Dr. Nasrin Nazemzadeh, PhD Dissertation Defense, Dr. William Allan Kritsonis,...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Nasrin Nazemzadeh, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Dr. Nasrin Nazemzadeh, PhD Dissertation Defense, Dr. William Allan Kritsonis,...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Nasrin Nazemzadeh, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Mixed Methods Research: A Critical ReadingNicole Crozier
An exploration of the impact on the research, researcher, researcher and reader if a quantitative study were to have been done using a mixed methods approach instead.
A presentation created for EDCI 515
THE PROBLEM
The Effects of Unrestricted Usage of Social Media to the Academic Performances
Of Selected G12 SHS-IT Students from PHINMA - Cagayan de Oro College
Background Information of the Study
EVALUATION OF FACTORS CAUSING ABSENTEEISM FROM LECTURES IN A MEDICAL COLLEGERifat Humayun
ABSTRACT
OBJECTIVE: To evaluate the factors causing absenteeism among
undergraduate medical students from lectures in a medical college.
METHODS: This cross-sectional study was conducted at Aziz Fatimah Medical
& Dental College, Faisalabad, Pakistan during the month of July and August
2017. The participants were the medical students of the three batches (third
year, fourth year and final year) of the college. There were 308 students, with
more than 50% attendance in the last semester. These students were also
attending clinical classes. They were asked to fill the Likert’s Scale based
questionnaire. This study was done to find out the factors which influence the
students not to attend the lectures in medical college.
RESULTS: Out of 308 medical students in three batches, a total of 267
completed the questionnaire; the response rate was 86.6%. Mean age was
21.14±3.4 years. There were 105 (39.3%) male and 162 (60.6%) female
students. The two most common reasons for not attending the lectures were
preference of self-studying over attending lectures (n=123, 46%) and poor
teaching style by lecturers (n=128, 47.9%).
CONCLUSION: This study proved that the problem of absenteeism is
increasing nowadays in medical students. There are multiple factors of
absenteeism including bad construction of the lectures and preferring self-study
over taking lectures.
KEY WORDS: Absenteeism (MeSH); Medical Students (MesH); Lectures
(MeSH); Likert Scale (MeSH); Self-study (Non-MeSH).
With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
Dr. Jennifer T. Butcher, PhD Dissertation Defense, Dr. William Allan Kritsoni...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
Study to Assess the Knowledge on Behavioral Problems of School Children among...ijtsrd
The aim of the study to assess the knowledge on behavioral problems of school children among school teachers. Descriptive research design was adopted for this study. The population for the study includes school teachers who are handling the students in the age group between 6 12 years. The sample selected for the present study was 60 school teachers who fulfilled the inclusion criteria. Purposive sampling technique was adopted for the study. The study result shows that the knowledge of school teachers on behavioral problems of school children shows that 15 25 of school teachers having moderately adequate knowledge and 45 75 of them have inadequate knowledge and none of the school teachers had adequate knowledge regarding behavioral problems of school children among school teachers. The mean and standard deviation of the study is 14.02 4.26. The study concluded that knowledge of school teachers regarding behavioral problem were poor, so there is a need to improve the knowledge of school teachers about behavioral problem of school children. V. Janaki | T. Senthil Thirusangu ""Study to Assess the Knowledge on Behavioral Problems of School Children among School Teachers with a View to Develop an Informational Module in Selected Schools at Chhattarpuir, Madya Prdesh"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23630.pdf
Paper URL: https://www.ijtsrd.com/medicine/nursing/23630/study-to-assess-the-knowledge-on-behavioral-problems-of-school-children-among-school-teachers-with-a-view-to-develop-an-informational-module-in-selected-schools-at-chhattarpuir-madya-prdesh/v-janaki
Mixed Methods Research: A Critical ReadingNicole Crozier
An exploration of the impact on the research, researcher, researcher and reader if a quantitative study were to have been done using a mixed methods approach instead.
A presentation created for EDCI 515
THE PROBLEM
The Effects of Unrestricted Usage of Social Media to the Academic Performances
Of Selected G12 SHS-IT Students from PHINMA - Cagayan de Oro College
Background Information of the Study
EVALUATION OF FACTORS CAUSING ABSENTEEISM FROM LECTURES IN A MEDICAL COLLEGERifat Humayun
ABSTRACT
OBJECTIVE: To evaluate the factors causing absenteeism among
undergraduate medical students from lectures in a medical college.
METHODS: This cross-sectional study was conducted at Aziz Fatimah Medical
& Dental College, Faisalabad, Pakistan during the month of July and August
2017. The participants were the medical students of the three batches (third
year, fourth year and final year) of the college. There were 308 students, with
more than 50% attendance in the last semester. These students were also
attending clinical classes. They were asked to fill the Likert’s Scale based
questionnaire. This study was done to find out the factors which influence the
students not to attend the lectures in medical college.
RESULTS: Out of 308 medical students in three batches, a total of 267
completed the questionnaire; the response rate was 86.6%. Mean age was
21.14±3.4 years. There were 105 (39.3%) male and 162 (60.6%) female
students. The two most common reasons for not attending the lectures were
preference of self-studying over attending lectures (n=123, 46%) and poor
teaching style by lecturers (n=128, 47.9%).
CONCLUSION: This study proved that the problem of absenteeism is
increasing nowadays in medical students. There are multiple factors of
absenteeism including bad construction of the lectures and preferring self-study
over taking lectures.
KEY WORDS: Absenteeism (MeSH); Medical Students (MesH); Lectures
(MeSH); Likert Scale (MeSH); Self-study (Non-MeSH).
With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
Dr. Jennifer T. Butcher, PhD Dissertation Defense, Dr. William Allan Kritsoni...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
Study to Assess the Knowledge on Behavioral Problems of School Children among...ijtsrd
The aim of the study to assess the knowledge on behavioral problems of school children among school teachers. Descriptive research design was adopted for this study. The population for the study includes school teachers who are handling the students in the age group between 6 12 years. The sample selected for the present study was 60 school teachers who fulfilled the inclusion criteria. Purposive sampling technique was adopted for the study. The study result shows that the knowledge of school teachers on behavioral problems of school children shows that 15 25 of school teachers having moderately adequate knowledge and 45 75 of them have inadequate knowledge and none of the school teachers had adequate knowledge regarding behavioral problems of school children among school teachers. The mean and standard deviation of the study is 14.02 4.26. The study concluded that knowledge of school teachers regarding behavioral problem were poor, so there is a need to improve the knowledge of school teachers about behavioral problem of school children. V. Janaki | T. Senthil Thirusangu ""Study to Assess the Knowledge on Behavioral Problems of School Children among School Teachers with a View to Develop an Informational Module in Selected Schools at Chhattarpuir, Madya Prdesh"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23630.pdf
Paper URL: https://www.ijtsrd.com/medicine/nursing/23630/study-to-assess-the-knowledge-on-behavioral-problems-of-school-children-among-school-teachers-with-a-view-to-develop-an-informational-module-in-selected-schools-at-chhattarpuir-madya-prdesh/v-janaki
Lavada M. Walden & William Allan Kritsonis, PhD - Article: The Impact of the ...William Kritsonis
Lavada M. Walden & William Allan Kritsonis, PhD - Article: The Impact of the Correlation Between The No Child Left Behind Act's High Stakes Testing and the High Drop-out Rates of Minority Students - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 21 doctoral dissertations. He lives in Houston, Texas.
Dr. William Allan Kritsonis - Honored by Texas Chapter of the National Associ...William Kritsonis
Dr. William Allan Kritsonis - Honored by Texas Chapter of the National Association of Multicultural Education, 2012
Dr. William Allan Kritsonis - Honored by Texas Chapter of the National Association of Multicultural Education, 2012
Dr. David E. Herrington, PhD Dissertation Chair for CHENG-CHIEH LAI, PVAMU/Th...William Kritsonis
Dr. David E. Herrington, PhD Dissertation Chair for CHENG-CHIEH LAI, PVAMU/The Texas A&M University System, 2008. Committee Members: Dr. William Allan Kritsonis, Dr. Camille Gibson, Dr. Tyrone Tanner, Dr. Pamela T. Barber Freeman
Dr. Chuck Holt and Dr. Amy Burkman - Published National Refereed Article in N...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman - Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Dr. Wm. Kritsonis, NATIONAL FORUM JOURNALS, www.nationalforum.comWilliam Kritsonis
Dr. Wm. Kritsonis, NATIONAL FORUM JOURNALS, www.nationalforum.com
Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS (since 1983). These publications represent a group of highly respected scholarly academic periodicals. Over 4,000 writers have been published in these refereed, peer-reviewed periodicals. In 1983, he founded the National FORUM of Educational Administration and Supervision – now acclaimed by many as the United States’ leading recognized scholarly academic refereed journal in educational administration, leadership, and supervision.
In 1987, Dr. Kritsonis founded the National FORUM of Applied Educational Research Journal whose aim is to conjoin the efforts of applied educational researchers world-wide with those of practitioners in education. He founded the National FORUM of Teacher Education Journal, National FORUM of Special Education Journal, National FORUM of Multicultural Issues Journal, International Journal of Scholarly Academic Intellectual Diversity, International Journal of Management, Business, and Administration, and the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. In 1997, he established the Online Journal Division of National FORUM Journals that publishes academic scholarly refereed articles daily on the website: www.nationalforum.com. Over 500 professors have published online. In January 2007, Dr. Kritsonis established Focus: On Colleges, Universities, and Schools.
HOW ONLINE LEARNING, DURING COVID-19, HAS AFFECTED COMPASSION IN TEACHING AND...IJCI JOURNAL
Goetz [1] defines compassion as ‘the ability to notice physical or social distress in others and take action to address it’, with active listening, empathy, desire to help, inclusivity, understanding emotions, promoting silence, and creating a safe space being the main components of compassion in a teaching environment [2]. To understand the importance of compassion in teaching for student success, this study focusses on how an increased use of online teaching has negatively affected compassionate teaching and how that relates to student satisfaction. The present study uses a self-developed survey measure, in which, 44 undergraduate psychology students from each year group anonymously rate the use of the compassionate components. The results showed a significant correlation between hours of face-to-face teaching and compassionate scores and compassionate and enjoyment scores. Future research should consider how implementing compassion pedagogy in online learning affects enjoyment scores.
Running head IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE1.docxwlynn1
Running head: IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE
1
IMPACT OF SOCIAL MEDIA ON STUDENT’S PERFORMANCE
8
Impact of social media on student’s performance
Rodriquez Mitchell
Northcentral University
Introduction
In my selection of an article which fits the assignment criteria I zeroed down to a peer-reviewed article entitled “Impact of social media on student’s performance”. The article was authored in 2013 by Sara Selvaraj of Vels University. This work posits to explain the issue being addressed in the research article, the purpose of the work, provide a summary of the research questions therein, describe both the null and alternative hypothesis used by the author, show application of the conceptual framework, and discuss the methodology used and the limitation of the article.
Describe the problem or issue addressed.
The main issue addressed in the article is the consequences of students using social networking platforms. This means the impact that social networking has on the education system. As evident from the literature part of the work social networking sites are not meant to have a negative effect on the education system. However, it has turned out that there is an array of negative effects of using social networking sites by students. One of these problems is prompted by social networking site addiction. Students with access to the internet and have social media networking sites accounts spend a significant time of their day on these sites. The impact of that is the students are left with little or no time for their personal studies hence cannot submit things like assignments in a timely fashion (Selvaraj, 2013). Secondly, the students are poised to fail their examinations or experience a decline in their academic scores. The article attempts to show the severity of this problem and provide proof that indeed the problems exist.
Describe the purpose or intent of the study.
The article has 3 main objectives or intents. The first objective is to determine the influence of various social networking sites on student’s academic performance. Young children or generation is one of the most affected by social networking sites. The study tries to investigate the difference between the performance of the students before starting to use the sites and the performance after starting to use the sites. The second objective of the study is to investigate how the education system in totality has been impacted by social networking sites. This objective arises from the knowledge that not only student use the sites. The websites are used nearly by everyone in the sector irrespective of age, position and professional. This use must have an effect and it’s this impact that the work tries to unravel. The third objective of the study is to determine the motivation behind the use of social networking sites. These are the uses which are prompting individuals to sign up of social media accounts. The work also tries to discover the uses of the si.
Child and Adolescent Learners and Learning Principles
This course deals with the study of the patterns of human development especially focusing on the cognitive, biological, social, moral and emotional development of the child and adolescent learners.
Outside Class Learning (OCL) in the Bangladeshi context is one of the constantly used buzzwords among
graduate and undergraduate students. The purpose of this research is to understand the real and on-ground
phenomenon among adult learners. The study found the characteristics of OCL among tertiary students who are or
not motivated to self-learning, the effectiveness of OCL, and the challenges of OCL. This study also tried to answer
the questions about OCL whether students like it or not and why. The researcher used both open and close-ended
questions to find out the data, and data were collected from forty graduate students of the class of 2014 of the
Department of English, University of Dhaka. All the volunteers participated spontaneously and they had been given
time as they required to submit the responses of questionnaire. This empirical study was purely unbiased in findings
with unexpected results and responses to open-ended questions about this unexplored way of study.
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
Testing Effects of Organizational LearningExample MGT600Prof.docxmattinsonjanel
Testing Effects of Organizational Learning
Example MGT600
Professor Dale Mancini PhD
Table on Context
Abstract
Introduction
Data gathered
Testing method
Hypothesis
Findings
Conclusion
References
Abstract
If outcomes are measured against a standard template to reveal quantitative results, and if outcomes are positive, learning departments say their efforts deliver productive programs – or so the thinking goes (Yeo, 2010).
Organizational learning has been on the rise in organizations and educational facilities over the past years. Organizations have taken to proving employees with e-learning courses that can be done during the course of the work day so as to keep employees abreast of the new policies and procedures. A great deal of educational facilities have adapted online courses and even full curriculums. With this ever growing phenomenon it was only logical that organizations would adapt to this learning method. It has been found to be less time consuming and more cost effective as employees are not taken away from the everyday work flow. The question now raised is just how effective this course of learning is on an individual and organization. Research has been done on this topic but has it proven to be effective or non-effective?
3
Introduction
Research is simply the process of finding solutions to a problem after a thorough study and analysis of the situational factors (Sekaran, 2009).
The process of research involves gathering data, analyzing and testing. This presentation will detail the steps taken in testing the proposed hypothesis “Can organizational learning be considered a predictor of effective strategic management.” A sample of 25 management staff ranging from Supervisors to Directors were given an e-learning course on strategic management skills. They were asked to rate there knowledge or conformability on the topic prior to the course and then rate their knowledge or conformability after. This presentation will show the results of the findings and determine whether they hypothesis stated was rejected or approved.
4
Gathering Data
Quantitative
Structured questions
True/False or Yes/No
Surveys
Qualitative
Specific questions
Open ended
Questionnaires
The process of gathering data for any given research is the second step in Sekaran’s research process. Sekaran has identified two sources for retrieving that information needed in a research study: primary and secondary data. Primary data is that which is obtained for the actual site of occurrences or events taken place. This form of data is generated from observation of events, people and objects or from administering questionnaires. Secondary data in contrast is information that is readily available about the topic or organization. The material is available through archives at the organization, via websites or prior research. Often times research may require both methods used.
As secondary data is very straight forward in how ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Dr. William Allan Kritsonis, Dissertation Chair for Nasrin Nazemzadeh, Dissertation Defense PPT. (Dr. Kritsonis)
1. Social Presence in Online Courses:
An Examination of Perceived Learning
and Satisfaction
A Dissertation Defense
by
Nasrin Nazemzadeh
Dissertation Chair: William Allan Kritsonis, Ph.D.
Prairie View A & M University
Educational Leadership
November 2008
2. Committee Members
Dissertation Chair:
William Allan Kritsonis, Ph.D.
Dissertation Committee:
David Herrington, Ph.D.
Solomon Osho, Ph.D.
Tyrone Tanner, Ph.D
3. Dissertation Defense Format
What is Social Presence?
Statement of the Problem
Subject of Study
Purpose of the Study
Instrumentation
Research Methodology
Research Questions and Summery of Findings
Null Hypotheses
Tables
Conclusions
Recommendations
Recommendations for Further Study
4. Social Presence
According to Short (1976), the degree to which a person is perceived as “real” in mediated
communication.
Characteristics:
1. Interactivity
Short, Williams & Christie (1976), Interaction between instructors
and students, & among students
2. Mediated Communication
Those communications that occur via computer mediated (i.e., discussion board, e-mail
and chat rooms) between two or more individuals
3. Immediacy
Anderson (1979), Those nonverbal behaviors that reduce physical
and/or psychological distance between teachers and students
4. Reciprocal Awareness
Rafaeli (1998), Not only the presence of interactivity but also a recognition and
awareness of the interactivity by participants
5. Connectedness
Rovai (2001), Sense of involvement and engagement
5. Statement of The Problem
Online education is the fastest growing segment of the
higher education industry. This growth is global. Spague
(2007) projects that enrollment in distance-teaching
institutions will grow to 120 million by the year 2025.
Two year colleges have recognized the importance of
online education to their long term growth strategies
more than other types of institutions. Therefore, it is
important to investigate if this growth will compound
the educational deficits that have been documented in
traditional education.
6. Subjects of the Study
The study was conducted on students
enrolled in online courses in the
Department of Business and Technology
at Lone Star College-Tomball in
Tomball, Texas. The results of the study
may be generalized to the population of
students at Lone Star College-Tomball.
7. Purpose of the Study
The purpose of the study is to examine the role of
social presence in online courses at a community
college. Specifically, the study examines the
relationship of social presence in online courses to
students’ perceived learning and satisfaction with
their educational experience. The result of this
study will help educational leaders to utilize more
effectively the online instruction.
8. Instrumentation
After careful analysis of several developed
instruments, a modified instrument consisting
of 48 questions was selected. This minimized
the need for validation. The first 42 questions
are multiple-choice, and the last six require
written responses.
9. Instrumentation
The instrument was placed with Wonder Survey
Inc. Students logged on to the Wonder Survey
web site where they directly answered the
questions and submitted the results electronically
to Wonder Survey. A total of 150 students, 52.1%
of the invited students completed the survey.
Wonder Survey tabulated the responses and
provided the results. The questions and the
choices were relabeled for convenience.
11. Research Question # 1 and
Summary of Findings
Does the online learning experience contribute to
feelings of isolation among students?
My research shows that 32% of the respondents indicated
that they felt isolated. This proportion is significantly
different from zero as evidenced from a t-stat = 8.4, and
its P-value = 0.000. Moreover, the greater the prevalence
of these feelings, the less satisfied students typically are,
and the less they perceive to learn.
12. Research Question # 2 and
Summary of Findings
What factors influence student satisfaction in online classes?
Listed in table 9
Instructor’s social presence
The extent to which students feel they are part of a group, and
Effective communication with the instructor and with other
students
Factors that detract from it are:
Feeling threatened,
Feeling isolated, and
Missing not seeing and hearing the instructor
13. Research Question # 3 and
Summary of Findings
Is the online learning experience detrimental to students’
motivation? The related item in the instrument reads: The
online course stimulated my desire to learn.
According to my research, overall, 66% agreed with the
statement and 34% disagreed. The proportion that
disagreed is significantly different from zero, t-stat = 8.76,
probability value = 0.000. A significant proportion of
students report that the online course did not stimulate
their desire to learn.
14. Research Question # 4 and
Summary of Findings
What factors influence learning outcomes? According to my
research:
Feeling part of a group
Being able to communicate with other students and with the
instructor
Learning about the instructor
Feeling isolated
Feeling threatened
Missing not seeing and hearing the instructor
The motivation to participate.
15. Research Question # 5 and
Summary of Findings
Is perceived learning related to social presence?
The evidence in Tables 11 and 12 shows that a
statistically significant proportion of those
reporting decreased learning, missed not seeing
and hearing the instructor, reported decreased
quantity and quality of interaction with the
instructor and with students, expressed feelings of
isolation, were less motivated to learn, and learned
less about the instructor. All of the above are
components of the larger picture of social presence.
16. Research Question # 6 and
Summary of Findings
What are the perceived strengths and weaknesses of online education?
The main perceived strength is flexibility: Ninety-four % of the respondents in
this study indicated that they took the online course because it allowed more
flexibility in time management. Consistent with this finding, the overwhelming
majority of respondents indicated that they are willing to take another online
course.
Weaknesses: The results also indicate that the respondents missed not seeing and
hearing the instructor, felt isolated and threatened, were less motivated to learn,
were less satisfied with the educational experience, reported that the amount
learned decreased, their motivation to participate decreased, the amount and
quality of interaction with the instructor and students decreased, and the online
course did not provide an educational experience similar to the classroom .
17. Null Hypotheses
H01. There is no statistically significant difference
between the personal experience of the online
course and that of the classroom. (Rejected).
H02. There is no statistically significant relationship
between labor force activity as measured by
average weekly hours of work, and the decision to
enroll in online courses. (Not Rejected)
18. Ho2. There is no statistically significant relationship between labor force
activity, as measured by average weekly hours of work, and the decision to
enroll in online courses (Not Rejected).
Table 4
________________________________________________
Hours/Week Percent of Respondents t-Stat P-value
_________________________________________________
1-10 18.7 -1.12 0.26
11-20 14.0 -2.22 0.03
21-30 10.7 -3.09 0.00
31-40 32.7 1.66 0.1
Over 40 24.0
The decision to enroll in online classes is not systematically
related to hours worked per week.
19. Does the decision to take another online course depend
on labor force activity? Answer: No
Table 5
_______________________________________________
Hours/Wk Percent of respondents willing t-Stat P-value
to take another online course
__________________________________________________
1-10 89 -0.75 .46
11-20 95 0.11 .92
21-30 94 -0.08 .93
31-40 90 -0.77 .44
Over 40 94
The difference in means is not statistically significant at .05 and .
01 level.
20. Null Hypotheses
H03. There is no statistically significant
relationship between commuting time to
school and the decision to enroll in online
courses (Not Rejected).
21. H03. There is no statistically significant relationship
between commuting time to school and the decision to
enroll in online courses (Not Rejected).
Table 6
____________________________________________________________
Commuting Time Percent of
(minutes) Respondents
____________________________________________________________
0-15 44
16-30 30.7
31-45 17.3
46-60 5.3
Over 60 2.7
Contrary to expectations, commuting time does not systematically relate to the
decision to enroll online. Evidently, 74% percent of the students live within a
short distance from the school.
22. Commuting time and the willingness to take
another online course (No Relationship is
Found).
Table 7
____________________________________________________________________
Commuting Time Percent of respondents willing t-Stat P-value
(minutes) to take another online course
________________________________________________________________
0-15 95 -0.33 .74
16-30 96 -0.32 .74
31-45 73 -1.91 .06
46-60 100 0.00 1
Over 60 100
There is no statistically significant relationship between commuting time and the
willingness to take another online course.
23. Explaining the decision to enroll in
online courses
Table 8.
__________________________________________________________________
Took the online course primarily because it allowed me more flexibility in managing my
time and schedule
________________________________________________________________
Strongly agree 64%
Agree 30%
Strongly disagree 0.7%
Disagree 5%
The overriding motivation for taking online courses is flexibility in managing time. Ninety-
four percent of respondents say so.
24. Null Hypotheses
H04. There is no statistically significant
relationship between student satisfaction with
the educational experience and the
instructor’s social presence (Rejected).
25. H04. There is no statistically significant relationship between
student satisfaction with the educational experience and the
instructor’s social presence (Rejected, t-stat = -4.43).
Modeling Satisfaction with the Educational Experience by Logit
The estimation sample is 1 – 150.
_______________________________________________________
Coefficient Std.Error t-value t-prob
Constant 1.35239 0.2897 4.67 0.000
miss -1.64007 0.3701 -4.43 0.000
log-likelihood -89.6610156 no. of states 2
no. of observations 150 no. of parameters 2
______________________________________________________
The dependent variable equals one if the respondent selected excellent, very
good, or good and equals zero otherwise. The independent variable, ‘miss’
equals one if respondents strongly agreed or agreed that they missed not seeing
and hearing the instructor. The t-stat of the coefficient is negative and highly
26. H04. There is no statistically significant relationship between student
satisfaction with the educational experience and the instructor’s
social presence (Rejected, t-stat = 2.82).
Modeling Satisfaction with the Educational Experience by Logit
The estimation sample is 1 – 150
___________________________________________________________
Coefficient Std.Error t-value t-prob
Constant 2.37308e-016 0.2236 0.00 1.000
ins 0.987387 0.3496 2.82 0.005
log-likelihood -96.3789935 no. of states 2
no. of observations 150 no. of parameters 2
___________________________________________________________
The dependent variable equals one if the respondent selected excellent, very
good, or good and equals zero otherwise. The independent variable, ‘ins’
equals one if respondents strongly agreed or agreed that they learned a great
deal about the instructor. The t-stat of the coefficient is positive and highly
significant, thus decisively rejecting the null hypothesis.
27. H04. There is no statistically significant relationship
between student satisfaction with the educational
experience and the social presence (Rejected, t= 3.67).
Modeling Satisfaction with the Educational Experience by Logit
The estimation sample is 1 – 150
______________________________________________________________________
Coefficient Std.Error t-value t-prob
Constant -0.374693 0.2770 -1.35 0.178
group 1.31296 0.3581 3.67 0.000
log-likelihood -93.5351378 no. of states 2
no. of observations 150 no. of parameters 2
___________________________________________________________
The dependent variable equals one if the respondent selected excellent, very good, or good
and equals zero otherwise. The independent variable, ‘group’ equals one if respondents
strongly agreed or agreed that even though they were not physically in a traditional
classroom they still felt that they were part of a group. The t-stat of the coefficient is positive
and highly significant, thus decisively rejecting the null hypothesis.
28. H05. There is no statistical evidence that students
feel isolated by the online experience (Rejected t =
-4.52).
Modeling Satisfaction with Educational Experience by Logit
The estimation sample is 1 – 150
_______________________________________________________
Coefficient Std.Error t-value t-prob
Constant 1.02165 0.2244 4.55 0.000
isol -1.71480 0.3796 -4.52 0.000
log-likelihood -89.5007031 no. of states 2
no. of observations 150 no. of parameters 2
_________________________________________________________
The dependent variable equals one if the respondent selected
excellent, very good, or good and equals zero otherwise. The
independent variable, ‘isol’ equals one if respondents strongly agreed
with feelings of isolation while taking an online course. The t-stat of
the coefficient is negative and highly significant, thus decisively
29. Null Hypotheses
H05. There is no statistical evidence that students
feel isolated by the online experience (Rejected).
H06. There is no statistical evidence that students
find the online medium to be a poor way to
communicate with the instructor (Rejected).
30. Null Hypotheses
H07. There is no statistical evidence that
students find the online medium to be
threatening (Rejected).
H08. There is no statistically significant
relationship between perceived learning and
social presence in online education
(Rejected).
31. Table 9. Focuses on Perceived Satisfaction
with the Educational Experience in Relation
to Social Presence
Table 9 shows descriptive statistics (means),
i.e., the percent of students who rated their
overall educational experience in the online
course in relation to social presence and
perceived satisfaction. Twenty-two
questions from the instrument were selected
for this purpose.
32. Table 9. Description
1. Students rated their overall educational experience in
taking an online course as follows: Excellent (17%), Very
Good (19%), Good (24%), Satisfactory (31%), and Poor
(8%).
Question 1, column 2 shows that 50% of the students who
rated their educational experience as excellent agreed with
the statement “Learned a great deal about the instructor.” As
we move to the right we find the following numbers: 66, 52,
40, and 0.
We observe a tendency for the proportion of students who
learned a great deal about the instructor, to decrease as their
perception of the educational experience worsens.
33. Table 10. Description
1. The difference between each group mean and
those who rated their experience as poor, the
benchmark group, is examined and t-stats and p-
values were calculated in order to test the null
hypothesis that the difference in group means is
zero.
2. In question 1 (Learned a great deal about the
instructor), the t-stats shown in columns 2, 3, 4 &
5, are significant, indicating that we reject the
null hypothesis that the difference in each group
mean relative to poor raters is zero.
34. Table 10:Results
The main characteristics that distinguish the poor raters from the other
four groups are as follows:
Students tend to feel threatened
Students tend to feel isolated
They miss not seeing and hearing the instructor
They do not feel part of group
They are less motivated to participate and to learn, and in fact they
report decreased learning
They see the online educational experience as very different from that
of the classroom
Finally, they were much less likely to enjoy the online course.
35. Table 11. Focuses on Perceived Learning
in Relation to Social Presence
Table 11 shows descriptive statistics (means),
i.e., the percent of students who rated the
amount learned in the online course in
relation to social presence. Nineteen
questions from the instrument were selected
for this purpose.
36. Table 11
Students rated the amount they learned in the online course
as follows: Increased (29%), Increased Somewhat (10%),
No Change (38%), Decreased Somewhat (16%), and
Decreased (7%).
Column 2 shows that of those students indicating that the
amount learned increased, only 37% missed the instructor’s
presence, as compared to 63% of those reporting that the
amount learned decreased somewhat (column 5), and 100%
of those who indicated that the amount learned decreased
(column 6).
We observe an inverse relationship between perceived
learning and social presence; specifically, as perceived
learning decreases, a larger percentage of students missed
the instructor’s presence.
37. Table 12
1. The difference between each group mean and
those who said that the amount learned decreased,
the benchmark group, is examined and t-stats and p-
values were calculated in order to test whether the
difference in means is statistically significant.
2. In question 1 (Learned a great deal about the
instructor), columns 2, 3, 4 & 5, the t-stats are
significant, indicating that we reject the null
hypothesis that the difference in each group mean
relative to the benchmark group is zero.
38. Table 12: Results
The main characteristics that distinguish the “least
learners” from the other four groups are as follows:
Students tend to feel threatened
Students tend to feel isolated
They missed not seeing and hearing the instructor
They do not feel part of group
Are less motivated to participate and to learn
The online educational experience is very different
from that of the classroom.
39. Overall Results
The results in tables 11 & 12 confirm those
reported in tables 9 and 10, and provide
statistically significant evidence that
educational outcomes are adversely affected
by a diminution of social presence in online
classes.
40. Conclusions
This work shows that in a statistically significant
proportion of online students:
The motivation to learn decreases
Tend to feel isolated
Tend to be threatened
Miss not seeing and hearing the instructor
Find the online medium to be a poor way to communicate
and interact with others, and
In fact, the report shows a decrease in perceived learning.
All of the above underscore the importance of social
presence in online education. This is an important issue
that educational leaders should take into account.
41. Recommendations
1. Training classes to prepare instructors to design quality online courses
2. Alerting students about the negative aspects of online learning and how to
overcome them
3. Pre-testing students to determine if they are ready to tackle online courses
4. Instructors should encourage students to interact with others by assigning group
projects, case studies and discussion questions via chat-room and discussion board
5. Instructors must have an active participation rule in classes in a way that students
feel the instructor’s social presence
Informal gathering of instructors with students or among students
6. Use streaming videos to make sure the students feel the instructor’s social
presence.
42. Recommendations for Further Study
1. A study could be conducted to include a larger sample of
students in the Lone Star College System in order to determine
the extent to which the results generalize to students in other
departments besides Business and Technology, and in other
locations
2. A study could be conducted to include undergraduate
students at the university level in order to ascertain if the results
generalize to a larger cross section of students including juniors
and seniors.
3. A study could be conducted to include graduate students at
the university level in order to ascertain if the results generalize
to them as well.