Investigation of factors affecting students\u27 satisfaction with online course components.

Technological advances in Internet delivery have allowed university course offerings to change from synchronous to asynchronous. These changes have occurred so rapidly that Web-based (WB) courses have proliferated without significant research as to their effectiveness from a student\u27s perspective (Ewing-Taylor, 1999). Researchers are aware that it is not sufficient to measure the effectiveness of WB learning purely through testing and grades. Indeed, Marshall (1999) pointed out that it is necessary to look at and evaluate the process of delivery and attitudes toward various delivery methods as well as course components in order to design more effective courses for Web delivery and to explore their effectiveness. Five quasi-models of descriptive characteristics (Demographic, Experiential, Motivational, Learning Styles, Instructional Design) were singled out as potentially having an impact on students\u27 satisfaction with the online course components (email, hypertext, online threaded discussions, web links, chat, video, audio, simulations, and graphics). The purpose of this study was to investigate various factors that might affect students\u27 satisfaction with online course components. Data were collected from 240 online undergraduate students using an online questionnaire. The findings of this study may lead educators to rethink the process of Instructional Design (ID). They may shift or adapt the traditional ID models and theories to accommodate the new features of online courses. At the very least, a deeper understanding about the Web as a mode of delivery in distance education and its effects on distance learning should emerge. Furthermore, the findings from this research study may strengthen our understanding of how students\u27 internal characteristics affect learning outcomes in technology-mediated online environment. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2004 .Q74. Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0517. Adviser: David Kellenberger. Thesis (Ph.D.)--University of Windsor (Canada), 2004

Are Infographics Worth It?: An Assessment of Information Retention in Relation to Information Embedded in Infographics

Infographics are an effective means to communicate with audiences, draw attention, and make concepts digestible in a quick and straightforward way. This study explores students’ opinions on infographics used in library instruction, and provides quantitative data to help librarians determine whether these tools will help students engage with text and retain key concepts. Based on research conducted with undergraduate music students at two universities, DePauw University and the University of Minnesota, Twin Cities, this paper examines how students understand and interact with content embedded in infographics, and measures retention of information presented in either plain-text or infographic form

The Relationship of Teachers\u27 Motivational Perceptions and Instructional Integration of the Internet: An Inquiry of Elementary Teachers in one Georgia School District

Author\u27s abstract: Schools have spent much time and money providing teachers and students access to the Internet. As access has become commonplace in schools, teachers are increasingly encouraged to incorporate Internet resources in their classroom. Teachers\u27 use of the Internet has increased in recent years; however, their use remains limited. This mixed methods study sought to understand why some teachers eagerly integrated the Internet in the classroom while others were hesitant to use the Internet with their students. More specifically, this mixed methods study explored how elementary teachers\u27 perceptions of the extent of Internet usefulness/importance, enjoyment/liking, confidence, and anxiety may relate to their level of instructional Internet integration. Additionally, this study explored how these motivational perceptions and current integration practices differ between four subgroups of elementary school teachers (High Motivation/High Integration, High Motivation/Moderate Integration, Moderate Motivation/Moderate Integration, and Moderate Motivation/Low Integration). The study was conducted in a small, rural school system in southeast Georgia. The participants were 93 kindergarten through fifth grade teachers in the Rose School District. The researcher utilized an e-survey, Survey of Teachers\u27 Integration and Motivation Instrument (STIMI), for the quantitative portion of this study. Twelve teachers were selected from the survey participants to participate in semi-structured interviews. The study found a significant relationship among elementary teachers\u27 motivational perceptions and reported integration. Additionally, 49% of the teachers\u27 reported integrating the Internet in the classroom at least 3 times per week. The tools teachers reported integrating the most were educational games and the least used tools were communication/collaboration tools. The findings from this study imply that motivational perceptions are important to teachers\u27 instructional integration of the Internet in the classroom. Schools should develop training initiatives that address these motivational perceptions and provide teachers time to share motivating Internet activities and tools used in their classrooms. Additionally, training should involve hands-on activities to increase teachers\u27 motivational perceptions. Teachers need to be given the opportunity to observe other teachers successfully integrating Internet resources with their students. Motivational perceptions should be addressed through training and support, if schools want to increase teachers\u27 instructional integration of the Internet

Linguistic diversity as a motivating and inclusive factor in primary shool

La diversidad lingüística es un hecho tanto en nuestra comunidad como en el mundo. Esta realidad también está presente en la escuela. El ámbito escolar apoya y refuerza el desarrollo de la lengua. El objetivo de este trabajo es analizar e identificar actitudes y motivación tanto en la lengua extranjera (LE), como en la lengua materna (L1), así como en las lenguas de herencia (LH), que son las que se adquieren de los progenitores, siempre y cuando no se trate de la lengua oficial del país. Se ha hecho un análisis en un colegio de Pamplona a 42 estudiantes. Los resultados muestran, en general, una aceptación positiva del castellano, de las lenguas de herencia y del inglés como lengua extranjera. Reflejan aspectos como la utilidad de esas lenguas, el mapa lingüístico del alumnado y su percepción frente a las lenguas anteriormente mencionadas. Cabe destacar un 4%, que ha valorado de manera negativa el castellano. Es necesario tenerlo en cuenta e intentar mejorarlo. Se ofrece una guía para utilizar en el aula de inglés, en el centro y en el entorno para así contribuir a la integración y motivación, y hacer de la diversidad lingüística un elemento positivo y enriquecedor.Linguistic diversity is a fact present both in our community and in the world. This reality also exists in the classroom. The school context supports and reinforces the development of language. The aim of this piece of work is to analyse and identify attitudes and motivation in the foreign language (FL), mother tongue (L1) and heritage languages (HLs), which are those acquired from parents as long as they are not the official language of the country. An analysis has been made to 42 students in a school in Pamplona. Results show, generally, a positive acceptance of Spanish, Heritage Languages and English as a foreign language. They reflect aspects such as usefulness of these languages, students’ linguistic map and their perception with regard to the already mentioned languages. A 4% should be highlighted which has valued Spanish in a negative way. This fact should be taken into account and improved. By this way, a guide is offered to use in the EFL classroom, the school and the social context in order to contribute to integration and motivation, and to make linguistic diversity a positive and enriching element.Graduado o Graduada en Maestro en Educación Primaria por la Universidad Pública de NavarraLehen Hezkuntzako Irakasletzan Graduatua Nafarroako Unibertsitate Publikoa

An exploration of using ipads and digital storytelling through westorieswith students who have autism

This study investigated the potential of using weStories, a type of digital storytelling, and the use of iPads with second and third grade students who have autism. Autism Spectrum Disorder (ASD) is a neurological disorder that affects a person\u27s ability to communicate, comprehend language, and their ability to socially interact with peers. Digital storytelling combines the art of telling stories with photos, videos, audio, and other digital media. This study employed the use of weStories, a collaborative storytelling process that requires students to work in a team while using an iPad. weStories were created by Dr. Glenda Gunter specifically for individuals to learn the fundamental of narrative and story skills to increase their literacy and communication skills. This study was conducted over a series of teachings and observations at the United Cerebral Palsy of Central Florida (UCP). The UCP is a school that serves children with a variety of learning disabilities, including autism. The purpose of this ethnographic thesis was to explore the impact of teaching the story invention process and weStories through iPads with students who have autism. Ethnographic research design was utilized to observe and assess individual changes in student behaviors and investigate the phenomena of story. This study utilized qualitative research methods. The potential of the intervention was measured through interviews and observations. This research on using technologies with students who have autism, such as iPads and weStories, has shown potential in terms of working collaboratively; enhancing problem solving in social situations, and providing exposure to iPads as a learning tool