ICT-Based Instruction for Secondary School Students: The Interplay of Individual Learning Prerequisites, Use of Technology, and Student Involvement in Learning Processes

In modern classrooms, recent advances in educational technology are assumed to have the potential to deliver appropriate learning opportunities and bring tangible changes to current teaching-learning processes (Cheung & Slavin, 2013; Scheiter, 2017). However, a lack of access to technology in classroom practices constitutes the main obstacle for educational researchers to gain a comprehensive understanding of the influence of new digital technology in engaging students in learning processes (OECD, 2015). Moreover, the inconsistent findings of technology-based learning increase uncertainty about the mechanism of using technology to support student learning and the potentials of technology for educational purposes (Kulik, 1994, Mayer, 2003). Thus, a more systematic and thorough examination of technology-based instruction is needed. The present dissertation focused on the interplay of individual learning prerequisites (e.g., prior knowledge, academic self-concept) and student involvement in mathematics learning and explore the use of technology in real school settings. Using the seventh-graders' data (N = 2,286) from the tabletBW research project, Study 1 aimed to investigate the relationship between students' learning prerequisites and student involvement in mathematics learning, and in which condition this relationship would change. Specifically, this study examined whether the use of tablet computers significantly moderated the influence of learning prerequisites on student involvement in learning (i.e., situational interest, cognitive engagement). Study 2 focused on the prolonged impact of using tablet computers on changes in student involvement in mathematics learning processes. Additionally, it took an in-depth look at the integration mechanism of tablets in math classes. This study used longitudinal student data across three measurement points (N = 1,278). By conducting baseline latent change models, the influence of using tablets on changes in student involvement was examined and further investigated whether the changes were associated with the quantity and quality of tablet integration. Study 3 aimed to identify how the integration of tablet computers influenced student involvement by exploring technology's potential in supporting adaptive teaching. By analyzing seventh-graders' (N = 2,286) perceptions of adaptive teaching, this study further examined whether the students' perception of adaptive teaching mediated the relationship between the use of tablets and student involvement in mathematics learning

Sustainable Value Co-Creation in Welfare Service Ecosystems : Transforming temporary collaboration projects into permanent resource integration

The aim of this paper is to discuss the unexploited forces of user-orientation and shared responsibility to promote sustainable value co-creation during service innovation projects in welfare service ecosystems. The framework is based on the theoretical field of public service logic (PSL) and our thesis is that service innovation seriously requires a user-oriented approach, and that such an approach enables resource integration based on the service-user’s needs and lifeworld. In our findings, we identify prerequisites and opportunities of collaborative service innovation projects in order to transform these projects into sustainable resource integration once they have ended

Mental health clinicians��� motivation and awareness of key considerations as predictors of online therapy uses and applications

A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton, for the award of Professional Doctorate Counselling Psychology (PsychD).Despite their well-documented effectiveness, online psychological interventions seem to be underperforming with the latest evidence revealing high client dropout rates. The literature indicates that online client engagement tends to improve through a sound online therapeutic alliance and interventions that are credible, reliable and of high-quality. There is little research, however, as to the specific clinician-related factors that might predict the adoption of online therapy practices and interventions that map onto the above online therapy qualities. To address this gap in the literature, the current thesis assesses statistically, whether online practicing clinicians��� awareness of key considerations in online therapy (AKCOT) and motivations are linked to the adoption of associated (outcome) online therapy uses and applications (OOTUA). It was hypothesised that clinicians��� AKCOT and motivations would predict OOTUA. Two studies were employed to this effect. Study one (n= 19, UK-based participants) developed a series of purpose-built scales measuring AKCOT and OOTUA. It also evaluated pre-existing motivational scales such as intrinsic, extrinsic motivation, perceived competence (in forming an online therapeutic alliance) and attributional style towards mental health stigma, ascertaining their usefulness in the context of the current project. Study two adopted a multiple regression analysis design where a total of 174 (138 UK-based and 36 America-based) online practicing clinicians completed an online survey. The factors of AKCOT were measured by the purpose-built scales developed in study one, assessing awareness of key consideration in online disinhibition theory, online therapy ethical considerations and training requirements. The corresponding OOTUA factors were measured on self-report scales capturing associated (to the AKCOT) online therapy applications. The motivational constructs were measured using an intrinsic motivation inventory, general causality-controlled orientation and perceived competence scales. The main findings showed that the AKCOT predictors consistently accounted for approximately 30% and the motivation predictors for approximately 10-20% of the variance in OOTUA. Discussion of the findings considers theoretical and practical implications at the professional regulatory and training level. It is proposed that professional psychological bodies update their regulations around online therapy, and counselling and psychotherapy training courses ensure that trainees are familiarised with online therapy theoretical and practical key considerations as part of their core qualifying training

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

Saving Our Sisters: Effects of a Computer-Based Version of SISTA on the HIV-Related Behaviors of African American Women

Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) are infectious diseases wreaking irreparable havoc on the lives of millions all around the world. Of those infected and affected by HIV in the United States, African Americans disproportionately bear the burden of this disease, which has resulted in a major crisis within the African American community. In 2010, African Americans accounted for approximately 44% of all new HIV infections among adolescents, 13 years of age and older, and adults [Centers for Disease Control and Prevention [CDC], 2012). These statistics become even more dismal when both race and gender enter the equation. In regards to global HIV/AIDS, the leading cause of death among women of reproductive age is AIDS-related illnesses (Joint United Nations Programme on HIV/AIDS [UNAIDS], 2012). According to the CDC (2012), 64% of estimated new HIV infections in women in the United States in 2010 were in African Americans. This study examined the effectiveness of increasing protective HIV behaviors through the use of the SAHARA program, a computer-based, gender-specific and culturally appropriate HIV behavioral intervention program. More specifically, the SAHARA intervention was created to encourage consistent condom use during penetrative vaginal sex through mediating components of the intervention such as HIV knowledge, condom use self-efficacy, barriers to condom use, and frequency of partner communication for a population of African American women living in areas of Kentucky and Georgia. Convenience sampling was used to recruit participants from college campuses and community areas. Fifty-two African American female study participants completed surveys through the use of a quasi-experimental non-randomized pretest-posttest design. Significant group differences were observed for scores on STD/HIV Risk Behavior Knowledge and Condom Barrier Scale. Results suggest that the SAHARA prevention intervention produced clinically significant changes in STD/HIV knowledge and perception of condom barriers in the SAHARA group compared to the control group