Dissertations and theses on technology and L2 LEARNING (2000-2015)

This list has been updated with an eye towards providing working links to actual dissertation texts. Permanent links available free of charge through university databases have been privileged; for-profit enterprises that sell dissertation manuscripts have been listed when universities do not provide for the electronic dissemination of these documents. Manuscripts that are not available by either of these means are nevertheless listed as we hope to provide the most complete coverage of dissertations in the field of CALL that is possible. You will notice that the reference list style is somewhat different than what is suggested by APA. We decided upon a format that includes the name of the institution where the dissertation was completed such that a quick scan of the list reveals where people are studying CALL related themes—and which universities are field leaders in terms of freely distributing dissertations. If you notice that dissertations completed at your institution have not been included, please send us the references, so we can update this list yearly

Overcoming Pedagogical, Social/Cultural, and Attitudinal Barriers to Technology Integration in K-5 Schools

Technology engages and increases academic achievement for K-5 students, but teachers face attitudinal, social/cultural, and pedagogical barriers when they integrate technology for student learning. Although some teachers overcome these barriers, it remains unclear how they do so. The purpose of this qualitative multiple case study was to analyze the attitudes and behaviors of 3 groups to determine how some teachers successfully overcame barriers to technology integration. The conceptual framework included Bandura\u27s social cognitive theory and Ertmer\u27s theory on second order barriers to technology integration. Participants were drawn from each of 3 schools in the northeastern United States. Data included interviews from 3 groups of 2-3 classroom teachers, 1 administrator, and 1 technology integration person. Data were analyzed using open coding to identify rich themes and patterns. The findings showed that a triadic force of administrators, technology support, and teachers worked together to positively influence technology integration. Strategies included providing appropriate professional development, building collegial support and sharing among teachers, training teachers to locate relevant technological resources, and establishing value and support for the use of technology for learning. The present study may contribute to positive social change by increasing the knowledge of barriers preventing integration of technology into K-5 classrooms, and by providing information that will allow teachers, administrators, and technology integration personnel to implement strategies that reduce and overcome these barriers

Personalized Adaptive Teacher Education to Increase Self-Efficacy: Toward a Framework for Teacher Education

This study investigated personalized adaptive learning, teacher education, and self-efficacy to determine if personalized adaptive teacher education can increase self-efficacy. It is suggested that teachers with higher self-efficacy tend to stay in the teaching profession longer. Chapters 2 and 3 are literature reviews on personalizing adaptive learning to determine what common components are used in personalized adaptive learning systems to get a clear understanding of what previous literature suggests building this study on it. Chapter 4 investigates the data collected from 385 teachers to understand better what teachers report on factors that increase their self-efficacy. As a result, it was found that teachers' self-efficacy increases with more training, support, and resources. In chapter 5, a framework was developed based on previous findings, with components of personalized adaptive learning to provide support/help at the right time for teachers to increase their self-efficacy. An empirical study was conducted to validate this framework, where the framework was used as a guide to personalize and adapt summer teacher preservice training and survey teachers on their self-efficacy before and after the training to see its impact on teachers' self-efficacy. However, since summer preservice training was virtual, the framework could not be implemented fully, as we were not able to observe teachers' behaviors and monitor their learning to provide them help and support, as needed and being in the post-COVID-19 year as educators dealing with about two-year learning loss systemwide, seems decreased teachers' self-efficacy. The findings of this study can guide preservice teacher education institutions and decision-makers of teacher education to assess inservice teachers' needs and self-efficacy to help and support them with a more personalized adaptive education to improve their self-efficacy

An Investigation of the Impact of Student Satisfaction on Student Outcomes Among Undergraduate Students in a Blended Learning Environment in University A

The purpose of this study was to examine the impact of student satisfaction on student outcomes among undergraduate students in a blended learning environment in University A. It was a quantitative predictive correlational design, with predictor variables satisfaction with course, sex, age and race/ethnicity, and criterion variable end-of-course score. The Corona Virus pandemic highlighted the central role of blended and online learning in educational processes globally. The technological revolution in education characterized by the infusion of digital technologies in classrooms, indicates that blended learning will continue to feature prominently in educational settings. Student satisfaction in blended learning redounds to the benefit of students and educational institutions since it could contribute to improved pedagogical and curricular practices, goodwill, enhanced reputation, and increased enrollment. Participants for this study were drawn from a convenience sample of 330 undergraduate students enrolled in a blended general education course at University A. Data collection procedures for predictor variables were accomplished through the online administration of the Satisfaction with Blended eLearning Systems (BELS) Questionnaire, while criterion variable data was garnered from student records. Applying multiple linear regression analysis, a statistically significant relationship was found between the linear combination of satisfaction with course, sex, age, race/ethnicity and end-of-course score. However, satisfaction with course emerged as the only significant predictor of the end-of-course score. Course satisfaction in blended learning settings influences performance. Further investigations are needed in other tertiary level institutions in the Caribbean, across different disciplines, and different blended learning delivery methods