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- 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
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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
- REACTIVE BEHAVIORAL PATTERNS, GENERATIONAL DIFFERENCES AND RETENTION IN ONLINE CAREER AND TECHNICAL EDUCATION STUDENTS.
- Author
- Zink, James Lynd, Rasmussen, Karen L., Havard, Byron C., White, Jill T., University of West Florida
- Abstract/Description
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Traditionally web-based distance-learning courses have had lower student retention rates than equivalent face-to-face courses. Yet career and technical education (CTE) courses, offered by two Florida universities online, have higher than average retention rates for face-to-face course retention. The purpose of this study was to determine if reactive behavioral patterns, generational differences, and certain demographics of students taking CTE courses online could help explain the higher...
Show moreTraditionally web-based distance-learning courses have had lower student retention rates than equivalent face-to-face courses. Yet career and technical education (CTE) courses, offered by two Florida universities online, have higher than average retention rates for face-to-face course retention. The purpose of this study was to determine if reactive behavioral patterns, generational differences, and certain demographics of students taking CTE courses online could help explain the higher retention rates. The results reflect a positive link between some student differences in reactive behavioral pattern, generational differences, and demographics among those students taking CTE courses online. These findings seem to offer a better understanding of CTE students and web-based distance learning learners.
Show less - Date Issued
- 2009
- Identifier
- WFE0000165, uwf:60807
- Format
- Document (PDF)
- Title
- RESUME REVIEWS AND PERCEIVED QUALIFICATIONS OF JOB CANDIDATES: REGISTERED NURSES, RACE, AND INSTRUCTIONAL TECHNOLOGY INTERVENTIONS.
- Author
- Kaloydis, Michael Evangelos, Jans-Thomas, Susan, Thompson, Carla J., Havard, Byron C., University of West Florida
- Abstract/Description
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Half a century after the enactment of Title VII of the Civil Rights Act of 1964, disparities in employment and hiring practices still exist (Bertrand & Mullainathan, 2003; Bradstreet & Kleiner, 2003; Ritenhouse, 2013). Evidence of such disparities in employment within the field of nursing is supported by the fact that 73% of nursing students are Caucasian and 13% are African American, while the entire nursing workforce is comprised of 83.2% Caucasians and 5.4% African Americans (National...
Show moreHalf a century after the enactment of Title VII of the Civil Rights Act of 1964, disparities in employment and hiring practices still exist (Bertrand & Mullainathan, 2003; Bradstreet & Kleiner, 2003; Ritenhouse, 2013). Evidence of such disparities in employment within the field of nursing is supported by the fact that 73% of nursing students are Caucasian and 13% are African American, while the entire nursing workforce is comprised of 83.2% Caucasians and 5.4% African Americans (National League for Nursing (NLN), 2013). This 9.6% under-representation of African American RNs in the workforce along with the potential for disparities in nursing employment to propagate, as a result of phenomena attributed to the underlying theory of relational demography (Bertrand & Mullainathan, 2003; Buckley, Jackson, Bolino, Veres, & Feild, 2007; Stoll, Raphael, & Holzer, 2004), both serve as the impetus for the current study. Employment studies have found inadvertent discrimination against minority group members as a function of minority sounding names as appearing on résumés (Bertrand & Mullainathan, 2003). Prior to the current study, this phenomenon remained unclear, underlying theories associated with such phenomena were not explained, and methodologies to reduce the occurrence of such phenomena were not published. Given the dearth of literature addressing employment disparities in the field of nursing, underlying theories to explain employment disparities in the field of nursing, and potential methodologies to reduce the occurrence of employment disparities in the field of nursing, the current study sought to begin to fill the void of knowledge. To address the issues of employment disparities among Registered Nurses (RNs) in the United States (US), the current study utilized volunteer student participants enrolled in a RN to Bachelor of Science in Nursing (BSN) program to explore the implication of stereotypically Caucasian and African American female names on mock employment decisions and the use of web-based Frame of Reference (FOR) training to mitigate any occurrence of name-based employment disparities. Two research questions were posed and the theoretical and practical implications of the findings of the current study are discussed.
Show less - Date Issued
- 2016
- Identifier
- WFE0000542, uwf:61230
- 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
- TEACHER-EDUCATION STUDENT PERCEPTIONS FOR STAGES OF CONCERN RELATED TO INTEGRATING TECHNOLOGY.
- Author
- Quadrini, Virginia Horak, White, Jill T., Rasmussen, Karen L., Havard, Byron C., University of West Florida
- Abstract/Description
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In this study, research includes support for technology integration in the classroom. The National Education Technology Plan Summary (2010) included research to support the requirement of teachers to integrate technology into instruction. Teacher-education student programs need to include additional training for integrating technology into instruction while also supporting new pedagogies and student learning in the content areas (U's. Department of Education, 2009). In this current research...
Show moreIn this study, research includes support for technology integration in the classroom. The National Education Technology Plan Summary (2010) included research to support the requirement of teachers to integrate technology into instruction. Teacher-education student programs need to include additional training for integrating technology into instruction while also supporting new pedagogies and student learning in the content areas (U's. Department of Education, 2009). In this current research study, teacher-education concerns related to integration of technology into instruction is measurable using the Concerns-Based Adoption Model (CBAM). The CBAM design is from Fuller and Case (1969) and modified by Hall and Hord in 2006. The research instrument includes demographic information such as student status and generational groupings. The researcher surveyed undergraduate and graduate teacher-education students who were in the student-teaching phase of their program. The current research study includes concern perceptions related to student status and generational groupings, although there were no statistically significant differences across the concern levels. Generation Y participants were more receptive to the integration of technology into instruction than Generation X and Baby Boomers.
Show less - Date Issued
- 2013
- Identifier
- WFE0000428, uwf:61165
- 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 COLLABORATIVE VIDEO PRODUCTION ON THE ATTITUDES AND SCIENCE KNOWLEDGE OF SIXTH GRADERS.
- Author
- Gaston, Joseph Pickett, Havard, Byron C., Ellis, Holly H., Pecore, John L., University of West Florida
- Abstract/Description
-
This quantitative study examined the effects of collaborative video production (CVP) on the attitudes and conceptual understanding of sixth-grade science students at a public middle school in the Southeastern United States. This study followed the nonequivalent control group design, as described by Campbell and Stanley (1963). The study involved four classes of sixthgrade students. The two control classes were taught the science concept by the cooperating teacher through direct instruction,...
Show moreThis quantitative study examined the effects of collaborative video production (CVP) on the attitudes and conceptual understanding of sixth-grade science students at a public middle school in the Southeastern United States. This study followed the nonequivalent control group design, as described by Campbell and Stanley (1963). The study involved four classes of sixthgrade students. The two control classes were taught the science concept by the cooperating teacher through direct instruction, and the two experimental classes learned the science concept through the CVP project. Pre- and posttests were administered to all students, as well as two preand post-surveys measuring student attitudes towards science and technology. Analysis of covariance (ANCOVA) with the pretest scores as the covariate (Xc) was conducted with the posttest and post-survey data to determine if a significant difference existed in scores between the two groups. In each case, no significant difference was found. The results of this study suggest that CVP was as effective at conveying conceptual understanding to sixth-grade science students as direct instruction. Although not significant, the study also showed that mean scores of students' attitudes towards science and technology increased from pre-surveys to post-surveys for those who participated in the CVP activity. These findings suggest that the treatment contributed to an increase in participants' attitudes and towards technology and the academic subject. No such increase in mean post-survey scores existed for students receiving direct instruction.
Show less - Date Issued
- 2016
- Identifier
- WFE0000527, uwf:61222
- 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 INFLUENCE OF CONTENT FILTERING AND TEACHERS' SELF-EFFICACY ON THE LEVEL OF USE OF THE INTERNET IN K-12 CLASSROOMS.
- Author
- Goines, Erika Kristine Kelly, Havard, Byron C., Ellis, Holly H., Rasmussen, Karen L., University of West Florida
- Abstract/Description
-
As the ideas behind traditional learning change, the content delivery methods used by teachers should adapt as well. Teachers are being asked to find ways of introducing and relating the material to students in the web world that many digital natives live in outside of the classroom walls. To prevent the misuse of Internet inside of the classroom, districts are filtering Web 2.0 tools, which in turn restrict the integration of technology into the curriculum. The purpose of this study was to...
Show moreAs the ideas behind traditional learning change, the content delivery methods used by teachers should adapt as well. Teachers are being asked to find ways of introducing and relating the material to students in the web world that many digital natives live in outside of the classroom walls. To prevent the misuse of Internet inside of the classroom, districts are filtering Web 2.0 tools, which in turn restrict the integration of technology into the curriculum. The purpose of this study was to quantitatively gather data to determine which factors (Internet self-efficacy, attitudes about content filtering, and demographic variables) had the most influence on teachers' level of Internet use in the classroom. The concept of self-efficacy is grounded in the theoretical framework of social cognitive theory (Bandura, 1986). Multiple regression analyses were conducted on 457 surveys received from a school district in the panhandle of Florida to identify demographic variables and their relationship with the level of Internet use in the classroom, teachers' Internet self-efficacy, as well as their attitudes about content blocking software. The results indicate that grade level taught and Internet self-efficacy score were predictors of content filtering attitudes. The teachers' level of use score was not a predictor of their content filtering attitude. Years of teaching experience and the socioeconomic status of the school were found to be predictors of Internet use in the classroom, as well as Internet self-efficacy. Further, gender and grade level taught were not predictors of content filtering attitude, level of classroom Internet use, or Internet self-efficacy.
Show less - Date Issued
- 2013
- Identifier
- WFE0000386, uwf:61058
- Format
- Document (PDF)
- Title
- THE INFLUENCE OF INTERACTIVITY AND INSTRUCTIONAL STRATEGIES ON RETENTION AND SATISFACTION IN DISTANCE LEARNING ENVIRONMENTS.
- Author
- Wise, Teresa Lee, Rasmussen, Karen L., Havard, Byron C., Nichols, Joyce C., University of West Florida
- Abstract/Description
-
Distance learning classes are on the rise. Some colleges and universities have high retention rates, but others do not. The keys to creating effective online courses are student satisfaction and retention. This quantitative study surveyed 73 students who had completed at least one online course at a small Florida public university that offers various degrees at the undergraduate and graduate levels. The survey explored the factors that influence student retention and satisfaction in online...
Show moreDistance learning classes are on the rise. Some colleges and universities have high retention rates, but others do not. The keys to creating effective online courses are student satisfaction and retention. This quantitative study surveyed 73 students who had completed at least one online course at a small Florida public university that offers various degrees at the undergraduate and graduate levels. The survey explored the factors that influence student retention and satisfaction in online courses and the ways that instructional strategies and interaction influence retention and satisfaction in online courses. Data analysis revealed that there are no factors that significantly influence student retention and satisfaction in online courses, and instructional strategies and interaction do not significantly influence retention and satisfaction in online courses. The mean scores in instructional strategies and interaction were higher for those students who never dropped an online course. This fact could mean that those students who had never dropped an online course were influenced by instructional strategies and interaction and were satisfied with their online courses; therefore, these students remained in their online courses.
Show less - Date Issued
- 2012
- Identifier
- WFE0000371, uwf:61052
- Format
- Document (PDF)
- Title
- THE INFLUENCE OF THE ANALYTIC TRANSFORMATION TRAINING PROGRAM ON INTELLIGENCE ANALYSTS' LEADERSHIP AND COLLABORATION SKILLS.
- Author
- Williams, Michael Keith, Havard, Byron C., Nichols, Joyce C., Zimmerman, Sherri L., University of West Florida
- Abstract/Description
-
A one-group pretest-post preexperimental quantitative research design was used to measure the effects of the Analytic Transformation Training Program (ATTP) on intelligence analysts' leadership and collaboration skills. The ATTP is a training program used for teaching leadership and collaboration skills to newly recruited intelligence analysts whose jobs are to analyze data to help thwart terrorism within the United States. Forty-eight participants participated in the study, which was...
Show moreA one-group pretest-post preexperimental quantitative research design was used to measure the effects of the Analytic Transformation Training Program (ATTP) on intelligence analysts' leadership and collaboration skills. The ATTP is a training program used for teaching leadership and collaboration skills to newly recruited intelligence analysts whose jobs are to analyze data to help thwart terrorism within the United States. Forty-eight participants participated in the study, which was conducted in the northeastern United States. After data screening, 46 participants' data were used for analyses. The theoretical framework included the leadership theories of transformational theory and path-goal theory and the collaboration theories of exchange theory, functional theory, new field theory, and dramaturgical theory. The theoretical framework supported using 4 factors as independent variables for leadership skills and 4 factors as independent variables for collaboration skills. Eight research questions were investigated and 8 null hypotheses were rejected because of significant findings. The research design used descriptive statistics, paired-samples t tests, Multiple Analysis of Variances, univariate Analysis of Variances, and multiple regression analyses to describe the participants and test the null hypotheses. A significantly higher posttest mean score than pretest mean score was found for both leadership and collaboration skills after analysts experienced the ATTP. Linear regression analyses indicated the ATTP increased analysts' leadership skills as they were taught collaboration skills and increased collaboration skills as they were taught leadership skills. The amount of variance explained by leadership factors on leadership skills and collaboration factors on collaboration skills were both approximately 98%. Demographic differences indicated that officers who attended the ATTP finished with higher leadership and collaboration mean scores than nonofficers. These findings suggest the ATTP's curriculum should be reviewed to help teach nonofficers to acquire higher leadership and collaboration skill levels. Overall, the study indicated the ATTP is a viable training program at increasing intelligence analysts' leadership and collaboration skills.
Show less - Date Issued
- 2011
- Identifier
- WFE0000295, uwf:60970
- Format
- Document (PDF)
- Title
- THREADED DISCUSSION INSTRUCTIONAL STRATEGIES AND STUDENT PERFORMANCE.
- Author
- Krull, Rodger Pratt, Havard, Byron C., Rasmussen, Karen L., Northrup, Pamela T., University of West Florida
- Abstract/Description
-
Educators need insight into what instructional strategies are effective in the online environment, but few researchers have contrasted threaded discussion strategies and measures of student performance using a quantitative approach. Also, the effectiveness of threaded discussion strategies across all student generation groups or between genders is not resolved. This paper contains a quantitative group comparison study of 438 undergraduate students at a regional comprehensive university using...
Show moreEducators need insight into what instructional strategies are effective in the online environment, but few researchers have contrasted threaded discussion strategies and measures of student performance using a quantitative approach. Also, the effectiveness of threaded discussion strategies across all student generation groups or between genders is not resolved. This paper contains a quantitative group comparison study of 438 undergraduate students at a regional comprehensive university using ex post facto data. The data were derived from a purposeful sample of 15 fully online course sections. The purpose of the study was to compare several elements associated with teaching presence, student generation groups, and student genders in terms of student performance. Although neither the threaded discussion strategy nor the student participation requirement appeared to relate to students' final course grades, those two course design elements did appear related to differences in group performance indicated by discussion thread length. The conclusion was that an instructor may provide students with more extrinsic motivation to engage in discourse by imposing more structure on the discussions. A high level of the instructor participation component of teaching presence appeared unrelated to students' final course grades but was associated with lower group performance as indicated by shorter discussion threads. These results may indicate a need for instructors to limit their participation in discussions lest they cut the conversations short or discourage further student participation. Generational differences were noted between the younger traditional undergraduate students comprised of individuals from Generation Y and the older non-traditional undergraduate students. The former tended to receive lower final grades than the latter but were associated with longer discussion thread lengths. These results may relate to generation group differences in intrinsic motivation, maturity, work ethic, and comfort with communicating and collaborating in the online environment. The only gender difference noted was a longer discussion thread length associated with females. These findings tend to support that variations in the teaching presence indicators of threaded discussion strategy, student participation requirement, and instructor participation were related to changes in the student performance outcomes associated with the threaded discussion community of inquiry.
Show less - Date Issued
- 2013
- Identifier
- WFE0000403, uwf:61152
- 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)
- Title
- WEB ENHANCED ONLINE VIDEO-BASED INSTRUCTION WITHIN A POSTSECONDARY VOCATIONAL PROGRAM.
- Author
- Peters, Pearl Darlene, Havard, Byron C., Aplin, Charles O., Prayaga, Lakshmi, University of West Florida
- Abstract/Description
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This study focused on effective instructor-based, video-based anchored instruction in the context of accommodating nontraditional learners and its implications for the growing field of massage therapy. The purpose of the study is to provide a springboard for more scholarly studies in the area of effective instructional practices in massage therapy. A mixed methods approach was used in the study for collection and analysis of the data. No significant difference was found between the control...
Show moreThis study focused on effective instructor-based, video-based anchored instruction in the context of accommodating nontraditional learners and its implications for the growing field of massage therapy. The purpose of the study is to provide a springboard for more scholarly studies in the area of effective instructional practices in massage therapy. A mixed methods approach was used in the study for collection and analysis of the data. No significant difference was found between the control and treatment groups in regard to the participants' skill-level scores. The participants' perceptions regarding online instruction included mixed views but indicated that students prefer online instruction accompanied by face-to-face instruction; any online component would have to be visual, or not reading and writing; the prevalent participant descriptions of their learning styles and the alignment of these descriptions to Fleming's (1995) model designates that the use of a video-based anchor within instruction parallels well with the way in which these students learn. Future research would include stronger designs for examining the effectiveness of blended instruction, and online instructional strategies for improving student learning outcomes. It will be important for institutions to accommodate the increase in nontraditional student population and to design programs which address this population's success and attrition rate. The development of blended instruction within the postsecondary institution's program of massage therapy for a number of its courses, spa therapy, pregnancy massage, medical massage, chair massage, neuromuscular skeletal massage, and sports massage will add to the research regarding blended instruction and effective teaching strategies in massage therapy. Effective instruction in this field will accommodate the postsecondary nontraditional students entering the field, and those massage therapists requiring continuing education units.
Show less - Date Issued
- 2011
- Identifier
- WFE0000258, uwf:60895
- Format
- Document (PDF)
- Title
- WEB-BASED TRAINING IN TAIWAN'S PUBLIC SECTOR.
- Author
- Lu, You-Te, Rasmussen, Karen L., Tissington, Laura D., Havard, Byron C., University of West Florida
- Abstract/Description
-
The factors and barriers civil servants faced to participate in Web-based training in Taiwan’s public sector were examined in this study. Quantitative data collected from the respondents were analyzed using descriptive statistical methods. According to the findings in this study, the participation in Web-based training in Taiwan’s public sector has increased. The three most important factors civil servants used in determining their participation in Web-based training programs were (a) release...
Show moreThe factors and barriers civil servants faced to participate in Web-based training in Taiwan’s public sector were examined in this study. Quantitative data collected from the respondents were analyzed using descriptive statistical methods. According to the findings in this study, the participation in Web-based training in Taiwan’s public sector has increased. The three most important factors civil servants used in determining their participation in Web-based training programs were (a) release time/time off with pay, (b) reimbursement for training expenses, and (c) belief that training performance will determine future salary. The three most important barriers to Web-based training were (a) schedule conflicts between training and work, (b) expensive course tuition, and (c) excessive length of training.
Show less - Date Issued
- 2007
- Identifier
- WFE0000076, uwf:60699
- Format
- Document (PDF)