An investigation into the efficacy of avatar-based systems for student advice

Student support is an important function in all universities. Most students expect access to support 24/7, but support staff cannot be available at all times of day. This paper addresses this problem, describing the development of an avatar-based system to guide students through the materials provided by a university student employability service. Firstly, students and staff were surveyed to establish the demand for such a system. The system was then constructed. Finally, the system was evaluated by students and staff, which led to a clearer understanding of the optimal role for avatar-based systems and consequent improvements to the system’s functionality

An investigation into the efficacy of avatar-based systems for student advice

Student support is an important function in all universities. Most students expect access to support 24/7, but support staff cannot be available at all times of day. This paper addresses this problem, describing the development of an avatar-based system to guide students through the materials provided by a university student employability service. Firstly, students and staff were surveyed to establish the demand for such a system. The system was then constructed. Finally, the system was evaluated by students and staff, which led to a clearer understanding of the optimal role for avatar-based systems and consequent improvements to the system’s functionality

An Investigation of Teacher Candidate Perceptions: Using 21st Century Tools and Clinical Medical Model Practices to Teach Classroom Management Skills

A capstone submitted in partial fulfillment of the Requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Helen J. Rader James P. Rader David R. Riel on March 13, 2014

UNDERSTANDING THE EFFECTS OF MIXED REALITY SIMULATION ON PRE-SERVICE TEACHER SELF-EFFICACY

The purpose of this mixed methods multiple case study was to gain insight into the self-efficacy beliefs of pre-service teachers participating in a curriculum enhanced via mixed reality simulation experiences. There were two cases within the present study, one was bound by pre-service teacher candidate participants enrolled as students within one of three sequential courses enhanced via mixed reality simulations. The pre-service teacher candidate participant case was further bound and subdivided into sub-units by level of exposure, either 30, 60, or 90 minutes of total exposure within the simulated classroom, respectively. The second case utilized professional candidate participants with connections to the mixed reality simulation experience, and included professors, a simulation manager, and an administrator within the department of education and education psychology. Employing a sequential embedded design, quantitative data were collected before qualitative data, from a purposeful sampling of 53 student participants (n = 53) from the pre-service teacher candidate participant case. Said student participants were administered a demographic survey, as well as an assessment of their sense of self-efficacy at the start of the semester, and again following the conclusion of three occurrences of mixed reality simulations, each of which were five to eight minutes in length. Following the quantitative data, qualitative data were collected from a purposeful sampling of 49 student participants (n = 49), as well as 5 professionals (n = 5) from the professional candidate participant case. Semi-structured interviews were conducted in addition to observations of the mixed reality simulation experiences. Quantitative data were analyzed using a 3 × 2 one-between–one-within subjects ANOVA and showed a significant main effect for the between-subjects factor of total exposure (30, 60, 90 minutes), as well as a significant interaction for the between-subjects and within-subjects factor of time (before, after). Qualitative data were explored using inductive coding and directed content analysis via codes informed by the literature, which subsequently yielded the creation of a finding statement, supported by four themes, each of which included multiple categories and subcategories. The significance of the findings were discussed, as were recommendations for educators, and suggestions for potential future research opportunities

Social Networks among Students, Peer TAs, and Instructors and Their Impacts on Student Learning in the Blended Environment: A Model Development and Testing

Due to its flexibility and effectiveness, blended learning has become popular in higher education. Previous studies have discussed and presented various methods and cases that one can use and leverage in blended courses. Other studies have described and examined the technology and/or systems that support blended learning. However, no research has examined student learning from the social network perspective. Compared with traditional face-to-face instruction, blended learning incorporates a great portion of online activities. Thus, blended learning typically features fewer interactions among students, teaching assistants (if any), and instructors. Therefore, we need to examine whether and how (if any) social networks among students, peer teaching assistants, and instructors could influence student learning in the blended environment. To do so, we developed and tested a research model with a large sample size of 699 students who took a blended class. The results indicated that all three types of networks (including student-student networks, student-peer TA networks, and student-instructor networks) significantly influenced both social presence and interaction, which, in turn, had significant impacts on learning climate and perceived academic performance

Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder

Due to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While research on educating preservice teachers to deal with bullying behaviors is limited, the importance of providing high-quality teacher preparation programs for upcoming teachers remains at the upmost importance. The purpose of this study was to examine the effects of three online modules on preservice teachers\u27 ability to identify and respond appropriately to situations of bullying involving individuals with ASD in their classroom. This study utilized an experimental group design to determine the impact of the modules for participants in the treatment group compared to participants in the control group who received a prerecorded lecture on the topic of bullying in schools. The researcher found this intervention to have a positive change between the pre-test and the post-test for participants receiving the modules; however, the results were not statistically significant