Current Search: UWF Collections (x) » Hastings, Nancy B. (x)
VIEW ALL ITEMS
- Title
- MENTAL HEALTH MOBILE APPLICATIONS IN COUNSELOR EDUCATION.
- Author
- East, Marlene Lynette, Havard, Byron C., Bridges, F. Stephen, Hastings, Nancy B., University of West Florida
- Abstract/Description
-
Mental health mobile applications (MHMAs) are providing new forms of psychoeducation and interventions. Along with the emergence of MHMAs comes the need for diligence in ensuring safety, protecting privacy, and maximizing benefits. As providers of foundational training for future mental health practitioners, university counseling programs prepare counselors for all aspects of practice, including mental health technologies. The use of MHMAs in counselor education was investigated in this mixed...
Show moreMental health mobile applications (MHMAs) are providing new forms of psychoeducation and interventions. Along with the emergence of MHMAs comes the need for diligence in ensuring safety, protecting privacy, and maximizing benefits. As providers of foundational training for future mental health practitioners, university counseling programs prepare counselors for all aspects of practice, including mental health technologies. The use of MHMAs in counselor education was investigated in this mixed methods study. The conceptual basis was a theory triangulation approach using theories of technology use and acceptance and diffusion of innovations. Three central research questions guided the study: (a) What factors influence counselor educators' values of MHMAs as therapeutic tools? (b) What factors influence counselor educators' behavioral intentions to teach counseling students about MHMAs? and, (c) To what extent are graduate counseling-related programs contributing to future counselors' technological competence particularly regarding their ability to evaluate and integrate MHMAs? Participants were 132 professors from 99 university counseling programs. Participants completed an initial survey, an evaluation of an evidence-based mental health mobile application (app), and a postmeasure. Hierarchical multiple regression, ANCOVA, independent samples t-tests, and paired samples t-tests were used to analyze quantitative data. Results indicated that unified theory of acceptance and use of technology (UTAUT) variables along with anxiety/apprehension and ethical concerns are related to behavioral intentions to teach students about mental health mobile apps. The multiple regression analyses indicated that taken together, the variables investigated accounted for 51% (R2) of the variance in behavioral intentions to teach students about mental health apps. Generational category and levels of online course offerings were not found to significantly influence personal app use of educators, behavioral intentions to teach students about MHMAs, or total values of MHMAs. Trialability, interaction with one MHMA, was significantly related to behavioral intentions to teach counseling students about MHMAs and total values of MHMAs. Semistructured video chat interviews were conducted and analyzed in the qualitative strand to add depth and explain quantitative findings. The mixed methods analysis indicated that qualitative findings both supported and contradicted specific quantitative findings. This study has implications for all stakeholders in the mental health profession.
Show less - Date Issued
- 2015
- Identifier
- WFE0000506, uwf:61267
- Format
- Document (PDF)
- Title
- MOTIVATION AND SELF-REGULATION AS PREDICTORS OF VIRTUAL HIGH SCHOOL STUDENT PERFORMANCE.
- Author
- Valerio-Faessel, Jocelyn Rose, Zimmerman, Sherri L., Hastings, Nancy B., Pelton, Melanie D., University of West Florida
- Abstract/Description
-
The impact of motivation and self-regulation as predictors of virtual high school student performance was investigated in this study. Using the Motivation Strategies Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia and McKeachie, 1991) instrument, a correlation and multiple regression analysis was used to determine whether motivation and self-regulation learning strategies predicted student performance, and if there were differences in motivation and self-regulatory learning strategies...
Show moreThe impact of motivation and self-regulation as predictors of virtual high school student performance was investigated in this study. Using the Motivation Strategies Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia and McKeachie, 1991) instrument, a correlation and multiple regression analysis was used to determine whether motivation and self-regulation learning strategies predicted student performance, and if there were differences in motivation and self-regulatory learning strategies between 2 groups of Florida Virtual School (FLVS) students. The results revealed profound implications for the virtual high school learning environment. Both motivation and self-regulatory learning strategies were found to be positively correlated to student performance and when examining for unique effects, the researcher found motivation among virtual high school students was a strong predictor of student performance. Self-efficacy was also found to be a significant predictor of student performance. Motivation, overall, was strongly predictive of student performance among virtual high school students.
Show less - Date Issued
- 2012
- Identifier
- WFE0000334, uwf:60976
- Format
- Document (PDF)
- Title
- SCHOOL-BASED ATTRIBUTES INSTRUMENTAL IN STUDENT SUCCESS IN A FLORIDA CHARTER MIDDLE SCHOOL.
- Author
- Handley, Holley Louise, Hastings, Nancy B., Boileau, Timothy C., Havard, Byron C., University of West Florida
- Abstract/Description
-
This qualitative, single-case study identified attributes perceived to be instrumental in student success in a Florida Charter middle school. This study examined best practices contributing to the long-term sustained success of the middle school students in an effort to maintain and replicate high student achievement. The following question directed this study, "What school-based attributes do administrators and teachers perceive to be instrumental in student success in a Florida charter...
Show moreThis qualitative, single-case study identified attributes perceived to be instrumental in student success in a Florida Charter middle school. This study examined best practices contributing to the long-term sustained success of the middle school students in an effort to maintain and replicate high student achievement. The following question directed this study, "What school-based attributes do administrators and teachers perceive to be instrumental in student success in a Florida charter middle school?" Through research and synthesis of over 1200 meta-analyses, Hattie and his team of researchers identified 195 influences that impact learning in schools. Hattie categorized these influences into six domains identified as major contributors to learning. This case study addressed those domains under a school's control: (a) school; (b) teacher; (c) curricula; (d) teaching. These categories provided the framework to examine the factors responsible for student success in the charter school. The data sources for the study were teacher interviews, administrator interviews, and classroom observations. The coding strategy integrated pre-figured codes aligned with Hattie's (2009, 2011, 2015) domains (school, teacher, curricula, and teaching) while allowing for the possibility for emergent codes. Research credibility was established by (a) prolonged engagement of the researcher; (b) triangulation of data; (c) identification of potential bias; (d) peer review. The conceptual framework used as a foundation for the study provided the structure to facilitate reliability of this research. Data collection and analysis led to the identification of three over-arching themes, flexibility, personalized learning, and high expectations, as key attributes contributing to student success.
Show less - Date Issued
- 2018
- Identifier
- WFE0000613, uwf:61285
- Format
- Document (PDF)
- Title
- SECONDARY TEACHER SELF-EFFICACY AND TECHNOLOGY INTEGRATION.
- Author
- Hale, James Lee, Havard, Byron C., Ellis, Holly H., Hastings, Nancy B., University of West Florida
- Abstract/Description
-
This dissertation is based on a conceptual framework founded in the plight of the United States in the critical areas of science, technology, engineering, and mathematics, such as student performance, global economy, job opportunities, and technological innovation. Subpar performance can be traced to, among other things, education and specifically a lack of student engagement due to non-innovative teaching and technological self-efficacy issues among teachers. This study suggests a multiple...
Show moreThis dissertation is based on a conceptual framework founded in the plight of the United States in the critical areas of science, technology, engineering, and mathematics, such as student performance, global economy, job opportunities, and technological innovation. Subpar performance can be traced to, among other things, education and specifically a lack of student engagement due to non-innovative teaching and technological self-efficacy issues among teachers. This study suggests a multiple regression analysis of the sources of self-efficacy as noted by Bandura (1997): enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states and their predictive capability with regard to technology integration in the classrooms of today as measured by the Levels of Teaching Innovation Digital Age Survey measure constructed by Christopher Moersch (2002).
Show less - Date Issued
- 2013
- Identifier
- WFE0000391, uwf:61046
- Format
- Document (PDF)
- Title
- SELF-EFFICACY, SELF-REGULATION, AND GOAL ORIENTATION: LEARNER MOTIVATIONAL CHARACTERISTICS THAT INFLUENCE ONLINE STUDENT PERFORMANCE.
- Author
- Wintling, Cheral Ann, Rasmussen, Karen L., Hastings, Nancy B., Thompson, Carla J., University of West Florida
- Abstract/Description
-
Learner motivational constructs of self-efficacy, self-regulation, and goal orientation in predicting successful student performance in online courses were explored. Thirty-three undergraduate students from the online courses Introduction to Educational Technology and Introduction to Education completed sections of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991). A multiple regression analysis was performed using the MSLQ responses and...
Show moreLearner motivational constructs of self-efficacy, self-regulation, and goal orientation in predicting successful student performance in online courses were explored. Thirty-three undergraduate students from the online courses Introduction to Educational Technology and Introduction to Education completed sections of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991). A multiple regression analysis was performed using the MSLQ responses and final course point's data from 31 of the participants in the two online courses. No significant results for the independent variables of self-efficacy, self-regulation, and goal orientation in predicting student performance in the two online courses were found. Further data analysis found significant positive correlations between the independent variables self-efficacy, self-regulation, and goal orientation.
Show less - Date Issued
- 2012
- Identifier
- WFE0000345, uwf:60991
- Format
- Document (PDF)
- Title
- STUDENT PERCEPTIONS OF SECONDARY SCIENCE: A PERFORMANCE TECHNOLOGY APPLICATION.
- Author
- Small, Belinda Rusnak, Rasmussen, Karen L., Hastings, Nancy B., Jans-Thomas, Susan, University of West Florida
- Abstract/Description
-
The primary purpose of this study was to identify influences blocking or promoting science performance from the lived K-12 classroom experience. Human Performance Technology protocols were used to understand factors promoting or hindering science performance. The goal was to gain information from the individual students' perspective to enhance opportunities for stakeholders to improve the current state of performance in science education. Individual perspectives of 10 secondary science...
Show moreThe primary purpose of this study was to identify influences blocking or promoting science performance from the lived K-12 classroom experience. Human Performance Technology protocols were used to understand factors promoting or hindering science performance. The goal was to gain information from the individual students' perspective to enhance opportunities for stakeholders to improve the current state of performance in science education. Individual perspectives of 10 secondary science students were examined using grounded theory protocols. Findings include students' science learning behaviors are influenced by two major themes, environmental supports and individual learning behaviors. The three environmental support factors identified include the methods students receive instruction, students' opportunities to access informal help apart from formal instruction, and students' feelings of teacher likability. Additionally, findings include three major factors causing individual learners to generate knowledge in science. Factors reported include personalizing information to transform data into knowledge, customizing learning opportunities to maximize peak performance, and tapping motivational opportunities to persevere through complex concepts. The emergent theory postulated is that if a performance problem exists in an educational setting, then integrating student perspectives into the cause analysis opens opportunity to align interventions for influencing student performance outcomes. An adapted version of Gilbert's Behavioral Engineering Model is presented as an organizational tool to display the findings. The boundaries of this Performance Technology application do not extend to the identification, selection, design, or implementation of solutions to improved science performance. However, as stakeholders begin to understand learner perspectives, then aligned decisions may be created to support learners of science in a direct, cost effective manner.
Show less - Date Issued
- 2013
- Identifier
- WFE0000377, uwf:61030
- Format
- Document (PDF)
- Title
- TECHNOLOGY-ENHANCED LEARNING: THE EFFECTS OF 1:1 TECHNOLOGY ON STUDENT PERFORMANCE AND MOTIVATION.
- Author
- Spears, Susan Annette, Nichols, Joyce C., Ellis, Holly H., Hastings, Nancy B., University of West Florida
- Abstract/Description
-
Accessibility of computers in the classroom is a major concern facing American students. To help meet U.S. technology education requirements, initiatives are in place throughout many school districts to increase the accessibility of computers for students to a ratio of 1:1. Although the number of technological devices placed in students' hands is important, it is equally important to assess and determine instructional utility and human factors resulting from the technology. The significant...
Show moreAccessibility of computers in the classroom is a major concern facing American students. To help meet U.S. technology education requirements, initiatives are in place throughout many school districts to increase the accessibility of computers for students to a ratio of 1:1. Although the number of technological devices placed in students' hands is important, it is equally important to assess and determine instructional utility and human factors resulting from the technology. The significant investment of 1:1 initiatives requires substantial evaluation of goals and outcomes to provide data concerning student performance and attitudes towards 1:1 technology. While educational opportunities are afforded through 1:1 access, and lead to measurable increases in student performance and motivation, there is also critical concern pertaining to benefits over liabilities (Weston & Bain, 2010). The researcher used a quasiexperimental design in this study to investigate the effects of 1:1 technology in the form of computing handheld devices on student performance and motivation in technology-enhanced classrooms.
Show less - Date Issued
- 2012
- Identifier
- WFE0000327, uwf:61002
- Format
- Document (PDF)
- Title
- TENTH GRADE STUDENTS' TIME USING A COMPUTER AS A PREDICTOR OF THE HIGHEST LEVEL OF EDUCATION ATTEMPTED.
- Author
- Gaffey, Adam John, Havard, Byron C., Hastings, Nancy B., Ellis, Holly, University of West Florida
- Abstract/Description
-
As computing technology continued to grow in the lives of secondary students from 2002 to 2006, researchers failed to identify the influence using computers would have on the highest level of education students attempted. During the early part of the century, schools moved towards increasing the usage of computers. Numerous stakeholders were unsure of how the increase in computer time would influence the learning of secondary students. While some researchers encouraged increasing computer...
Show moreAs computing technology continued to grow in the lives of secondary students from 2002 to 2006, researchers failed to identify the influence using computers would have on the highest level of education students attempted. During the early part of the century, schools moved towards increasing the usage of computers. Numerous stakeholders were unsure of how the increase in computer time would influence the learning of secondary students. While some researchers encouraged increasing computer time, others suggested limiting the amount of time high school students were spending on computers. This study used data from the Educational Longitudinal Study of 2002 to evaluate the time 10th grade students were using computers in 2002 and explored a correlation between computer usage and the highest level of education attempted in 2006 by the same students. The researcher evaluated hours per day and times per week. The researcher evaluated the type of computer usage the students engaged in. The type of computer usage was broken into home and school categories. The categories were further refined to distinguish between academic and recreational computer usage. The findings revealed that a strong correlation existed between the amount of time students in 2002 spent on a computer and the highest level of education attempted by 2006. Students with little to no time on a computer each day were more likely to have never attended a postsecondary institution compared to students who had some time on the computer each day. However, the benefits of computer usage reduced quickly as the hours each day of computer usage increased past certain levels. The results of this study provided valuable insight into the effect the amount of time students spent on a computer had on the highest level of education attempted. Any stakeholder in the education of a secondary student could find the results of this study valuable in the decision making process of evaluating the computer needs of secondary students.
Show less - Date Issued
- 2014
- Identifier
- WFE0000442, uwf:61107
- Format
- Document (PDF)
- Title
- THE EFFECTS OF SINGLE-SEX EDUCATION ON STUDENT MATH PERFORMANCE IN PUBLIC MIDDLE SCHOOLS.
- Author
- Eliason, Duane Kenneth, Hastings, Nancy B., Ellis, Holly H., Havard, Byron C., University of West Florida
- Abstract/Description
-
In this study, class design (single-sex math classes compared to coeducational math classes) was examined as an alternative method that could potentially improve middle school students' math performance. The study examined single-sex classes as a method of reducing adolescent developmental issues that may negatively impact knowledge development in social learning environments. The social, collaborative learning environments of public middle schools provide an academic atmosphere that...
Show moreIn this study, class design (single-sex math classes compared to coeducational math classes) was examined as an alternative method that could potentially improve middle school students' math performance. The study examined single-sex classes as a method of reducing adolescent developmental issues that may negatively impact knowledge development in social learning environments. The social, collaborative learning environments of public middle schools provide an academic atmosphere that highlights Bandura's social cognitive theory of reciprocal determinism. This study identified triadic reciprocal factors within the social learning environment of public middle schools that could negatively impact learning. These factors included (a) personal factors, (b) behavioral factors, and (c) environmental factors. The singlesex class design was expected to serve two functions: (a) create a supportive learning environment that emphasized communication, interaction, and participation within a supportive, harassment-free educational setting (Parker & Rennie, 2002), and (b) reduce individual and social adolescent development factors which may negatively affect learning in public middle schools. The results indicate that class design as it relates to single-sex math classes and coeducational math classes, under these specific learning conditions, appear to have little effect on reducing negative adolescent development factors related to mathematical knowledge development. Analyses of the results from a general perspective indicate that single-sex math classes and coeducational math classes are equally beneficial in promoting academic achievement.
Show less - Date Issued
- 2014
- Identifier
- WFE0000463, uwf:61136
- Format
- Document (PDF)
- Title
- THE FUNCTION AND USAGE OF ART GALLERIES IN STATE COLLEGES.
- Author
- Williams, Kristen Courtney, Hastings, Nancy B., Ellis, Holly H., Havard, Byron C., University of West Florida
- Abstract/Description
-
This study explored the function of art galleries in small rural or suburban state colleges within the Florida College System and the use of those galleries by students, campus communities, and the general public. In order to investigate gallery function, a qualitative, multisite case study was conducted, with four research questions guiding the process: (1) What is the function of the college gallery? (2) How do students use the gallery? (3) What is the relationship between the gallery and...
Show moreThis study explored the function of art galleries in small rural or suburban state colleges within the Florida College System and the use of those galleries by students, campus communities, and the general public. In order to investigate gallery function, a qualitative, multisite case study was conducted, with four research questions guiding the process: (1) What is the function of the college gallery? (2) How do students use the gallery? (3) What is the relationship between the gallery and the larger institution? and (4) What is the relationship between the gallery and the surrounding community? Research was conducted in a sample that included five galleries. Interviews, observations, and extant documents provided data and allowed for triangulation. Research findings indicated that small state college art galleries provide an important on-campus resource for students, plays an important role for both campus and community users, and mirror on a small scale the function of a state college as a whole. The study has implications for museum studies, as well as education and learning theory. The conclusions of this study may be of use for curators, college faculty members, and administrators in small colleges.
Show less - Date Issued
- 2016
- Identifier
- WFE0000566, uwf:61206
- Format
- Document (PDF)
- Title
- THE IMPACT OF AUDIO-ASSISTED COMPUTER ASSESSMENTS ON STUDENT PERFORMANCE WITH EMPHASIS ON READING ABILITY LEVELS AND SOCIOECONOMIC STATUS.
- Author
- Weldon, Roland Leon, Jr., Havard, Byron C., Hastings, Nancy B., Rasmussen, Karen L., University of West Florida
- Abstract/Description
-
Students who have low reading abilities, in this case measured by Lexile scores, may be at a disadvantage when taking traditional and standardized computer-based assessments (Perez, Homan, Hines, & Kromrey, 1987). When students do not fall in the range of 950-1100, which is the expectant range for 8th graders, then students who take computerized tests may be graded on their ability to read and comprehend a question rather than their ability to demonstrate comprehension, retention, or the...
Show moreStudents who have low reading abilities, in this case measured by Lexile scores, may be at a disadvantage when taking traditional and standardized computer-based assessments (Perez, Homan, Hines, & Kromrey, 1987). When students do not fall in the range of 950-1100, which is the expectant range for 8th graders, then students who take computerized tests may be graded on their ability to read and comprehend a question rather than their ability to demonstrate comprehension, retention, or the development of higher-order thinking skills (Perez, et al., 1987). Because of this identified deficiency, these students may experience a potential disadvantage compared to their counterparts who have achieved their reading level goals (Perez, et al., 1987). The need for emerging technologies to aid in reading test (or assessment) materials is essential to reduce reading deficiencies that these identified students possess (Wise, Ring, & Olson, 2000). The read-aloud audio component developed via the Camtasia software program facilitated this need for the study while SynchronEyes served as the medium used to deliver the test to the students. At the time of this study, there was a lack of educational software programs that could develop and read tests to the students; because of this deficiency, this study used two separate programs to test the students. The tests were delivered in a computer-based format with accompanying audio that addressed reading deficiencies previously noted. The researcher also considered the relationship between students' socioeconomic status (SES), and Lexile score results from the study revealed a performance gap among students when comparing low SES versus non-low SES students. However, the difference in mean rank scores decreased between the two groups as the course progressed and eventually was a non-factor near the end of the course. Outcomes from the study further suggest that it is possible that the digital divide is addressed when students partake in a formal computer class allowing for all individuals to have exposure to emerging technologies in an educational setting.
Show less - Date Issued
- 2011
- Identifier
- WFE0000267, uwf:60910
- Format
- Document (PDF)
- Title
- THE IMPACT OF TECHNOLOGY ON TEACHERS' AND STUDENTS' ATTITUDES IN A FIFTH GRADE SCIENCE CLASSROOM.
- Author
- Dickerson, Kenneth Ray, Rasmussen, Karen L., Hastings, Nancy B., Nichols, Joyce C., University of West Florida
- Abstract/Description
-
The purpose of this qualitative case study is to investigate how technology impacts teachers' and students' attitudes in a fifth grade science classroom. Twenty-one fifth grade students were observed and completed a Likert-type written survey. Two science educators participated in a focus group session, were observed, and completed a Likert-type written survey. The educators believed the professional development provided by the school district was an adequate, fair, and beneficial to...
Show moreThe purpose of this qualitative case study is to investigate how technology impacts teachers' and students' attitudes in a fifth grade science classroom. Twenty-one fifth grade students were observed and completed a Likert-type written survey. Two science educators participated in a focus group session, were observed, and completed a Likert-type written survey. The educators believed the professional development provided by the school district was an adequate, fair, and beneficial to integrate technology in their daily instruction. Factors which contributed to the integration of technology were external barriers, internal barriers, and general barriers. The majority of the students surveyed, 81%, exhibited a positive attitude toward the integration of technology in a science classroom. All educators surveyed exhibited a positive attitude toward the integration of technology in a science classroom.
Show less - Date Issued
- 2010
- Identifier
- WFE0000237, uwf:60919
- Format
- Document (PDF)
- Title
- THE RELATIONSHIP BETWEEN SELF-EFFICACY, ATTRIBUTION AND TASK VALUE, AND PERFORMANCE IN A MANDATORY MILITARY SELF-PACED DISTANCE LEARNING ENVIRONMENT.
- Author
- Charlton, Charles Alvin, Hastings, Nancy B., Thompson, Carla J., Ellis, Holly H., University of West Florida
- Abstract/Description
-
The annual training and education budget for the Department of Defense (DoD) is approximately $17 billion. The DoD offers over 30,000 courses to almost three million military members (United States General Accounting Office, 2003). The Advanced Distributed Learning (ADL) initiative was created to direct federal agencies to create standardized training software and retrieval strategies for online and stand-alone delivery. This initiative dramatically increased the use of self-paced distance...
Show moreThe annual training and education budget for the Department of Defense (DoD) is approximately $17 billion. The DoD offers over 30,000 courses to almost three million military members (United States General Accounting Office, 2003). The Advanced Distributed Learning (ADL) initiative was created to direct federal agencies to create standardized training software and retrieval strategies for online and stand-alone delivery. This initiative dramatically increased the use of self-paced distance learning within the DoD. Self-regulated learning is the self-generated thoughts, feelings, and actions adopted by the learner to engage in enactive learning (Zimmerman, 2000a). This theoretical construct applies to military distance learners and how they apply these concepts to their self-paced distance learning in a mandatory training environment. This study utilized a nonexperimental correlational research design. The purpose of this study is to extend the current research on military members' use of self-regulated learning strategies in mandatory self-paced distance learning where little or no interaction with the instructor or other students is expected. A convenience sample (N=191) was obtained from students selected to attend a Formal Training Unit located at a military base in the Southeastern portion of the United States. Self-regulated learning provided the predominant conceptual framework for this study. The overarching research question was: What is the relationship between task value, self-efficacy, and control of learning beliefs (independent variables) compared to performance (dependent variable) in a mandatory self-paced distance learning training environment? Two instruments were utilized in this study: the Online Learning Value and Self-Efficacy Scale (OLVSES), and the control of learning beliefs subscale of the Motivated Strategies for Learning Questionnaire (MSLQ). The Spearman rank correlation coefficient (Spearman rho) procedure was used for statistical analysis. The study found no significant relationship between the three independent variables (task value, self-efficacy, and control of learning beliefs) and the independent variable (test scores). Based on the findings, these three factors of self-regulation do not influence performance in a mandatory self-paced distance learning environment. Recommendations for further research suggest other factors of self-regulation be explored to determine a theoretical construct for this learning environment.
Show less - Date Issued
- 2016
- Identifier
- WFE0000540, uwf:61243
- Format
- Document (PDF)
- Title
- UNITED STATES NAVY HEALTH CARE PROVIDERS' ATTITUDES AND SATISFACTION TOWARD THE USABILITY OF THE NAVY'S PRIMARY LEARNING PORTAL AND LEARNING MANAGEMENT SYSTEM.
- Author
- Catanese, Anthony Peter, Rasmussen, Karen L., Bridges, Francis S., Hastings, Nancy B., University of West Florida
- Abstract/Description
-
The purpose of this study was to investigate if the architectural design factors affected usability of Navy Knowledge Online (NKO) technology along with the user dissatisfaction associated through restricted achievements of online education and training. In this study, attitudes, satisfaction, obstacles, and providers' demographics were also analyzed. Medical providers were using NKO overseas, on a ship, and when deployed. Medical providers recognized themselves as knowledgeable as their...
Show moreThe purpose of this study was to investigate if the architectural design factors affected usability of Navy Knowledge Online (NKO) technology along with the user dissatisfaction associated through restricted achievements of online education and training. In this study, attitudes, satisfaction, obstacles, and providers' demographics were also analyzed. Medical providers were using NKO overseas, on a ship, and when deployed. Medical providers recognized themselves as knowledgeable as their peers when it comes to operating NKO. Providers' attitudes toward NKO were pretentious when the learning portal did not operate correctly. In addition, the majority of the respondents agreed they were not satisfied with using NKO as a learning portal. Additionally, individuals in certain age groups found their age did influence their attitude toward the use of NKO. The addition of anxieties caused by technology glitches, computer breakdowns, lost data or files, and program errors have overwhelmed the United States Navy medical providers. To better understand the human activities with technological issues, further exploration is required to discover or confirm the relationships among the variables utilizing multiple qualitative data sources. Ethnographic and qualitative research will provide keen analytical tools to capture and understand the complex and vibrant realities in which medical providers experience education in such dynamic times.
Show less - Date Issued
- 2013
- Identifier
- WFE0000376, uwf:61037
- Format
- Document (PDF)
- Title
- UNIVERSAL DESIGN IN HIGHER EDUCATION.
- Author
- Piper, Angela Michelle, Havard, Byron C., Dawson, Dave B., Hastings, Nancy B., University of West Florida
- Abstract/Description
-
The current use of Universal Design (UD) and the factors that most affect that use were investigated in this study. UD is a term used to describe the design of products to be accessible by all. Instructors, both full and part-time, across the state of Florida were surveyed to determine the current usage of UD in the design of courses as well as the factors that most influence their decision to utilize UD. The results of the study indicated that a large portion of instructors currently utilize...
Show moreThe current use of Universal Design (UD) and the factors that most affect that use were investigated in this study. UD is a term used to describe the design of products to be accessible by all. Instructors, both full and part-time, across the state of Florida were surveyed to determine the current usage of UD in the design of courses as well as the factors that most influence their decision to utilize UD. The results of the study indicated that a large portion of instructors currently utilize UD to at least a moderate extent within the state. The study also indicated that increasing diversity and changing teaching methods were the greatest determining factors in whether UD was currently being utilized.
Show less - Date Issued
- 2014
- Identifier
- WFE0000449, uwf:61138
- Format
- Document (PDF)