Browsing by Author "Gronseth, Susie"
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Item A Systematic Review of Research on Moderators in Asynchronous Online Discussions(2022-05-12) Ahlf, Michael W.; McNeil, Sara G.; Gronseth, Susie; Lee, Mimi Miyoung; Jones, Sara J.; Hutchison, Laveria F.Background: The term moderator was first used to describe a leadership role in online educational discussions over 40 years ago. Over multiple decades of research, the term and the roles it describes have been defined inconsistently, with four conceptual frameworks offering differing positions on the responsibilities and functions of a moderator. Purpose: This three-paper dissertation examined the usage of the term moderator in asynchronous online discussions (AODs) and the associated definitions of roles, situating usage of the term in current literature and providing insight into trends and impact areas related to the role of moderators in online educational discussions. The findings could be valuable to researchers investigating ways to support students in online courses, policymakers creating guidelines for online course designs, and practitioners seeking best practices in planning and implementing moderated AODs in courses. Methods: The three papers present portions of a systematic review study. The first paper addresses the scoping process, including systematic review protocols. The second paper is a reflective analysis of researcher experience through conducting the systematic review. The third paper reports the systematic review’s key findings. Results: The first paper reports a review of 76 sources in which disparate perspectives regarding moderator definitions, identities, roles, duties, and training programs were observed. Using a comparative analysis of four conceptual frameworks on moderation, a taxonomy was generated that delineates moderator duties into managerial, monitoring, pedagogical, technical, and social roles. The first paper concludes with definitions of the protocols that could be used for a systematic review on this topic. The second paper highlights the need for a robust scoping process that precedes a systematic review and offers benefits of mitigating unexpected issues that can arise relating to search results and sources. It also offers guidance regarding the refinement of protocols during a systematic review study. The third paper reports results from the systematic review of 52 sources. Key findings include the following: (1) nearly half of the 52 papers did not cite a conceptual framework focused on moderation; (2) the field is discordant, lacking consensus in themes for research designs, outcomes, foci, and questions; (3) half of the 52 reviewed papers involved case studies or similar small study designs; (4) the majority of papers collected data on students in higher education, but there was a lack of consistency in the reporting of demographic information; (5) research foci tended toward investigating peer moderators or the role of the instructor as a moderator; (6) research questions tended to focus on strategies of moderators or student performance and discussion quality; (7) most definitions or expectations of a moderator included discussion and social management duties. Conclusion: With continued expansion of online education, there is a growing need for instruction and frameworks to assist practitioners in implementing effective moderated AODs in their curricula. This systematic review illuminates the need for continued research on the topic and provides direction for future research that can contribute to refinement of discussion moderation techniques and implementation.Item Achievement and Self-Efficacy of Twice-Exceptional (2E) Students Using Mobile Applications(2016-12) Salinas, Josephine Jeanette; McNeil, Sara G.; Day, Susan X.; White, Cameron S.; Gronseth, SusieTwice-exceptional (2e) students have exceptional abilities and disabilities, which present challenges for educators to serve their needs in schools. Their abilities may overshadow their disabilities, thus camouflaging their disability. Conversely, their disabilities may overshadow their abilities, thus camouflaging their ability; each may neutralize the other so that neither is addressed. The purpose of the study was to explore perceptions of teachers and licensed clinicians working with 2e students when using mathematics mobile applications to address achievement and self-efficacy. For this study, IXL Math, a mathematics mobile device application-based subscription site, was used to support achievement and self-efficacy of 2e students. IXL Math was chosen for multiple reasons including popularity, real-time analytics for teachers, and alignment to state standards. The four-week study examined pre- and post-descriptive statistics from Patterns of Adaptive Learning to evaluate self-efficacy, Adaptive Diagnostic Assessment of Mathematics (ADAM) to evaluate achievement, and usage reports from IXL Math. Classroom observations were used to build a foundation of code and theory, and interviews with teachers and licensed clinicians were used to explore their perceptions and interpretations from the coding analysis. The research question explored the extent to which mobile applications affect achievement and self-efficacy among 2e students. Conceptually, this study was framed within a social learning theory due to the interconnectedness of the classroom environment, perceptions in learning, and the performance outcomes. Data collected through classroom observations, interviews, standardized achievement scores, usage reports, and self-assessments were used to evaluate the research question. Participants were five students, two teachers, and two licensed clinicians from a small private school. A single case-study research design was used to explore patterns, themes, and relationships in the data. The results of the study explored the achievement and self-efficacy of 2e students using IXL Math, however, further exploration is needed of mobile device applications to support 2e students. The teacher training, clinician support, and small teacher-to-student ratios appeared to be helpful for students struggling to regulate their emotions while using IXL Math. The novelty of IXL Math and the extrinsic motivations of reward boards and SmartScore appeared to outweigh the intrinsic motivation of learning as the reward. Further recommendations involve more in depth critique of mobile device applications to support achievement and self-efficacy of 2e students.Item Connecting learners through technology in COVID-19: Facilitating pre-service teacher collaboration during the pandemic(Association for the Advancement of Computing in Education (AACE), 2020) Gronseth, Susie; Fu, Jingyuan; Hebert, Waneta; Zhang, Haoyue; Ugwu, Lydia; Nguyen, PhuongWhen the COVID-19 global health crisis disrupted a University semester in-progress, instructors for the technology integration courses at a large, public university faced multiple challenges in maintaining instructional continuity and community. Specifically, we explored instructional strategies and technologies that would foster online learner engagement and connection during this time. We redesigned course activities for the online format and utilized mobile instant messaging, digital whiteboard, and synchronous session technologies in conjunction with the learning management system functionality. Early results based on instructor reflections and student feedback offer insights into how the collaborative strategies and tools have fostered meaningful social connectedness for students and instructors during the pandemic. Suggestions for collaborative technology applications to support online teaching are provided.Item Designed for Digital? A Qualitative Study of Teacher Self-Efficacy and Their Consideration, Integration, and Implementation of an Elementary Digital Science Textbook(2023-08) Wilkins, Wendolyn Jeanine Jarmon; Rangel, Virginia Snodgrass; Butcher, Keith A.; Gronseth, Susie; McGrew, AllegraBackground: Technology has been a part of the educational landscape of American public schools for decades. Out of all the various technological tools, digital textbooks, as with their print counterparts, remain a resource for teaching and learning. However, though learning technology has penetrated classrooms widely, many teachers still do not integrate and implement digital textbooks. While there is research on technology integration, fewer research studies addressed K-12 in-service teachers’ integration and implementation of digital textbooks, including in elementary science classrooms. Because teachers are at the forefront of technology integration, their experiences with and perceptions of digital textbooks influence their instructional practices and curricular delivery. Purpose: Drawing on the conceptual frameworks of self-efficacy and technological pedagogical content knowledge (TPACK), the purpose of this study was twofold. First, it explored suburban fifth-grade science teachers’ perceptions of and experiences with digital science textbooks. Second, it explored the roles that suburban fifth-grade science teachers’ perceptions and experiences regarding the integration and implementation of their fifth-grade teaching practices played in shaping their TPACK self-efficacy. The following questions were addressed: 1. What are suburban fifth-grade elementary science teachers’ experiences with and perceptions of considering, integrating, and implementing the digital science textbook in their teaching practices? 2. How do teachers’ experiences with and perceptions of digital science textbook integration and implementation shape their TPACK self-efficacy? 3. How are teachers’ experiences with and perceptions of the digital science textbook changed due to educational disruption, such as a pandemic? Methods: A qualitative single-case study design was used to explore suburban fifth-grade science teachers’ perceptions and experiences of their integration and implementation of digital textbooks. Three elementary schools from a southeast Texas suburban school district were chosen based on specific criteria relevant to the study. The participants were a purposeful sample of seven fifth-grade science teachers from three elementary campuses. Multiple sources included one semi-structured interview with each participant, audio recordings, field notes, and memos. Transcriptions of interviews were performed, and member checking was employed to ensure the trustworthiness and accuracy of the transcribed interviews. Having multiple data sources and methods allowed for data triangulation, which offered evidence to address the study’s purpose and research questions. Results: I found that the participants' experience with integrating and implementing the digital science textbook varied. I discovered that TPACK self-efficacy varied among the participants. I also found that teachers’ experiences and perceptions of their digital science textbook integration and implementation when pivoting to virtual learning during the pandemic mirrored those pre-pandemic instructional practices with this digital tool in the traditional school setting. Conclusion: In this study, I sought to explore the specific factors that shaped teachers’ digital science textbook integration and implementation in their instructional practices. I found that teachers’ digital science textbook integration and implementation varied in their teaching practices. Future research should concentrate on effective professional development opportunities through modeling the use of the digital science textbook by experts and providing opportunities for teachers to collaborate and practice using this digital tool with experts. Further, teachers need technical and collegial support with using the digital science textbook and building their digital competencies as they integrate and implement this technological tool in their science classrooms.Item Designing Strategically for Diverse Learning(2022-02-08) Gronseth, SusieDr. Susie Gronseth discusses the main components of the Universal Design for Learning (UDL) framework and how UDL can be used to inform strategic instructional design that attends to diverse learner needs.Item Exploration of Texas Public University Education Web Pages Accessibility(2019-12) Kohne, David Ira; McNeil, Sara G.; Zhang, Jie; Mountain, Lee; Gronseth, SusieBackground: In the past twenty years, the Internet has revolutionized daily lives by making varied types of information freely available. Because of this technological revolution, colleges and universities have been forced to rethink the information they provide on their websites for prospective and current students as well as alumni. However, many of these websites have accessibility and usability issues, especially for site visitors with disabilities. Universities that receive federal financial aid are required to make reasonable accommodations to provide accessible content on the web, and non-compliance can result in barriers for people with disabilities and investigations by the Office of Civil Rights. Purpose: The purpose of this study was to explore accessibility of web pages of colleges of education and teacher education programs of public universities in the state of Texas as determined by Web Content Accessibility Guidelines (WCAG) 2.0. Methods: The sample consisted of 26 public universities in Texas who had a college of education and a teacher education program and whose enrollment ranked in the top 70%, based on the number of candidates who completed teacher education program requirements in 2017. During the fall of 2019, the researcher evaluated representative pages from the college of education and teacher education programs at each selected university for a total of 52 web pages. Data was collected using the automated web accessibility and readability evaluation tools SortSite and Readable. The data included WCAG 2.0 recommended accessibility guideline success criteria and reading levels for each page. Data were analyzed using SPSS to describe the web accessibility using multiple guideline variables. Results: The web pages of colleges of education and teacher education programs of public universities contained accessibility errors. Guideline 2.3, designing pages in a manner that does not induce seizures, passed on all of the pages scanned. Guideline 4.1, maximizing compatibility with user agents such as assistive technology, failed the most scans (88% of the pages). Low passing scores were also present on two WCAG 2.0 guidelines, resulting in web page content that may present perception and operability barriers to learners. Paired samples t tests suggested that the college of education and teacher education web pages did not differ significantly in pass rates for each of the 12 WCAG 2.0 success criteria. Readability indicators, both Flesch Kincaid Grade Level and rating, showed no significant difference between teacher education pages and college of education pages. Conclusion: Overall, the college of education and teacher education web pages have similar accessibility levels. One guideline consistently failed, resulting in pages that are not robust, or accessible by user agents and assistive technologies. Learners using assistive technology, different browsers and mobile devices may not be able to understand, view or use the web pages. Findings from this study provide information that university personnel can use to improve the web experience for individuals that visit their sites and address web page non-compliance issues causing learning information access barriers for students.Item Perceptions About Pedagogical Challenges for College Instructors in the Flipped Classroom(2022-06-08) Zhang, Haoyue; Lee, Mimi Miyoung; Gronseth, Susie; McNeil, Sara G.; Chauvot, Jennifer; Sheu, Feng-RuBackground: Flipped classroom as an instructional approach has received growing attention because of its perceived benefits, such as supporting personalized learning, effective use of time in class, and transforming traditional teaching. Most studies on flipped classroom focus on student learning outcomes. The instructor plays an essential role in designing and delivering flipped classroom experiences, yet there is limited research about instructor perceptions of the flipped classroom. Instructors initially face a myriad of challenges as they adopt the flipped classroom approach relating to the use of technology tools, instructional material organization, and adjustments to the new facilitative roles. Purposes: This study aimed to investigate the perceptions of higher education instructors who had taught using a flipped classroom approach for more than two semesters in order to identify instructor-experienced challenges relating to this pedagogical stance. In this study, the pedagogical stance is conceptualized as how instructors design and deliver flipped classroom experiences and how these experiences feed back into their understandings and applications of the flipped classroom. Research questions include (1) What do college instructors consider to be the essential elements in designing and delivering their flipped classrooms? (2) How do they implement the elements in their flipped classrooms? (3) How do the instructors view pedagogical challenges of implementing flipped classrooms? Methods: This study used a qualitative study design to address the research questions. Instructors who adopted the flipped classroom approach for more than two semesters were recruited through a purposeful sampling technique. Two rounds of semi-structured interviews with eleven participants were conducted for rich information about the participants’ experiences. Inductive thematic analysis was adopted to analyze the data following Braun and Clarke’s framework. Document analysis of syllabi and instructional handouts was conducted to triangulate the data. Results: The data show that the participants have an inconsistent understanding of the flipped classroom approach. Three essential elements were identified from the ways the participants define, design, and implement the flipped classroom; these center on preparation work, in-class interactivities, and the connectivity between the preparation work and interactivities. The ways instructors viewed the pedagogical challenges in flipped classrooms are presented from three aspects: instructor role change, the teacher-student relationship, and individualized instruction. Conclusion: The flipped classroom approach affords higher education instructors flexibility in instructional delivery. However, the teacher-student relationship is dynamic in a flipped classroom and provides a challenge for the instructors to let students be free to learn and, in the meantime, progress towards the designed goals and objectives. Furthermore, during the in-class time, the instructors need to make constant judgment calls to customize the instruction for each student. Future research is needed to examine the extent to which higher education instructors co-construct knowledge with students.Item Role of Peer Designed and Moderated Case Studies on Student Motivation in Asynchronous Online Discussions(2016-12) Chhetri, Rashmi; McNeil, Sara G.; Robin, Bernard R.; Day, Susan X.; Gronseth, SusieAsynchronous online discussion is one of the most common methods for course content discussion in online, hybrid and sometimes face to face courses. Learner participation in these discussions has been found to be the key to make this method a success. Therefore, student participation has been one of the most researched elements in online discussions in the field of online learning and e-learning. However, the majority of research have focused on the quantitative participation (e.g., how many times the learners logged in and how many times learners posted in the online discussions) and not on quality of participation (e.g., learners were very social and cognitively invested). The quality of participation has been in focus in the past decades with studies showing levels of cognitive involvement and more recent studies on various factors that contribute towards such participation. One of the factors that has been in the fore of research today is learner motivation in online discussions. Motivation has been found to be a critical element that predicts learner participation as well as their interaction and learning in an asynchronous online discussion. Studies on techniques and strategies that foster motivation and self-determination have been called for. Therefore, the purpose of this study was to see if peer moderated original case study discussions can foster motivation and thus students’ interaction and learning experiences in an asynchronous online discussion. Particularly, the focus was on looking at the relationship of peer designed and moderated case study discussions on motivation and the relationship between student motivation and their interaction and learning experiences. Self-determination theory for motivation and the community of inquiry model for interaction and learning experiences were used as the theoretical framework for this study. Data were gathered from a graduate level Instructional Design course. Students taking this course were participants in this study with due approval from the Institutional Review Board (IRB) in the university. Survey design and quantitative content analysis were used to answer the key questions in this research study. The Intrinsic Motivation Inventory (IMI) built around the theory of self-determination is being used for survey design. The community of inquiry model is being used for quantitatively analyzing the online discourse corpora. Correlation analysis and standard multiple regression models were used to statistically analyze the data to answer the research questions. Findings from this study suggest that learner perceived value of peer designed and moderated case studies significantly predict their intrinsic motivation in the participation in online discussions. Peer moderated and designed case studies as an instructional strategy can greatly impact learner’s motivation. A high level of cognitive engagement and an open and risk free social communication using this instructional strategy in online discussions is also reported in this study.Item SIMULATION-BASED LEARNING FOR THE DEVELOPMENT OF ADVANCED NURSING LEADERSHIP SKILLS(2022-05-19) Boss, Lisa; Hausmann, Robert C.; McNeil, Sara G.; Gronseth, Susie; Ulrich, Beth T.Background: Mid-level nursing leaders are responsible for creating work environments that support the healthcare team and promote optimal patient outcomes. Nursing faculty must create a learning experience in which students can best develop advanced leadership skills. There is need for scholarly inquiry into the use of simulation-based learning (SBL) for development of advanced leadership skills. Purpose: The purpose of this study was to examine the relationship between SBL and participant perceived confidence in standardized leadership competencies and clinical judgment wherein participants were graduate nursing students enrolled in a Master of Science in Nursing Leadership program. Research questions for this study were: (1) Is there a difference in perceived confidence in performance in standardized competencies pre- versus post-SBL activity? (2) How are clinical judgment scores related to perceived confidence for standardized performance competencies? (3) What are the experiences of graduate nursing leadership students participating in a SBL activity for nursing leadership skill development? Methods: Using a cross-sectional approach, graduate nursing students (N=14) were invited to participate in the study. Descriptive statistics were used to capture demographic information, a paired t-test was used to determine the difference between pre-and -post levels of perceived confidence, and Pearson’s r was used to determine the relationship of perceived confidence and clinical judgment. Perceived confidence was measured with a scale designed for participant perceptions of confidence related to the standardized performance competencies. Clinical judgment was measured with Lasater’s Clinical Judgment Rubric. Qualitative items were designed to elicit participants’ reflections of the SBL experience. Results: Findings included a significant and positive correlation for perceived confidence related to standardized competencies when comparing pre- and post-SBL activity (p<.001). There was not a significant relationship observed between perceived confidence and clinical judgment. Qualitative findings for five open-ended questions were largely supportive and positive, however, ways to improve the SBL experience were also noted. Conclusion: While an abundance of evidence exists to support the use of SBL to teach clinical skills in healthcare education, there is a clear gap in the literature in the use of SBL for teaching leadership skills. The significant finding of improved participant perceived confidence post-SBL activity provides preliminary evidence to support additional research and how SBL may be used to effectively teach advanced leadership skills. Development of an instrument to objectively measure leadership skills is an area for future research, along with exploring innovative ways to deliver SBL to technology-savvy adult learners.Item Teacher Perceptions of Benefits, Values, Expectancies, and Costs for Implementation of District Technology Initiatives(2021-05) Smith, Adrienne L.; Lee, Mimi Miyoung; Gronseth, Susie; McNeil, Sara G.; Dogan, BulentBackground: Though instructional technologies can engage, expand, and enhance learning experiences, technology integration at the K-12 level has many external (such as access to technology, time, and support) and internal (such as teacher beliefs, motivation, and knowledge) challenges. The Technological Pedagogical Content Knowledge framework (TPACK) can inform solutions to these challenges through the lens of equipping educators in their TPACK capacities (Ching-Chung & Ching Sing, 2012). Within TPACK research, exploration focused on teachers’ perceptions of internal forces involving their expectancies, values, and costs of the integration efforts is just emerging. Understanding these perceptions can provide a greater depth of insight into full, partial, and non-implementation of specific technology integration initiatives. Purpose: This study aimed to 1) reveal and explicate the underlying issues of partial and non-implementation of select district technology initiatives among teachers who have strong TPACK; 2) understand issues between efforts of school districts and results by teachers; 3) recognize the importance of contextualizing TPACK implementation; and 4) illustrate the struggles that teachers with strong TPACK may have when weighing the benefits of implementing technology-enhanced activities with the merits of relative value, expectancies, and costs of the integration efforts. The study was motivated by two research questions: What factors do core content area TPACK-enabled teachers perceive as affecting the integration of select district technology initiatives? How do the experiences of core content area TPACK-enabled teachers affect their implementation of select district technology initiatives? Methods: This study utilized a qualitative case study design to explore how teachers perceive the comparative benefits, expectancies, values, and costs of technology integration. Participants represented a homogenous sample of 18 core content area teachers (based on self-ratings indicating their technological knowledge necessary for the ability to act within the intersection of technological pedagogical knowledge, pedagogical content knowledge, and technological content knowledge) and two educational technology administrators. Data were collected via semi-structured interviews. Teacher interviews consisted of completing the Graphic Assessment of TPACK Instrument (GATI) and the interview protocol. Interviews with administrators consisted only of the interview protocol. Interview responses were recorded, transcribed, and coded for recurrent themes. Member checks were conducted with each participant to review their interview transcription as well as the researcher’s interpretation of the data. Results: The findings of this research suggested that teachers’ perceptions of expectancies, values, and costs play a critical role in their implementation of district technology initiatives. Teachers often weigh their expectancies, values, and costs of a select district technology initiative against the overall benefits of implementing the technology. Discussion: The findings prompt a rethinking of how context is examined in the TPACK framework. While motivations and beliefs are present in some variants of the TPACK framework, the expectancy-value-cost model offers an enhanced microscopic view of how benefits of implementing technology-enhanced activities are balanced with the merits of relative values, expectancies, and costs of the integration efforts. The resulting conceptual model can be useful in order for school district leaders in understanding barriers and issues between district technology initiatives and classroom implementation.Item Technical College Faculty Interpretations of Professional Development on Intended Instructional Strategies(2017-12) Davis, Michelle L.; McNeil, Sara G.; Lee, Mimi Miyoung; Mountain, Mignonette; Gronseth, SusieBackground: Faculty who teach in technical colleges are considered content experts, but may lack teaching experience in the college classroom. The Center for Community College Student Engagement conducted a nationwide survey of community and technical colleges and found that students participating in active and collaborative learning activities experience higher levels of engagement in the classroom and higher levels of success. It may be necessary to provide professional development for technical college faculty to improve active and collaborative learning in the classroom. Purpose: The purpose of this study was to explore technical college faculty’s interpretations of scholarly teaching and examine their intentions to alter classroom teaching in future semesters after participation in a professional development program called Scholar to Scholar. Methods: Six faculty members of a small technical college (STC) located in Texas participated in Scholar to Scholar. This qualitative study used Carspecken’s three-stage method of critical ethnography: 1.) compile the primary record through monological data, 2.) preliminary reconstructive analysis, and 3.) dialogical data generation. Questionnaires, classroom and Scholar to Scholar program observations, and interviews of participants were collected and coded for themes. Results: Faculty participating in the Scholar to Scholar program shared that they intend to use the information learned in the professional development sessions to improve the instructional strategies in their classroom but in varying degrees. The results of this study may assist faculty developers and technical college administrators in implementing effective professional development for faculty, especially for those who lack teaching experience. Conclusion: Faculty members teaching in technical colleges i professional development related to teaching to make them aware of instructional strategies that engage students in the classroom. Contributions to the literature, limitations, recommendations for future Scholar to Scholar programs, and recommendations for future research are included in this study.Item The Impact of HyFlex Training on Faculty Perceptions of Their Transfer Behavior and Inclusive Teaching Practices(2021-08) Ugwu, Lydia Oluchi; McNeil, Sara G.; Gronseth, Susie; Jones, Sara J.; Schmidt, Lacey L.; Coward, Leslie A.Background: Following the outbreak of COVID-19 in the spring 2020 semester, more than 600 higher education institutions adopted hybrid learning modalities to address the changing needs of learners and ensure the safety of faculty and students. Reports indicate HyFlex, a hybrid modality that enables students to choose their attendance mode i.e., face-to-face or online sessions, was widely utilized. This transition presented faculty with the challenge of acquiring new knowledge and skills to design and deliver HyFlex courses. In response to these challenges, one highly diverse, research university in the US created a training initiative to offer its faculty professional development (PD) that would help them navigate the complexities of HyFlex instruction during this time. The PD, which was created in-house by faculty and staff, consisted of online synchronous training sessions, consultations, and digital resources. This study explored the perceptions of faculty regarding the extent to which the PD and organizational support systems helped them implement HyFlex, and the extent to which HyFlex helped them address the needs of diverse learners. Studies indicate that the quality of an online course is strongly correlated to how PD addresses the needs of faculty members. In addition, research shows that organizational support, including supervisor support, peer support, and job relevance, are crucial determinants of training transfer. Purpose/research questions: This study sought to address the following research questions: 1) To what extent, based on faculty perceptions, did professional development influence faculty transfer behavior? 2) What organizational factors (training orientation, supervisor application support, and peer support) did faculty perceive to be most influential in their implementation of HyFlex? and 3) To what extent did faculty perceive the HyFlex model helpful in meeting the needs of diverse learners? Methods: A survey/mixed methods research design which included quantitative and qualitative questions was employed to (i) examine the correlations among PD, organizational support, and faculty transfer behavior, and (ii) to explore faculty perceptions concerning HyFlex as an inclusive instructional tool. The survey incorporated the Output of Transfer Behavior and Inclusive Teaching Strategies Inventory. It was administered to faculty who utilized the PD in the Fall 2020 semester. Conclusion: Multiple regression analysis was performed to analyze the relationships among PD, organizational factors, and perceived transfer behavior. Descriptive and thematic analysis was conducted to explore faculty perceptions regarding the utility of HyFlex in meeting diverse learners’ needs, particularly during the pandemic. The results showed that PD and training orientation were significantly related to faculty transfer behavior. In general, faculty felt neutral about HyFlex as a means for supporting learners with disabilities, although many agreed that HyFlex enabled individual accommodations. In addition, faculty felt neutral about HyFlex facilitating inclusive teaching practices, although they agreed that HyFlex enabled them to present course information in multiple formats. The results point to a greater need to invest in faculty development and teaching practices that provide students with multiple options to engage with the content.Item The Impact of Self-Regulated Learning (SRL) on Students’ Completion of Massive Open Online Courses (MOOCs)(2017-05) Handoko, Erwin; Robin, Bernard R.; Gronseth, Susie; McNeil, Sara G.; Watson, Margaret; Bonk, Curtis J.Background: Despite the popularity of Massive Open Online Courses (MOOCs), low MOOC completion rates have been of concern to many higher education institutions that offer them. Initial studies on MOOC completion have investigated the role of student intent, which is one of the strategies in Self-Regulated Learning (SRL), on MOOC completion and found that students who declared their intention to complete their courses had higher completion rates than those who did not declare that intent. SRL is an important construct in education that has been shown to have a high correlation with students' achievement. Purpose: The present study investigated the impact of Self-Regulated Learning (SRL) on students’ completion of Massive Open Online Courses (MOOCs). Methods: Participants in the study were at least 18 years old, were registered in one of the two MOOCs offered by a public university in the Southwestern United States from the period of summer 2014 to summer 2016, and completed at least one assignment that counted toward MOOC completion. The participants’ SRL levels were measured using the Online Self-Regulated Learning Questionnaire (OSLQ) through an online survey. The data collected were analyzed using ANOVA. Results: Six-hundred-forty-six respondents provided demographic information and completed the OSLQ. Most respondents reported that they completed a MOOC (66.10%), were enrolled in the Signature Track program (87.3%), were female (68.27%), had a Bachelor’s degree (49.54%), and had high levels of English language proficiency (mean score of 4.42 out of 5). The age range of the respondents was from 19 to 84 years old (mean = 45.64). Four out of the five subscales – goal setting (p = 0.00), environment structuring (p = 0.00), time management (p = 0.03), help seeking (p = 0.01), and self-evaluation (p = 0.00) – had significant impacts on MOOC completion. Conclusion: SRL strategies were shown to have an impact on MOOC completion. Application of these strategies in the design of a MOOC can potentially improve course completion.Item Understanding Perceptions of Community College Faculty Regarding Effective Teaching in Online Corequisite College Algebra(2022-12-19) Samuel, Tracy Renee; Chauvot, Jennifer; Lee, Mimi Miyoung; Carales, Vincent D.; Gronseth, SusieAbstract Background: One mission of the community college is to make education accessible to all people within the community by offering open-access admission. Due to these open- door policies, community colleges find a need to offer developmental courses to help build the reading, writing, and mathematics skills of underprepared students. Traditionally, the developmental mathematics courses have both the highest enrollments and the highest failure and withdrawal rates. For this reason, underprepared students tend to struggle in developmental math and college algebra courses, which can be obstacles to their achieving their academic and vocational goals. Due to the passing of Texas House Bill 2223 in 2017, reform in developmental mathematics now requires co-enrollment in both developmental and college-level mathematics courses. In the initial response to this bill, most corequisite courses were taught as face-to-face courses. However, the COVID-19 pandemic forced many of these new courses to adopt an online format. Purpose: The purpose of this basic qualitative study was to gain a better understanding of the teaching practices of online corequisite college algebra faculty who were identified as successful in terms of the reported passing rate. This study addressed the following research questions: (1) What do community college mathematics faculty identify as effective teaching practices in online corequisite developmental mathematics and college algebra courses? (2) How do they implement these effective practices in the online classroom? Methods: A basic qualitative research design was used for this investigation. Participants were eight mathematics faculty identified as effective instructors in the college algebra corequisite courses from 2018–2020, at a community college system in the Houston area. Data sources included an online, open-ended questionnaire, semistructured interviews, and course documents. Specifically, the constant comparative method, an inductive data analysis process, was used to analyze interview data. Results: The findings of the study revealed six major themes regarding perceived attributes of effective online instructors in the corequisite algebra course. According to the participants, effective online instructors in the corequisite algebra course - (1) create personalized videos; (2) communicate regularly with students; (3) provide guided notes for students; (4) require submission of written work; (5) give quizzes often; (6) and motivate and encourage students. The study also revealed that over half of the faculty believed that the conversion to fully online classes as a result of the COVID-19 pandemic enhanced their teaching by expanding and improving their knowledge of and use of technological tools. Conclusions: Overall, the online faculty found significant value in using technology as a lever (1) to model different approaches to problem-solving both, (2) to develop and maintain relationships with their students, (3) to address issues of inequity related to the diverse levels of prerequisite skills in the developmental math course, and (4) to address issues of student anxiety, exhaustion, and confidence. Therefore, to help novice online faculty who teach corequisite developmental and algebra courses, it is recommended that mathematics departments offer training and support to help faculty learn to create and implement the identified effective teaching practices.Item Using a Gamified Points-Based Grading System in Technology Courses for Pre-Service Teachers(2019-05) Zhao, George Z.; McNeil, Sara G.; Robin, Bernard R.; Zhang, Jie; Gronseth, SusieBackground: Current research in grading practices suggest that there are connections between effective grading practices and students’ motivation. Researchers have argued that traditional grading systems, such as letter grades, are not indicative of students’ real abilities and hinder authentic learning by punishing students for their work, rather than rewarding them. Alternative grading systems that are points-based, such as those used in games, have the potential to motivate students and foster higher-order thinking. Gamification is a relatively new field in education, and there have been few research studies on how educators can best use game elements in instruction. Most studies on gamification in educational settings have tested multiple game mechanics at the same time with mostly positive results. However, individual elements of game mechanics have not been adequately studied in isolation. As a result, it is difficult for educators to make informed decisions about which, if any, game elements to incorporate in their courses. Purpose: The purpose of this study was to investigate the effects of a points-based system on students’ perceptions of their motivation and their class performance and to compare those results to students in a traditional letter-graded course. Research Questions: The research questions were: 1) How does a class taught using a points-based grading system compare to a class taught using a traditional letter grading system in terms of intrinsic motivation? 2) How does a class taught using a points-based grading system compare to a class taught using a traditional letter grading system in terms of class performance? 3) How do students perceive their grade at the beginning of a course before the submission of any assignments? Methods: Four sections of an undergraduate course served as the participants. Two sections of the class were randomly assigned as the control group in which a traditional letter-grade system was used to display progress in the course, and the other two class sections formed the treatment group in which a points-based system was used. At the beginning and the end of the semester, each participant’s intrinsic motivation level was measured using the Intrinsic Motivation Inventory. Information was also collected about how familiar the participants were of games and their ultimate opinions of the points-based grading system. Lastly, the final grades of all participants were collected at the end of the semester. Results: Analysis of the students’ post-semester motivation levels were performed using a one-way multivariate analysis of variance (MANOVA). To compare treatment and control group differences in final grades, independent sample T-Test was used. The results indicated that participants’ motivation and class performance was largely unchanged by using the points-based system when compared to the traditional letter-grading system. Students reported that they felt mostly neutral about the points-based grading system, although most preferred it over traditional letter grading. Conclusions: There is insufficient empirical evidence to begin gamifying education. Further research is needed to identify whether or not this type of game mechanic would be useful in the classroom.Item Using Project-Based Learning and Technology to Promote Collaboration and Problem- Solving in Elementary-Aged Students: A Case Study of an After-School Program(2021-05) Rivas, Priscilla; Lee, Mimi Miyoung; Gronseth, Susie; White, Cameron S.; Zhang, JieBackground: Children are exposed to technology well before they enter a school setting and despite knowing how to use technology, when they start elementary school they tend to superficially engage with devices and programs. Educators are faced with the challenges of moving beyond merely integrating technology in the classroom. They are tasked with building twenty-first century skills through engaging learning environments, yet few programs exist that offer elementary-aged students opportunities to engage with technology in ways that promote crucial skills. Limited research exists on how students in elementary school benefit from project-based technology lessons that challenge them to collaborate and problem-solve through rigorous performance-based tasks. Purpose: The purpose of this qualitative case study is to understand the experiences of elementary students who engage with project-based learning with technology and how it fosters twenty-first century skills, specifically, collaboration, and problem-solving. Students participated in an after-school program called Just Add Beats (JAB), a creative audio production and entrepreneurship that uses a project-based learning curriculum focused on beat making, podcasting, and sound design with technology. The three research questions that guided this study were: 1. How does Just Add Beats, a technology-infused PBL program, impact elementary students’ interactions with each other to collaborate and problem-solve? 2. What was the teacher’s role in facilitating PBL learning that uses technology? 3. What successes and/or challenges did the students encounter throughout the program? Methods: Several sources of date were collected, including field notes, audio recordings of the students’ work during the JAB sessions, interviews with both the instructor of the program and the campus principal, and curriculum documents and lesson plans from JAB. All the data were transcribed and inputted to NVivo. The constant comparison method of coding was used, starting with open coding. Major themes discussed were collaboration, problem-solving, acquisition of technological skills and classroom management. Peer debriefing was used to support the trustworthiness of the findings. Results: The program’s constructivist approach provided meaningful opportunities for the students to successfully collaborate to complete complex technology-based tasks. They demonstrated a range of problem-solving from troubleshooting basic technological issues to discovering creative ways to apply new knowledge to create original work. The role the instructor played was that of a guide who modeled basic skills while allowing students to explore and experiment. Overall, students demonstrated innovative and creative ways to apply newly acquired technological skills, they successfully worked together to complete each performance task, and they demonstrated confidence and engagement. Some of the challenges were related to classroom management and loss of class time due to occasional off-task behavior. Conclusion: Elementary students can successfully use technology in meaningful ways that promote critical skills. Educators need not wait until students reach a middle or high school level to work with complex software. The findings from this study will help to further inform districts about the benefits of programs that use project-based learning with technology to foster twenty-first century skills at the elementary level.Item Video-Based Discussion: Promoting Presence Through Interactions in Online Higher Education Courses(2019) Gronseth, Susie; Mahmoudi, LeilaVideo-based discussion is an emerging technology that can be used in online higher education courses as part of introduction, debate, personal exploration, and reflection activities. The video format bridges the distance gap in course conversations and offers benefits of providing contextual details, emotion, and individual personality while also enabling asynchronous flexibility. This chapter provides an overview of research in this area and describes an exploratory case study in which video-based discussion was used as part of an online graduate course. Data gathered included video postings and follow-up survey responses. Design guidelines and strategy recommendations are offered for planning and implementing video-based discussion activities in online higher education courses.