Exploring chinese international students’ acceptance of mobile learning

With the rapid development of mobile technology, many colleges and universities plan to incorporate, or have started to explore, the use of mobile technology in academics. To improve the educational use of mobile devices, it is necessary and important to investigate students’ acceptance of mobile learning. As one of the largest groups of international students in U.S. universities, Chinese international students were the major focus of this study. Using the Unified Theory of Technology Acceptance and Use (UTAUT) model as a theoretical framework, the researcher explored Chinese international students’ use of mobile learning and examined whether the four UTAUT determinants (performance expectancy, effort expectancy, social influence, facilitating conditions) affect Chinese international students’ acceptance of mobile learning. Online surveys were used for data collection. The descriptive data indicate that the majority of the participants owned mobile devices such as smartphones, tablets, iPads, MP3, and MP4 players. They frequently used these mobile devices for various learning activities. In addition, the results reveal that there was no significant difference of participants’ behavioral intention to use mobile learning based on gender, age, level of experience, and voluntariness of use. Effort expectancy and facilitating conditions were significant predictors of participants’ behavioral intention to use mobile learning. Facilitating conditions and behavioral intention were not significant predictors of participants’ use behavior of mobile learning. However, there was slight interaction between facilitation conditions and behavioral intention. This research provides university administrators and educators information on the factors influencing Chinese international students’ acceptance of mobile learning and their actual usage of mobile learning. The findings also expand the existing body of knowledge in the fields of mobile learning and the UTAUT model. (Published By University of Alabama Libraries

A census of intercollegiate athletics at master's colleges and universities

This census explored characteristics of intercollegiate athletic programs at the public Master's Colleges and Universities (MCUs) in the United States. Those which hold membership in the two major intercollegiate athletic associations, the National Collegiate Athletic Association (NCAA) and the National Association of Intercollegiate Athletics (NAIA), as well as those who do not participate in either of these were included. The census organized data that was reported to the national surveys of the Institutional Postsecondary Educational Data System (IPEDS) and the Equity in Athletic Disclosure Act (EADA), and the findings were reported using the Carnegie Basic Classification scheme as it was refined by John Clinton Kinkead in 2009. The population for the study was the 266 public Master's Colleges and Universities which were identified by Kinkead. Topics that were examined include the sponsorship of intercollegiate athletics at MCUs, athletic association participation, student participation, athletically-related student aid, athletic division within NCAA member institutions, athletic revenues and expenditures, recruitment expenses, staffing requirements, and graduation rates using Kinkead's modified classification; and athletic association participation and student participation by Census Region. (Published By University of Alabama Libraries

Student recreation at The University of Alabama: the influence of intercollegiate athletics

Student recreation, particularly intramural competition, is an integral part of campus life at The University of Alabama flagship campus in Tuscaloosa, Alabama. However, this recreational activity is often overshadowed by varsity athletics. The prominence of the national champion Crimson Tide football team is such that many campus activities, including student recreation, are secondary to athletics. This paper provides a focused history of student recreation at The University of Alabama from approximately 1958 to 1982 as it developed under the influence of a nationally prominent athletics program. Presently, a historical perspective on the Department of University Recreation at the Tuscaloosa campus, including its interaction with the Division of Intercollegiate Athletics, is lacking. The discussion begins with a brief examination of student recreation and athletics since the founding of The University of Alabama through 1958, the year the University's first recreation facility was constructed and the year Paul "Bear" Bryant was hired as Head Football Coach and Director of Athletics. The paper reviews the influence of Bryant and the Athletics Department on recreational activities. This is followed by the events leading up to the building of the Student Recreation Center, the first campus facility constructed exclusively for student recreational use, and not joint use with Athletics. The discussion concludes by noting recent growth at The University of Alabama and the place of recreation and athletics in institution building. (Published By University of Alabama Libraries

Degree production and curricular change in heating, ventilation, and air conditioning programs at Alabama community and technical colleges, 1994 to 2008

Two-year colleges in Alabama, in the curricular area of Heating, Ventilation and Air Conditioning (HVAC) serve an important role in providing local HVAC industries with service technicians. Today, along with many other industries, the HVAC industry relies largely upon community colleges for formally training and educating individuals who choose to pursue technical degrees. Through this study, the researcher gives a clearer understanding of HVAC programs throughout Alabama, explores the distribution of awards across all award types, discusses the numerous changes that HVAC programs have encountered across the state, and examines the way in which these changes have affected degree production of HVAC programs. Additionally, mergers of Alabama technical colleges and community colleges and licensure certification policies and procedures for Alabama HVAC technicians are included within the study. Data is provided regarding degree production at two-year colleges in Alabama, in the curricular area of HVAC by gender and race/ethnicity from 1994 to 2008. Findings and conclusions are presented along with recommendations for policy, practice and future research. (Published By University of Alabama Libraries

Motivational orientations of registered nurses who pursue an advanced education

The purpose of this study was to examine the motivational orientations (intrinsic motivation-to know, intrinsic motivation-toward accomplishment, intrinsic motivation-to experience stimulation, extrinsic motivation-identified, extrinsic motivation-introjected, extrinsic motivation-external regulation, and amotivation) of registered nurses who pursued a graduate degree. In addition, the study looked at the differences in demographic characteristics (age, income, and years of experience) and psychological needs (competence, relatedness, and autonomy). Lastly, it looked at the relationship between motivational orientations and psychological needs. The research problem included the following four questions: 1) are there differences between the motivational orientations of registered nurses who seek a master's versus those who seek a doctorate; 2) are there differences in demographic characteristics of those nurses pursuing a master's degree versus a doctoral degree; 3) are there differences in the psychological needs identified between those pursuing a master's versus a doctoral degree; and 4) is there a relationship between the types of motivational orientation and psychological needs? Results indicated no statistical differences in the motivational orientations reported by registered nurses who pursued a doctoral or master's degree. Registered nurses seeking a master's or doctoral degree scored the highest on intrinsic motivation-to know, extrinsic motivation-identified second, and third on intrinsic motivation-toward accomplishment. There were no significant differences in the three demographic characteristics self-reported by the nurses pursuing a master's degree or doctoral degree. Results revealed that there were no significant differences in the three psychological needs for these nurses. Results also revealed that there was a significant correlation between both extrinsic motivation-introjected and intrinsic motivation-experience stimulation to autonomy. In addition, there was a significant correlation between both extrinsic motivation-introjected and intrinsic motivation-experience stimulation and relatedness. Lastly, there was a significant correlation between intrinsic motivation-to know and competence. (Published By University of Alabama Libraries

An exploratory study of the presentation of special education law in administrative preparation programs for aspiring administrators

Administrators must have a strong command of education and special education law. Case law rulings, additions to procedural safeguards, and legislation in the area of special education are demonstrative of the need for additional training in the area of law for preservice administrators to increase their competency level. Valesky and Hirth (1992) examined training received by administrators in administrative preparation programs and the number of due processes and complaints received at the State Department of Education level for each state. This study uses the results of the seventeen-year old study as a baseline of information to review the impact of IDEA 1997, NCLB 2001, and the reauthorization of the IDEIA 2004 on licensure requirements, numbers of complaints, appeals, and due process hearings. This study found no significant differences between clock hours of special education law presented in administrator preparation programs and complaints, due process hearings requests, and fully adjudicated hearings. The overall presence of special education law has increased tremendously since Valesky and Hirth (1992) investigated the topic prior to IDEA 1997. Descriptive conclusions were based on the continued abundance of complaints, due process hearing requests, and fully adjudicated hearings. After almost twenty years of reform efforts, a large percentage of university administrator preparation programs are not increasing the time focused on special education law; special education litigation continues to be faced by many school districts across the United States. (Published By University of Alabama Libraries

Teen opinions of the influence of parental technology use on teen technology use

The purpose of this qualitative study was to examine teens' opinions of the influence their parents' technology practices have on teens' technology practices. There is an absence of research in the area of parental influence over teens' technology practices (Ito, 2010; Yu, Yuen, & Jae, 2012). Few teens have considered their parents' role in their technology practices. Other than providing teens with access to technology, parents' roles are often overlooked. Parents are often hesitant to discuss technology with their teens because of their lack of knowledge about technology (Odendaal, 2004). Parental concerns are typically the focus of research surrounding the parent-child relationship and teen technology practices (Ito, 2010; Odendaal, 2004; Plowman, 2010). This study contributes to the research on teens' opinions of their parents' technology use and knowledge. The teens discussed their interactions and views on the relationship with their parents and technology. Teens underestimated parents' contribution to teens' technology practices in discussions. The results to a teen questionnaire, however, indicated their parents affected their technology practices. This research will enable parents to understand the importance of their role in their teens' technology practices and allow teens to see how much their parents influence them. (Published By University of Alabama Libraries

The effect of an interactive computer simulation video on clinical judgment

Simulation has been identified as an effective approach for preparing nursing students to transition from theory to practice. It is widely accepted that high-fidelity patient simulation has a positive impact on student learning and decision-making abilities. Computer-based simulation may be an effective alternative to the high cost of high-fidelity patient simulators. The purpose of this quasi-experimental study was to examine if the use of an interactive computer simulation video had an impact on the clinical judgment of undergraduate nursing students. This study also examined whether there was a relationship between students’ demographic and academic characteristics and their clinical judgment scores. A sample of 50 community college associate degree nursing students participated in this study. The students were placed into experimental (N=18) and control (N=32) groups. An interactive computer-simulation video was the intervention used for the experimental group. An independent samples t test was conducted to compare group findings. All participants completed a demographic/academic form including age, GPA, current working hours, and previous degrees to examine if a relationship existed between demographic and academic variables and clinical judgment scores as measured by the Lasater Clinical Judgment Rubric. The study found no significant differences in clinical judgment scores between students who used the interactive computer-simulation video and those who did not. The study also did not find any relationship between student demographic and academic variables and clinical judgment scores. (Published By University of Alabama Libraries

The challenges of the emerging use of technology in schools: an analysis of a selected urban school system in Georgia

This study analyzed how technology leadership and technology integration impact technology literacy by analyzing technology scores of selected eighth grade students from selected Atlanta City Schools. Because levels of technology proficiency for eighth grade students is a mandated expectation at national and state levels, this study focused on the expectations and improvement aspects of technology literacy for students. The major purpose of this mixed methods study was to reflectively analyze and describe the technology initiatives undertaken by the selected schools and students under study. The research design and approach were, in part, case study oriented but considered more descriptive in nature with quantitative analysis of data an essential aspect. A population of eight schools, 106 teachers, eight media specialists, and five technology specialists responded to surveys based on technology integration and/or technology leadership. Five years of standardized eighth grade technology literacy data along with qualitative and quantitative survey data provide findings that could prove useful for district and individual school analysis. In addition to a summary and discussion of findings from the research, an action plan was created to further aid the district in improving teacher and student technology competence. Resources were identified and recommended for use as a means to continue academic achievement in the area of technology literacy for eighth grade students. (Published By University of Alabama Libraries

A single site study on the implementation of change in higher education

This study was designed to share information on the perspectives of those tasked with implementing change initiatives on campus. The study sought to better understand the academic personnel’s perceptions of change at the focus institution. This study was designed to gain information from the perceptions of academic personnel who have been through change initiatives so that future change initiatives can be more sensitive to these perspectives. Understanding how leaders perceive the event and how it affects them and their institution should provide administrators with the information they need to serve their employees during the next initiative. The study was guided by the following research questions: 1. How do academic personnel perceive their roles in the process of institutional change initiatives? 2. How do academic personnel perceive academic restructuring to affect them? 3. How do academic personnel perceive academic restructuring to affect their institution? The research findings provided insight into the perceptions of academic personnel concerning institutional change. (Published By University of Alabama Libraries