether there are any significant differences between accounting students enrolled in Internet-based courses and accounting students attending campus-based courses in terms of self-efficacy, academic goal, anxiety, gender, and self-assessment of performance. The study is motivated by the many calls for research to apply social cognitive theory to determine factors of motivation and consequently success of accounting students in an online education environment. Social...
Show moreThis study examines whether there are any significant differences between accounting students enrolled in Internet-based courses and accounting students attending campus-based courses in terms of self-efficacy, academic goal, anxiety, gender, and self-assessment of performance. The study is motivated by the many calls for research to apply social cognitive theory to determine factors of motivation and consequently success of accounting students in an online education environment. Social cognitive theory (Bandura, 1986) is used to develop the hypotheses tested in the current study. Three groups of hypotheses were developed. The first group of hypotheses tests the relationships among academic self-efficacy, computer self-efficacy, Internet self-efficacy, and academic goal. The second group of hypotheses tests the relationships among academic self-efficacy, computer self-efficacy, Internet self-efficacy, computer anxiety, Internet anxiety, gender and instruction mode. The third group of hypotheses tests the relationships among academic self-efficacy, academic goal, computer self-efficacy, Internet self-efficacy, computer anxiety, Internet anxiety, gender, instruction mode and self-assessment of performance. The study's results support the hypothesis that Internet self-efficacy is a significant predictor of whether accounting students will enroll in campus-based courses or Internet-based courses when they have the choice of instruction mode. The results also indicate that gender is a significant predictor of instruction mode. Moreover, the results indicate that academic self-efficacy is a significant predictor of accounting students' academic goals. Finally, the results indicate that computer self-efficacy, Internet self-efficacy, academic goal, academic self-efficacy, computer anxiety, and Internet anxiety are significant predictors of accounting students' self-assessment of performance.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12207
- Subject Headings
- Academic achievement--Psychological aspects, Education, Higher--Computer-assisted instruction, Internet in education, Educational psychology
- Format
- Document (PDF)
- Title
- An investigation of the effect of gender, cognitive level, and attitude of seventh-grade science students on an identification of key variables task using an expert system.
- Creator
- Schmidt, Diane., Florida Atlantic University, Voss, Stephen
- Abstract/Description
-
Problem. The study was designed to investigate the relationship of gender, cognitive level, and attitude with mastery of weather vocabulary and concepts, development of weather prediction skills and concepts, frequency of variables manipulated per trial using an expert system, and difference in attitude (pre and post treatment). These variables represent factors which may have importance in science instruction. Procedures. The sample included 83 7th grade students enrolled in general science...
Show moreProblem. The study was designed to investigate the relationship of gender, cognitive level, and attitude with mastery of weather vocabulary and concepts, development of weather prediction skills and concepts, frequency of variables manipulated per trial using an expert system, and difference in attitude (pre and post treatment). These variables represent factors which may have importance in science instruction. Procedures. The sample included 83 7th grade students enrolled in general science courses in a private school in an urban area. Assessment instruments included Test of Logical Thinking, Student Appraisal Inventory, Textbook Test, Prediction Test, and frequency of variables manipulated per trial while using the expert system, Weather Prediction. A record of grouping preferences while using the expert system and an opinion survey were employed. Findings and conclusions. (1) None of the independent variables (gender, cognitive level, or attitude) had a statistically significant correlation with the variables under study. (2) The analysis of variance produced no statistically significant relationship for mastery of weather vocabulary and concepts or mastery of weather prediction skills and concepts with the independent variables. Nor was there a significant relationship between difference in attitude and gender or cognitive level. (3) For this small sample, the interaction of gender, cognitive level and attitude did seem to have an effect on frequency of variables manipulated. High cognitive level females with low attitudes were the most methodical and low cognitive level males with high attitudes were the most random in their approach. This was a weak conclusion based on some unequal and small cell sizes. (4) An expert system computer program was found to be a useful tool in studying student manipulation of variables. Recommendations. (1) Recommendations for further study include: investigation into: (a) the effect of student practice on multivariate problems, (b) the effect of personality factors on student manipulation of variables, (c) the order and direction of change of frequency of variables manipulated by students, (d) the frequency of variables manipulated per trial by a larger number of subjects or different aged subjects. (2) Recommendations for curriculum planning, classroom management using computer programs, and for computer program development are also included.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fcla/dt/12275
- Subject Headings
- Science--Computer-assisted instruction, Science--Study and teaching--Data processing
- Format
- Document (PDF)
- Title
- The effects of computer-assisted instruction on achievement in the accounting principles course on the community college level.
- Creator
- Sparkman, S. Keith, Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
Many of the studies dealing with computer-assisted instruction in accounting appear to be descriptive and anecdotal in nature (Bialaszewski, Kocakulah & Bialaszewski, 1986; Cerullo, Topiol & Klein, 1989; Helmi, 1986; Kent & Linnegar, 1988). The purpose of this research was to estimate the effect, if any, that a specific computer-assisted instruction (CAI) program, Hypergraphics, had on student achievement in a basic accounting course at a community college. The results of this study indicate...
Show moreMany of the studies dealing with computer-assisted instruction in accounting appear to be descriptive and anecdotal in nature (Bialaszewski, Kocakulah & Bialaszewski, 1986; Cerullo, Topiol & Klein, 1989; Helmi, 1986; Kent & Linnegar, 1988). The purpose of this research was to estimate the effect, if any, that a specific computer-assisted instruction (CAI) program, Hypergraphics, had on student achievement in a basic accounting course at a community college. The results of this study indicate that CAI is no better, yet no worse than traditional instructional methods. The results of this study also indicate that students' grade point averages (GPAs) may contribute to their degree of success in accounting. Students with medium GPAs and students with high GPAs achieved at significantly (p $<$.05) higher levels in an accounting course, regardless of treatment.
Show less - Date Issued
- 1992
- PURL
- http://purl.flvc.org/fcla/dt/12300
- Subject Headings
- Accounting--Computer-assisted instruction, Community colleges--Study and teaching
- Format
- Document (PDF)
- Title
- VCOIN: Virtual Classroom Over the Internet.
- Creator
- Patel, Rajesh Jivanbhai., Florida Atlantic University, Hsu, Sam, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
- Abstract/Description
-
Today we live in the world where geographic distances on this planet are no longer big hurdles for information exchange. This has been possible due to widespread use of the Internet in recent years. Emergence of the Internet and the World Wide Web (WWW) have been significant in the development of low cost distance learning systems. In recent years, technologies for multimedia online publishing and online collaboration have developed significantly. Because of these developments, cost-effective...
Show moreToday we live in the world where geographic distances on this planet are no longer big hurdles for information exchange. This has been possible due to widespread use of the Internet in recent years. Emergence of the Internet and the World Wide Web (WWW) have been significant in the development of low cost distance learning systems. In recent years, technologies for multimedia online publishing and online collaboration have developed significantly. Because of these developments, cost-effective information exchange and two-way communication across the Internet is possible. This thesis proposes a new virtual classroom model named Virtual Classroom Over the Internet (VCOIN). It also presents a high-level architecture and a implementation of a prototype of VCOIN. VCOIN introduces a new approach towards teaching across the Internet. It also has some unique features that brings it one step closer to being a truly virtual classroom system over the Internet. Lessons learned from various experiments of the VCOIN prototype are described in this thesis.
Show less - Date Issued
- 1998
- PURL
- http://purl.flvc.org/fcla/dt/15530
- Subject Headings
- Internet in education, Telecommunication in education, Distance education--Computer-assisted instruction
- Format
- Document (PDF)
- Title
- Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students.
- Creator
- Yurick, Karla Anne., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based...
Show moreThis study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post- Interview. Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p <. 01) and attitude towards science (post- being larger than pre-, p < .01) were significant at the p < .05 alpha level. Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3322517
- Subject Headings
- Science, Study and teaching (Elementary), Computer-assisted instruction, Educational technology, Achievement in education, Cognition in children, Knowledge, Theory of
- Format
- Document (PDF)
- Title
- A comparative analysis of the success of students placed in the lowest level of remedial coursework taken through CAI versus a traditional remedial education mode of instruction: implications for success, retention and costs.
- Creator
- Vassiliou, John., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants...
Show moreThe purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants increase based on pre and post measures, (b) investigate the pros and cons fiscally of each method of delivery (CAI vs. Traditional), respectively, (c) examine whether CAI participants are more likely to enroll during the immediately following semester compared to students enrolled in a Traditional course, and (d) investigate the extent to which CAI participants are equally or more likely to complete successfully the course taken during the immediately following semester compared to students enroll ed in a Traditional course. The study consisted of a two-group design (CAI and Traditional), and four dependent variables. All CAI participants (N = 129) were self-selected to participate in the study. A dependent t-test found that CAI participants increased their ACCUPLACER mean scores significantly over time by 22.74 points or 72.6%. A frequency count found that retention rates were slightly higher for the Traditional group (82.3%) in comparison to the CAI group (76.6%), however, chi-square tests did not reveal a statistical significance. Chi-squares found significant increase in success rates for the CAI group as 86% passed their initial course, in comparison to 59.8% of students taught in the Traditional format. CAI participants were found to have greater success (74.1%) in subsequent classes than students taught via the Traditional instructional method (51.9%)., In addition, a straightforward comparison of expense totals between the two groups was conducted to estimate the differences in cost between the groups. The Cost-Effectiveness Analysis (CEA) model used, indicated that CAI is less expensive and more effective than Traditional instruction. The cost per credit analysis projected 54.6% savings if CAI is used as the alternative instructional modality.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3322520
- Subject Headings
- Computer-assisted instruction, Evaluation, Academic achievement, Educational tests and measurements, School improvement programs, Student assistance programs, Educational accountability
- Format
- Document (PDF)
- Title
- A web-based automated classification system for nursing language based on nursing theory.
- Creator
- Dass, Subhomoy D., College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
- Abstract/Description
-
Health care systems consist of various individuals and organizations that aim to meet the health care needs of people and provide a complete and responsive health care solution. One of the important aspects of a health care delivery system is nursing. The use of technology is a vital aspect for delivering an optimum and complete nursing care to individuals; and also for improving the quality and delivery mechanism of nursing care. The model proposed in this thesis for Nursing Knowledge...
Show moreHealth care systems consist of various individuals and organizations that aim to meet the health care needs of people and provide a complete and responsive health care solution. One of the important aspects of a health care delivery system is nursing. The use of technology is a vital aspect for delivering an optimum and complete nursing care to individuals; and also for improving the quality and delivery mechanism of nursing care. The model proposed in this thesis for Nursing Knowledge Management System is a novel knowledge-based decision support system for nurses to capture and manage nursing practice, and further, to monitor nursing care quality, as well as to test aspects of an electronic health record for recording and reporting nursing practice. As a part of a collaborative research of the Christine E. Lynn College of Nursing and the Department of Computer Science, a prototype toolset was developed to capture and manage nursing practice in order to improve the quality of care. This thesis focuses on implementing a web based SOA solution for Automated Classification of Nursing Care Categories, based on the knowledge gained from the prototype for nursing care practice.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3332184
- Subject Headings
- Nursing, Quality control, Outcome asssessment (Medical care), Nursing assessment, Digital techiques, Nursing, Computer-assisted instruction, Nursing informatics
- Format
- Document (PDF)
- Title
- An analysis of professional development in technology for elementary school teachers.
- Creator
- Meltzer, Sarah T., Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
The identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers...
Show moreThe identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers has a positive impact on student performance. More recent studies frequently indicate teachers are not being trained to use technology effectively; and consequently, limited integration of technology in the classroom is taking place (Catchings, 2000; Howery, 2001; Johnson, 2002). Ham's assertion in 1999 that very few studies make the process of professional development the object of research remains true today. A literature review of current research revealed commonly recommended professional and governmental guidelines, standards, and principles. Published recommended practices of professional development in technology indicated similar practices in the areas of planning, implementation, and follow up/support. The Staff Development in Technology Survey was sent via the Internet to 200 participants including 56 providers of professional development and 144 receivers. Actual practices as described by providers and receivers were compared with recommended practices from the literature review. An analysis of variances (ANOVA) indicated a significant difference between the responses of the providers and receivers in the areas of planning (p < .02), implementation (p < .01), and follow up/support (p < .01). The providers' mean ratings of perception of the effectiveness of planning (p < .01) and effectiveness of follow up/support (p < .05), was significantly different from the receivers' perceptions. There was no significance between responses regarding the effectiveness of implementation. A Model of Effective Professional Development in Technology, developed from the analysis of the literature reviewed and responses from providers and receivers, provides a foundation for school administrators, faculty, and staff in planning, implementing, and providing follow up/support for professional development in technology. Professional development should take place in a collaborative environment with extensive support and resources available. Administrators, faculty, and staff working together using the model ought to be able to implement effective professional development in technology.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12217
- Subject Headings
- Elementary school teachers--Training of, Education, Elementary--Computer network resources, Educational technology, Computer-assisted instruction
- Format
- Document (PDF)
- Title
- Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers.
- Creator
- Kerr, Rebecca., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or...
Show moreThe purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3360802
- Subject Headings
- Science, Study and teaching (Middle school), School management and organization, Computer-assisted instruction, Academic achievement, Evaluation, High technology and education
- Format
- Document (PDF)
- Title
- Going on the Grid: Secondary Teachers’ Implementation of Mobile Handheld Devices as Instructional Tools.
- Creator
- Berger, Allison S., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This mixed methods study examined secondary teachers’ technology selfefficacy, their professional development activities regarding mobile handheld devices, and how those activities affect their use of mobile devices as instructional tools. Additionally, this study also explored teachers’ perceptions of other factors that act as barriers or enablers to their use of such devices. The study included 104 middle and high school teachers who taught in a large, urban public school district in the...
Show moreThis mixed methods study examined secondary teachers’ technology selfefficacy, their professional development activities regarding mobile handheld devices, and how those activities affect their use of mobile devices as instructional tools. Additionally, this study also explored teachers’ perceptions of other factors that act as barriers or enablers to their use of such devices. The study included 104 middle and high school teachers who taught in a large, urban public school district in the Southeastern United States. Data were collected through the administration of an electronic survey and semi-structured interviews. The researcher utilized multiple regression and moderator analyses, as well as qualitative analysis of the interview data. The results of the multiple regression analysis revealed teachers’ technologyrelated self-efficacy to be a significant predictor of their instructional use of mobile handheld devices. However, secondary teachers’ level of professional development was found not to contribute significantly to the model. The moderator analysis too revealed professional development to be a nonsignificant factor. The findings of the qualitative phase of the study revealed secondary teachers’ awareness of their varied and fluid technology-related self-efficacy, as well as those factors that modify it. Qualitative data also revealed four categories of essential elements that teachers must have in order to most effectively implement mobile handheld devices within their pedagogy: intellectual capital, emotional capital, social-cultural capital, and technological capital. When lacking, these elements can represent barriers to teachers’ implementation of mobile handheld devices. Targeted professional development and increased funding to minimize the digital divide are recommended to reduce these barriers. The findings of the study inform designers of professional development programs, school and district and secondary teachers, as they are all stakeholders in the process of increasing the effective implementation of mobile handheld devices as instructional tools.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004649, http://purl.flvc.org/fau/fd/FA00004649
- Subject Headings
- Computer assisted instruction, Education -- Effect of technological innovations on, Educational innovations, Educational technology, Internet in education, Mobile communication systems in education, Pocket computers
- Format
- Document (PDF)
- Title
- Preparing Florida faculty to teach online.
- Creator
- Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3166833
- Subject Headings
- Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
- Format
- Document (PDF)
- Title
- Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools.
- Creator
- Escuder, Ana, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns...
Show moreThis study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362325
- Subject Headings
- Mathematics, Study and teaching (Middle school), Mathematics, Study and teaching, Computer-assisted instruction, Educational technology, Educational innovations, Educational change
- Format
- Document (PDF)
- Title
- Technology and fifth grade teaching: a study of teacher reported classroom practice, professional development, access, and support.
- Creator
- Beaudry, Debbie., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how...
Show moreThis mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development., The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3329831
- Subject Headings
- Classroom management, Internet in education, Education, Elementary, Computer-assisted instruction, Curriculum planning, Teachers, Training of, Evaluation, Active learning, Evaluation
- Format
- Document (PDF)
- Title
- Technology, Textbooks, and Mathematics: Perceptions of Online Math Homework from Traditional High School Students Enrolled in Private Schools.
- Creator
- Gutierrez, Gisselle, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This research study employed both quantitative and qualitative methodology to explore high school students’ perceptions about online math homework and paper math homework. The purpose of this study was threefold: to understand how high school students perceive online math homework, to determine what aspects of online math homework aid and/or hinder student learning, and to improve the student learning experience with online math homework. Through quantitative analysis, the researcher noted...
Show moreThis research study employed both quantitative and qualitative methodology to explore high school students’ perceptions about online math homework and paper math homework. The purpose of this study was threefold: to understand how high school students perceive online math homework, to determine what aspects of online math homework aid and/or hinder student learning, and to improve the student learning experience with online math homework. Through quantitative analysis, the researcher noted that although not all students learned best with online math homework, nearly every student used the online tools provided when assigned online math homework. Through qualitative analysis, the researcher noted that the most commonly mentioned aid for both online math homework and paper math homework was showing your work. The two most commonly mentioned hindrances to learning were guessing or cheating with online math homework and losing your homework with paper math homework. Participants stated that they actually have more opportunities to cheat with online math homework than with paper math homework; these results diverge from the literature, which states that online math homework helps to eliminate cheating. The data suggests that while online resources, such as examples, were a commonly mentioned aid to online math homework, many students indicated that the online resources also prevented them from truly having to think, as they could just follow the online examples step by step. This research study determined that the majority of students did not have a strong inherent like or dislike toward either online or paper math homework. Instead, students often stated that they preferred whichever medium allowed them to earn higher grades or receive more support. Therefore, if students continue to receive the necessary support, they can continue to learn mathematical concepts through the use of both online and paper math homework.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004984, http://purl.flvc.org/fau/fd/FA00004974
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Mathematics--education., Mathematics education -- Educational material and media, educational technology -- Computer assisted instruction; e-learning., Homework., High school students.
- Format
- Document (PDF)
- Title
- Simulation For A Continuing Professional Education Course: Examining The Learning Gains And Perceptions Of Athletic Trainers.
- Creator
- Frank, Eva M., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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The purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations...
Show moreThe purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations based on the outcomes. The quantitative phase analyzed cognitive and diagnostic reasoning knowledge and history-taking and clinical skills specific to cardiovascular screenings with cardiac auscultations as it was taught to athletic trainers (ATs) at a continuing professional education (CPE) course. The quantitative results found that high-fidelity and low-fidelity simulation-based instructional strategies significantly increased cognitive and diagnostic reasoning knowledge and history-taking and clinical skill from pre-test to post-test assessment on all dependent variables. When comparing the two fidelity types to each other, the analysis found that the participants in the high-fidelity simulation group gained significantly more skill when compared to the low-fidelity group. In the qualitative analysis of this study, three themes emerged specific to the perceptions of the athletic trainers’ experiences as they learn through simulation-based instructional strategies. The first theme that emerged was a clear indication that participants’ exhibited positive perceptions of learning through simulation-based instructional strategies. The second theme that emerged was that the high-fidelity simulation experience during the pre-assessment and post-assessment raised an awareness of the deficit of knowledge and skills in performing a comprehensive cardiovascular screening with cardiac auscultations. Lastly, the third theme that emerged was specific to the perceived limitations in the effectiveness of low-fidelity simulation and the perceived strengths in the effectiveness of high-fidelity simulation. A few instructional recommendations emerged from this dissertation study. Simulation-based instructional strategies are an ideal teaching method to utilize during continuing professional education courses with athletic trainers. Specifically, this study identified that both, high-fidelity and low-fidelity simulation, are effective in teaching cardiovascular screening with cardiac auscultations. Additionally, the participants perceived influences of a pre-test on the identification of their knowledge and skills deficit suggests that there are benefits of utilizing an authentic simulation pre-test as part of CPE courses.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004653, http://purl.flvc.org/fau/fd/FA00004653
- Subject Headings
- Athletic trainers -- Training of, Career development, Computer assisted instruction, Continuing education, Health care teams -- Training of, Internet in education, Professional education, Sports medicine -- Study and teaching (Continuing education)
- Format
- Document (PDF)
- Title
- An analysis of integrated science and language arts themes in software at the elementary school level.
- Creator
- Libidinsky, Lisa Jill., Florida Atlantic University, Kumar, David D.
- Abstract/Description
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There are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can...
Show moreThere are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can enable students to learn real-life connections. In addition, with the onset of technology and the increased usage of technological programs in the schools, teachers can use technology to support an integrated curriculum. When teachers use a combined instructional focus of science, language arts, and technology to produce lessons, students are able to gain knowledge of concepts and skills necessary for appropriate academic growth and development. Given that there are many software programs available to teachers for classroom use, it is imperative that quality software is used for instruction. Using criteria based upon an intensive literature review of integrated instruction in the areas of science and language arts, this study examines science and language arts software programs to determine whether there are science and language arts integrated themes in the software analyzed. Also, this study examines whether more science and language arts integrated themes are present in science or language arts software programs. Overall, this study finds a significant difference between language arts software and science software when looking at integrated themes. This study shows that science software shows integrated themes with language arts more often than does language arts software with science. The findings in this study can serve as a reference point for educators when selecting software that is meaningful and effective in the elementary classroom. Based on this study, it is apparent that there is a need to evaluate software for appropriate use in the classroom in order to promote effective education.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11985
- Subject Headings
- Education, Elementary--Computer-assisted instruction, Language arts (Elementary)--Juvenile software, Science--Study and teaching (Elementary)--Juvenile software, Interdisciplinary approach in education
- Format
- Document (PDF)
- Title
- A preliminary investigation of a computer-assisted training program for direct service providers working with individuals with mental retardation.
- Creator
- Provost, Mary C., Florida Atlantic University, Taylor, Ronald L.
- Abstract/Description
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This preliminary investigation involved the development of a training program leading to graduated levels of certification and eventual licensure for direct service providers working in the State of Florida. Presently, certification and/or licensure are not offered to direct service providers by residential programs serving individuals with mental retardation in Florida. Current research in the field of mental retardation and developmental disabilities supports the development and...
Show moreThis preliminary investigation involved the development of a training program leading to graduated levels of certification and eventual licensure for direct service providers working in the State of Florida. Presently, certification and/or licensure are not offered to direct service providers by residential programs serving individuals with mental retardation in Florida. Current research in the field of mental retardation and developmental disabilities supports the development and implementation of standardized training as well as credentialing for direct service providers. The research described in this study compared two models of training for direct service providers, traditional-training and traditional-training paired with computer-assisted instruction. Twenty participants were recruited from two privately funded agencies providing residential services to individuals with mental retardation and developmental disabilities in South Florida. Incentives for participation were provided to participants by their sending agencies. The training content for both groups included characteristics of individuals with mental retardation; identification of antecedents, behaviors and consequences; identification of relevant and irrelevant information; and, identification of methods for obtaining more information for problem solving purposes. Participant knowledge of this content was measured through pre- and posttesting. The mean gain scores of the participants in the experimental and traditional training scores were compared using a t -test for change to determine statistical significance for each section of the measurement tool. The p values were .990, .941, and .558 for each respective section of the measurement tool, thereby supporting each null hypothesis tested. Finally, implications, limitations, and suggestions for future research were offered.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fcla/dt/12062
- Subject Headings
- Mental retardation facilities, People with mental disabilities--Services for, Mental retardation facilities--Employees--Training of, Employees--Computer-assisted instruction
- Format
- Document (PDF)
- Title
- Approaching Authentic Assessment: Using Virtual School Teachers’ Expertise to Develop an Understanding of Full Time K-8 Virtual School Teacher Practices.
- Creator
- Seamster, Christina Lambert, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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According to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such practices impacted student learning, as well as the methods in which current standards, recommendations and practices were implemented in the full time...
Show moreAccording to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such practices impacted student learning, as well as the methods in which current standards, recommendations and practices were implemented in the full time K-8 virtual school setting. The relationship between virtual school teacher practices and their Technological Pedagogical and Content Knowledge (TPACK) was also explored. Using the standards, practices and recommendations developed for online learning from International Association for K–12 Online Learning (iNACOL), National Education Association (NEA), Southern Regional Education Board (SREB), and the International Society for Technology in Education (ISTE) a team of focus group members gave input on the common practices for teaching students in the full time K-8 virtual school environment. The results included 11 general virtual school teacher practices, 12 teacher practices relating to evaluation and three practices relating to special needs and diverse learners. Qualitative and quantitative findings indicated that teachers most frequently meet the established practices through the following strategies: phone conferences, live sessions with students, feedback on assessments, webmail communication, professional development, collaborating with peers/teacher collaboration, professional learning communities, curriculum based assessments on the phone, communicating with family stakeholders, and determining students in the bottom quartile. A framework for K-8 full time virtual school pedagogy which includes evaluating student learning and individualizing instruction through technology tools and collaborative methods was developed. Finally, the quantitative findings indicated that of the three virtual school teacher practice categories (teacher practice, evaluation and special needs and diverse learners), evaluation was the leading predictor of teacher TPACK scores. Specifically, collaboration, having an online voice and presence, and using data from assessments to modify instruction were found to significantly predict a teacher’s Technological Pedagogical and Content Knowledge. Using virtual school teachers’ expertise on the practices which most impact student learning and the methods for implementing virtual school teacher practices, the researcher created a draft full time K-8 virtual school teacher evaluation rubric.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004741, http://purl.flvc.org/fau/fd/FA00004741
- Subject Headings
- Teachers--Training of--Evaluation., Teachers--Rating of., Public schools--Effect of technological innovations on., Educational change--United States--Evaluation., Educational technology--United States--Evaluation., Pedagogical content knowledge., Computer-assisted instruction.
- Format
- Document (PDF)
