ScholarsArchive@JWU

Faculty Perceptions of Instruction in Collaborative Virtual Immersive Learning Environments in Higher Education

Barbara Janson — Wed, 22 May 2013 15:27:40 PDT

Use of 3D (three-dimensional) avatars in a synchronous virtual world for educational purposes has only been adopted for about a decade. Universities are offering synchronous, avatar-based virtual courses for credit - within 3D worlds (Luo & Kemp, 2008). Faculty and students immerse themselves, via avatars, in virtual worlds and communicate using text or voice (Steinkuehler & Squire, 2009). ^ Faculty now find themselves planning instructional activities that require them to re-examine and redefine their roles, adjusting to new pedagogical models. Using synchronous, immersive, virtual learning environments requires a rethinking of underlying assumptions about faculty roles and structures of the learning platforms (Nahl, 2010). This field is so new that little has been written in the professional literature identifying factors that determine faculty acceptance of virtual, immersive instruction in a graduate level college environment. ^ Grounded in an extensive review of the literature and researched by using the Technology Acceptance Model (TAM) (Davis, 1985), this mixed-methods study surveyed graduate faculty’s perceptions of virtual immersive learning. A 5-point Likert-style survey was employed, using “purposeful sampling” (Creswell, 1998, p. 119). This electronic instrument was emailed to select graduate faculty (N = 58), who provide instruction within synchronous, virtual, immersive classrooms. Using Survey Monkey ^©, the survey, entitled Survey of Behavioral Intention and Perceived Usefulness of Technology by Graduate Faculty, queried faculty perceptions with respect to aspects of the use of educational technology in online immersive situations. After the quantitative survey results were analyzed, the researcher interviewed faculty (N = 10) within the virtual worlds using text-chat, to explore and describe themes that emerged from the quantitative data. ^ Findings suggest faculty perceive virtual world teaching improved their ability to provide their students with a valuable, unique learning environment. Faculty wanted a more involved role in strategic planning at their universities. Leaders of innovative teaching and learning platforms benefited from supportive learning communities. Faculty also perceived a need for more financial, technological, and leadership support. ^ The results of this study may provide university administrators, and faculty, with insights into the perceptions of faculty who use virtual worlds and may guide the development of best practices in the affordances of these unique learning spaces. ^

A Historical Study of the Contributions of Dr. William G. Spady to Education Reform

Yasmina S Thomas — Wed, 22 May 2013 15:27:40 PDT

Forty-five states have adopted the National Common Core Standards. The purpose of these standards is to ensure that all students are proficient in the knowledge and skills needed for success in a highly competitive global society. Basing education on national standards for all students seems similar to some of the basic tenets that served as the foundation of outcome-based education (OBE). ^ Since 1983, there have been numerous attempts at educational reform in the U.S. Despite these reform efforts the nation still has approximately a 30% high school dropout rate, and American students no longer rank at the top on international tests. Many current educational reformers argue that the educational system is obsolete and out of sync with the fast-paced changes impacting the world. ^ The purpose of this historical study was to explore the contributions of William Spady to the history of educational reform in the United States, particularly the impact of OBE on educational reform. This study also examined how Spady describes his contributions to the history of educational reform initiatives and leadership development. ^ One major research question and two sub-questions guided this study: 1. What have been the contributions of William Spady to the history of educational reform in the United States? 1a. What has been the impact of Outcomes-Based Education on educational reform in the United States, according to Spady? 1b. How does Spady describe his contributions to educational reform and leadership development? ^ A qualitative, historical, interpretive design was used to conduct this study. Data were collected through an elite, face-to-face interview, telephone communications, emails, and the examination of Spady’s and other educational reformers’ publications. ^ A major finding of this study is that several of the fundamental components of Spady’s system of OBE are embedded throughout many current educational reform initiatives such as classroom reform models, program alignment, external accountability, national common core standards, and approaches to school transformation. ^ The findings from this research study may be useful for educational leaders and educational organizations that will be leading the implementation of the National Common Core Standards and other reform initiatives. ^

The Relationship Between Self-Efficacy and Persistence in Adult Remedial Education

Carol L Holmquist — Wed, 22 May 2013 15:27:39 PDT

Despite the need, persistence in remediation hovers at 50% (NCES, 2002) while nearly one third of community college enrollees arrive under-prepared (Hess, 2009). Persistence is correlated with academic preparation (Nash & Kallenbach, 2009), and barriers to persistence include a number of demographic barriers (Education, 2006; Labaree, 2006). Self-efficacy may be a barrier influencing persistence and, therefore, successful academic preparation for higher education or employment training. Studies regarding self-efficacy’s contribution to behavioral change reveal increased persistence in psycho-social areas (Fabring & Johnson, 2008; Goodwin, Bar, Reid, & Ashford, 2009; Miller & Rollnick, 2002; Wahab, 2005). Since there are minimal studies related to adult education, a study exploring self-efficacy’s relationship to persistence in adult education would address the gap in the research. ^ The purpose of this sequential explanatory mixed methods study was to investigate and explore the relationship between self-efficacy and persistence in adult remedial education. ^ Research Questions: 1. Relative to their successful completion of their course of study, what is the relationship of student demographic characteristics with the following: general self-efficacy, motivation, academic self-efficacy, and persistence? 2. What is the relationship among general self-efficacy, motivation, academic self-efficacy, and persistence? 3. How do adult remedial education students describe their confidence in their ability to complete their course of remedial study? ^ Phase I survey data (N=75) investigated demographic characteristics related to general self-efficacy, academic self-efficacy, motivation and persistence. No significant correlation between the demographic characteristics and general self-efficacy, academic self-efficacy, motivation or persistence existed, nor was there any significant correlation among these variables, except for general self-efficacy and academic self-efficacy, which did have a significant correlation (r=.56, r²=.32, p<.001). Three major themes emerged from Phase II interview data (N=5) and reinforced the findings from Phase I, indicating that general self-efficacy and academic self-efficacy were correlated. Findings further supported participants’ capacity to focus on the academic work, despite demographic barriers, that affected persistence; additionally, findings indicated that supportive associations, either religious or personal, were important in maintaining focus and persistence. This study’s findings may contribute to practice and policy in the area of adult remediation in preparation for higher education and employment skills training. ^

Church Street Cafe an American Bistro

Tue, 21 May 2013 11:39:06 PDT

Church Street Cafe An American Bistro (Wines by the glass)

Tue, 21 May 2013 11:39:05 PDT

Antonio's Ristorante

Gennaro Gallo — Tue, 21 May 2013 11:38:59 PDT

Balikci Sabahattin

Tue, 21 May 2013 11:38:56 PDT

Barba Giritli Restaurant (Flyer)

Tue, 21 May 2013 11:38:53 PDT

Barba Giritli (Business Card)

Tue, 21 May 2013 11:38:51 PDT

Ben's Deli

Ronnie Dragoon — Tue, 21 May 2013 11:38:46 PDT

Bizen

Tue, 21 May 2013 11:38:44 PDT

Blantyre

Tue, 21 May 2013 11:38:42 PDT

Blue Note

Tue, 21 May 2013 11:38:37 PDT

Cafe Lucia

Tue, 21 May 2013 11:38:33 PDT

Carol's Restaurant

Tue, 21 May 2013 11:38:28 PDT

CheeseCake (Flyer)

Tue, 21 May 2013 11:38:25 PDT

City Hall

Tue, 21 May 2013 11:38:21 PDT

Cork 'n Hearth

Chris Ryan et al. — Tue, 21 May 2013 11:38:17 PDT

Cranwell Resort

Carl DeLuce et al. — Tue, 21 May 2013 11:38:12 PDT

La Nature Restaurant

Doga Residence Ankara — Tue, 21 May 2013 11:38:08 PDT

Napa

Tue, 21 May 2013 11:38:06 PDT

Ouest

Tom Valenti — Tue, 21 May 2013 11:38:04 PDT

Laura Shack's Roseborough Grill

Laura Shack Willnauer et al. — Tue, 21 May 2013 11:38:00 PDT

Russ & Daughters Zagat Survey

Tue, 21 May 2013 11:37:58 PDT

Saffron

Tue, 21 May 2013 11:37:55 PDT

Saffron (Lunch)

Tue, 21 May 2013 11:37:51 PDT

Solo

Hok Chin — Tue, 21 May 2013 11:37:46 PDT

Spigalina

Tue, 21 May 2013 11:37:41 PDT

St. Tropez

Tue, 21 May 2013 11:37:38 PDT

The Great Lenox Diner

Tue, 21 May 2013 11:36:51 PDT

The Old Inn on the Green (Dessert)

Shirl Gard — Tue, 21 May 2013 11:36:48 PDT

The Old Inn on the Green (Grand Menu Degustation)

Tue, 21 May 2013 11:36:22 PDT

The Old Inn on the Green (Prix Fixe)

Tue, 21 May 2013 11:36:18 PDT

The Old Inn on the Green (Vegetable Tasting)

Peter Platt — Tue, 21 May 2013 11:36:15 PDT

Unknown Restaurant (Desserts)

Tue, 21 May 2013 11:35:57 PDT

Wyndhurst

Cranwell Resort and Golf Club et al. — Tue, 21 May 2013 11:35:52 PDT

Zenger Paşa Konağı Restaurant

Tue, 21 May 2013 11:35:19 PDT

What's the Scoop

Tue, 21 May 2013 11:35:15 PDT

A Research Proposal: The Level of Economic Return of Study Abroad Impact on Career Development

Xiaoyun Xu — Mon, 20 May 2013 07:31:27 PDT

Study abroad is one of the most exciting and challenging experiences someone could engage in their higher education. Some of the benefits of study abroad include the potential of learning a foreign language, increasing knowledge of different cultures, developing communication skills, all of which could help students widen their career paths. Especially as today’s 21^st Century, global economics is interdependent with business, finance and trade. Therefore, it is more and more urgent for a university education to include more opportunities for students to gain their knowledge of global interdependencies and develop their cross-cultural competency, which eventually helps to explore their personal traits and build new paths to their career development. However, the value of study abroad has rarely been analyzed by its economic returns. The aim of this research proposal is to ascertain through survey methods if there is a statistically significant relationship between the value of study abroad and its actual economic return.