Browsing by Subject "online"
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Item Develop, Discuss, and Decide: How New Science Teachers Use Technologies to Advance Their Practice(2015-07) Ellis, JoshuaFor decades, there has been a nationwide demand to increase the number of science teachers in K-12 education (National Commission on Excellence in Education, 1983; National Research Council [NRC], 2007). This demand is in large part due to increases in state science graduation requirements. Teacher preparation programs have been preparing new science teachers on pace with the resulting increase in demand (Ingersoll & Merrill, 2010), however, shortages have continued as up to 50% of these new teachers leave the profession within their first five years of teaching (Smith & Ingersoll, 2004), creating a “revolving door” phenomenon as districts scramble to address this early attrition with yet more beginning teachers. We need to address what Ingersoll (2012) describes as the “greening” of the teaching force: the fact that an increasingly large segment of the teaching force is comprised of beginning teachers who are at a high risk of leaving the profession. The three related studies that comprise this dissertation focus on the role of technological interventions for in-service and pre-service science teachers. The context for the first two studies is TIN, an online induction program for beginning secondary science teachers. These two studies consider the impact of technological supports on the reflective practice of participating teachers. The design interventions included VideoANT (an online video annotation tool) and Teachers as Leaders roles (a structured response protocol) for the Venture/Vexation online forum activity. The context for the third study is T3-S, a university licensure course for pre-service science teachers designed to explore technology integration in secondary science classrooms. This study investigated the impact of pre-service teacher participation in the creation of an Adventure Learning (AL) environment (Doering, 2006) on their understanding of technological, pedagogical, and content knowledge (TPACK) and its role in their future science instruction. The supporting interventions took the form of three separate groups of pre-service teachers, each tasked with a specific role in the creation of the AL environment. Findings from the first two studies indicate that specific, explicit supports for teacher discourse in TIN activities is needed in order to foster the reflective practice that course designers and instructor-facilitators desire. The third study reveals that pre-service teacher participation in the creation of an AL environment supported their understanding of the nature of TPACK and allowed them to define their content-based technology pedagogy for future science instruction.Item An Online Mindfulness Intervention to Reduce Stress and Anxiety Among College Students(2015-08) Greer, ChristiaanThis study evaluated the efficacy of two different web-based stress management programs among college students at a large Midwestern university. After completing the pretest, students (N = 401) were randomly assigned to a Mindfulness plus Present Control intervention, a Mindfulness only intervention, or a Stress-information only comparison group. Primary outcomes were stress, anxiety, depression, perceived stress and worry; hypothesized mediators of intervention efficacy were rumination, mindfulness and present control. Self-report measures were completed online at pre-intervention, post-intervention, first follow-up (2-3 weeks postintervention) and second follow-up (4-5 weeks postintervention). Ninety percent of the sample (n = 365) completed the pretest and comprised the intent-to-treat sample. Linear mixed modeling was used to assess significant change over time and hierarchical regression was used to test for mediation. Participants in all three groups reported significant decreases in all five primary outcomes across all time points (within group d's = -.15 to -.56). All time by intervention group interaction effects were non-significant suggesting that the three conditions were equally effective. With regard to the mediators, participants reported significant increases in present control and mindfulness and significant decreases in rumination from baseline to post-intervention and both follow-ups (within group d's = .01 to .71). There was one significant time by intervention group interaction effect in the analyses assessing change over time in the mediators specifically indicating a between-group difference in changes in rumination, F(8, 973) = 3.73, p = .0003. In this case, the Mindfulness plus Present Control group reduced rumination significantly more than the comparison group. Because there were few differences across conditions, mediation analyses were performed collapsing across conditions. In general, changes in present control were associated with changes in depression and changes in rumination were associated with changes in worry and perceived stress at the second follow-up controlling for baseline scores. Limitations and future direction are discussed.Item Postsecondary peer assisted learning programs offered online: 2020 annotated bibliography(2020) Arendale, David R.The purpose of this annotated bibliography is to identify best education practices for offering traditional student-led study group programs online. Lessons can be learned from the past to enable educators now and in the future to offer programs can promote higher student outcomes and increased persistence towards graduation. (Method) This topical annotated bibliography is drawn from a larger database of peer-assisted learning (PAL) programs available at https://www.arendale.org/peer-learning-bib Major national and international models in the bibliography of nearly 1600 citations are: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction (SI), and (g) Video-based Supplemental Instruction (VSI). Some programs are also known by other names such as PASS for the SI Program. Check back throughout the year since the database is frequently updated. Only two of these models provided research studies or implementation information for providing their program online: Peer-Led Team Learning (also known as cPLTL or Cyber PLTL), and Supplemental Instruction/PAL/PASS (also known as iPASS, OPAL, OPASS, and OSI). These publications provide examples from North America, Europe, and Australasia. When available, a weblink is provided so that they can be downloaded. (Results) The thirty-eight publications identify key principles for successful online student peer study groups: needed technology, methods to evaluation, samples of activities and engagement, and more. (Implication) Online academic support programs will continue to be an important part of student retention and academic achievement programs for the future. Identifying best education practices are essential for student success.Item The Priming Effect of Price Display and Banner Advertising on Online Consumers’ Price Sensitivity(2020-08) You, JiyeThis study drew from priming literature to explore under-investigated factors that contribute to online consumers’ price sensitivity and the subsequent brand interest. Specifically, it examined how being exposed to price cues on brand websites makes it easier to retrieve the price concept in a subsequent task (increased fluency), which in turn results in a higher valuation of the price attribute (higher price importance). Three pretests were conducted to develop the visual stimuli that were used in the main study and for the manipulation check of each variable. In the main study, participants were assigned to one of the conditions in a 3 (price cue: no price cue vs. small price cue vs. large price cue) x 2 (awareness: aware vs. unaware) x 2 (luxuriousness: mass vs. luxury) between-subjects study design and were exposed to the corresponding image of a mock retail website. A 3x2x2 ANOVA and a simple mediation analysis were conducted to examine each part of the conceptual model, and the entire model was tested using a moderated serial mediation. The results suggest that presenting the price of the product under examination (a price cue in the aware condition), compared to not presenting the price, increased the accessibility of the price concept, resulting in higher price sensitivity. In contrast, presenting a banner advertisement with the price of an irrelevant product (a price cue in the unaware condition), compared to presenting a banner advertisement without the price, decreased the accessibility of the price concept, resulting in lower price sensitivity. The lower price sensitivity led to higher brand interest. Implications of these results were discussed in the context of other studies.