VIEW ALL ITEMS

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: 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: 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 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 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 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)

University of West Florida (7)	+ -
Hastings, Nancy B. (5)	+ -
Havard, Byron C. (5)	+ -
Charlton, Charles Alvin (1)	+ -
Eliason, Duane Kenneth (1)	+ -

Gaston, Joseph Pickett (1)	+ -
Goines, Erika Kristine Kelly (1)	+ -
Hale, James Lee (1)	+ -
Nichols, Joyce C. (1)	+ -
Pecore, John L. (1)	+ -
Rasmussen, Karen L. (1)	+ -
Spears, Susan Annette (1)	+ -
Thompson, Carla J. (1)	+ -
Williams, Kristen Courtney (1)	+ -

uwf.digital.flvc.org

Search In

Sort Results By:

Narrow results by:

Collection

Type of Resource

Language

Name

Owner