TCC 2018 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69132

Browse

Recent Submissions

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item type: Item ,
    Examining Self-Directed Learning in an Educational Technology Class for Pre-Service Teachers: A Qualitative Case Study
    (2018) Schwark, Cates; Cates Schwark - Oklahoma State University
    The purpose of this case study was to explore a self-organized learning environment (SOLE) experience for adult learners to describe their response in relation to self-directed learning (SDL) and curiosity in a self-organized learning environment. The 37 participants in this study were students enrolled in two sections of an undergraduate educational technology course for pre-service teachers at a midwestern university. This study was a descriptive case study based off of Merriam’s (1998) guide for a descriptive case study. The phenomenon studied was providing support for the role of curiosity in a SDL adult learning environment. The data collection was conducted during the first nine weeks of the course. Data sources included interviews, observations, focus groups, The Curiosity and Exploration Inventory II (Kashden et al., 2009) pre- and post-survey, and document analysis. Data analysis entailed open coding of transcripts from interviews and observations. The findings revealed the pre-service teachers experience through SOLE demonstrated many elements of SDL and curiosity, adult learning. Further, findings described that using adult learning principles as a guide, learning was enhanced by many of the participants in the study.
  • Thumbnail Image
    Item type: Item ,
    Adrift In Big Data And Learner Analytics: An Exploratory Study Of A Nascent Data Governance Board
    (2018) Luchs, Christopher; Novak, Kae; Christopher Luchs - Old Dominion University, CCCOnline; Kae Novak - University of Colorado, Front Range Community College
    In a world of Big Data, today’s higher educational institutions are charged with not only protecting the data of their students, faculty and staff but also to ethically manage access and use of data. At the same time, higher education is experiencing the effects of disruptive innovation caused by technology that has allowed data to be accessed and interpreted by nonconsumers, those who traditionally did not have self-service access to data prior to new student information systems and learning management systems. This ethnographic study explores the culture of a nascent data governance board at an online consortium in the United States. Data was collected using document analysis, interviews, and a focus group. Once collected the data was analyzed using a two cycle coding method to determine categories, patterns and themes. The results of this study provide insight for those considering starting a data governance, the common concerns or anxieties when it comes to disruptive innovation, and provides considerations for future research on the disruptive innovation in education.
  • Thumbnail Image
    Item type: Item ,
    Five Roles I Play in Online Teaching: Revisited
    (2018) Headley, Scot; Scot Headley - George Fox University
    In 2005, I published an article entitled Five Roles I Play in Online Courses (Headley, 2005). Those roles were space planner, pace setter, host, connector, and mirror. After more than a dozen years, I have revisited those roles and reflected on what it means to be an effective teacher after a twenty-year span of online teaching. What continues to be crucial, in my view, is the role of relationships between the faculty member and students, and among students in the online environment. This paper explores the changes in our technological and educational context in the last 12 years, and whether there is a continuing need for these five roles for online teachers.
  • Thumbnail Image
    Item type: Item ,
    College Students’ Perception of an Online Course in Special Education
    (2018) Eichelberger, Ariana; Ngo, Hong; Ariana Eichelberger - University of Hawaii at Manoa; Hong T.P. Ngo - University of Hawaii at Manoa
    When redesigning an online course, obtaining and integrating feedback from students is a critical facet of an iterative design and development cycle. This study examined college students’ perceptions of specific elements of a redesigned online course. Elements included course structure, curriculum and instruction, technology, and student connection. In addition, student age and selfreported online course preparedness were also considered. The study used a concurrent nested mixed methods research design that allowed collection of both quantitative and qualitative data. The findings showed that (1) the course structure was the most highly rated element, whereas student connection was lowest, (2) students’ age impacted student perception of curriculum and instruction, course structure, and technology course elements, and (3) no significant difference was found in students’ online course preparedness and their perception of the course elements. These findings add to a growing body of literature on student perception of online courses and may to some extent shift views on the importance of preparedness and student-student connection in an online learning environment.
  • Thumbnail Image
    Item type: Item ,
    Technology-based Experiences of Young People: Opportunities for Filipino Educators
    (2018) Baylen, Danilo; Arellano,Elvira; Danilo Baylen - University of West Georgia; Elvira Arellano - West Visayas State University
    The paper identifies and describes the use of technology in supporting the daily activities of individuals, 12 years and older, in Panay Island, Philippines. This study collected data using voluntary completion of a paper-based survey on technology use. Survey items asked respondents to identify how often technology was used to complete specific personal, professional, social or academic tasks or activities. The survey also collected demographic information on gender and location (rural/urban). Data analysis used descriptive and nonparametric statistics. Results demonstrate commonalities and differences in handling and accessing technology across gender and location of participants. The paper presents the top tasks performed “all the time” as well as “none at all” by the respondents. The results of this study might have implications to 1) designing education programs that integrate technology, 2) developing continuing professional development of educators on technology knowledge and skills especially those involved with the youth, and 3) creating a baseline of expectations among the population studied about integrating technology to specific tasks or activities. Generalization of the results might be limited only to the identified regional contexts or those with similar characteristics.