Current Search:   Campbell, Laurie (x)

View All Items

  • CSV Spreadsheet
(1 - 9 of 9)
Faculty Perceptions and Use of Web 2.0 Tools in Saudi Arabian Higher Education
Title
Faculty Perceptions and Use of Web 2.0 Tools in Saudi Arabian Higher Education.
Creator
Alashwal, May, Campbell, Laurie, Hartshorne, Richard, Bai, Haiyan, Cox, Thomas, University of Central Florida
Abstract / Description
This study investigated factors that predict Saudi Arabian faculty members' intentions to adopt and use Web 2.0 tools and to assess faculty's awareness of the educational benefits of Web 2.0 tools to supplement classroom instructions in higher education. One hundred and three faculty members (34 male and 69 female) from a large university in the Western region of Saudi Arabia participated in the web survey. The framework and model for explaining and predicting the contributing factors towards...
Show moreThis study investigated factors that predict Saudi Arabian faculty members' intentions to adopt and use Web 2.0 tools and to assess faculty's awareness of the educational benefits of Web 2.0 tools to supplement classroom instructions in higher education. One hundred and three faculty members (34 male and 69 female) from a large university in the Western region of Saudi Arabia participated in the web survey. The framework and model for explaining and predicting the contributing factors towards the decision to adopt and use of Web 2.0 tools was the Decomposed Theory of Planned Behavior (DTPB). The partial least squares structural equation modeling (PLS-SEM) approach was utilized to analyze data collected from the web survey. Results indicate that positive attitudes and perceived usefulness are significant predictors of Saudi Arabian faculty members' intentions to use Web 2.0 tools. Moreover, findings indicate that Saudi Arabian faculty members intend to use Web 2.0 tools such as blogs, wikis, and social networking in their future classrooms to improve students' learning, student-student interaction, student-faculty interaction, and students' writing ability. Research implications for administrators and higher educational institutions indicate that professional development programs could be designed based on the significant predictors in the DTPB to support a successful integration of Web 2.0 tools in higher education.
Show less
Date Issued
2019
Identifier
CFE0007424, ucf:52695
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007424
Discovering Latent Gender Bias in Children's STEM Literature
Title
Discovering Latent Gender Bias in Children's STEM Literature.
Creator
Herlihy, Christine, Campbell, Laurie, Butler, Malcolm, Gunter, Glenda, Grauerholz, Liz, University of Central Florida
Abstract / Description
A mixed method, exploratory, sequential research design was conducted to investigate the presence of latent bias in early childhood STEM literature content, applying a non-biased, sociocultural, STEM identity, theoretical framework. A survey of children's perceptions of gender and a content analysis found unintentional bias. Exploratory findings confirmed 102 children were gendering images. An examination of the relationship between the participants' gender and how the participant gendered...
Show moreA mixed method, exploratory, sequential research design was conducted to investigate the presence of latent bias in early childhood STEM literature content, applying a non-biased, sociocultural, STEM identity, theoretical framework. A survey of children's perceptions of gender and a content analysis found unintentional bias. Exploratory findings confirmed 102 children were gendering images. An examination of the relationship between the participants' gender and how the participant gendered AND preferred the images indicated differences existed between boys and girls. Children preferred images perceived as matching their own, with statistical significance. Girls were found to prefer images less than boys AND they were more likely to gender the images. Children were more likely to give gender to the 50 images considered in the study, than to non-gender them. The gendering and preference was found to be statistically significantly higher for anthropomorphic and personified inanimate images. Additionally, a content analysis of eight award winning and popular selling STEM children's books were conducted and were found to contain biased narratives and image content. A content analysis found significant differences relating to the frequency of character representation in the eight books. Analysis indicated a higher lexical representation of females to males, and image representation was more male than female. Further analysis of additional books and images is warranted from the findings of this exploratory study.
Show less
Date Issued
2019
Identifier
CFE0007890, ucf:52797
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007890
Designing games for learning: An investigation of instructional designers, game designers, and teachers design decisions and epistemological beliefs
Title
Designing games for learning: An investigation of instructional designers, game designers, and teachers design decisions and epistemological beliefs.
Creator
Kepple, Michelle, Hartshorne, Richard, Boote, David, Campbell, Laurie, Smith, Peter, University of Central Florida
Abstract / Description
Fields within education and training have been exploring the use of educational computer-based games, often referred to as serious games (SG), in multiple disciplines of academic research including the affective, cognitive, and psychomotor domains. Traditionally, game designers tend to represent a different viewpoint about learning than instructional designers, or even teachers. More so, one of the fundamental roles designers play in making decisions is based on multiple factors, which...
Show moreFields within education and training have been exploring the use of educational computer-based games, often referred to as serious games (SG), in multiple disciplines of academic research including the affective, cognitive, and psychomotor domains. Traditionally, game designers tend to represent a different viewpoint about learning than instructional designers, or even teachers. More so, one of the fundamental roles designers play in making decisions is based on multiple factors, which include personal assumptions about constraints and perceived constraints in instructional practice. In order for games to be successful in classroom environments, classroom teachers need to be involved in the design process to help identify and assist in mitigating the classroom-based challenges that will be faced during implementation. The study sought to extend research on serious game attributes by examining the instructional design decisions and beliefs of individuals involved in the design, development, or implementation of serious games in education or training environments, through a web-based survey. Within the serious game community there are multiple approaches to designing learning environments; some view serious games as virtual environments explicitly for education or training, while others include digital games, simulations, and virtual worlds. While there is debate over the type of games that are most effective for learning, researchers have provided guiding qualifications and lists of characteristics that effective games should possess to improve current practice and implementation. Two central aims guided the study: (a) to identify relationships between the mental models put forth by each discipline when selecting serious game attributes, and (b) to provide insight into each subpopulation's beliefs about learning. Suggested implications for the study extend to educational practice, policy, and future research on designing, developing, and implementing serious games in learning environments. Findings suggest that the sample portrayed similar epistemological beliefs between all subgroups. Participants had the most sophisticated beliefs toward quick learning. Limited relationships were evident between participant's epistemological beliefs and selection of serious game attributes (SGA). However, findings indicated that each discipline has unique models and frameworks for designing serious games and perspectives on serious game implementation.
Show less
Date Issued
2015
Identifier
CFE0005964, ucf:50815
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005964
A Study of Confidence in Individuals who Actively Work with Returning Military Personnel
Title
A Study of Confidence in Individuals who Actively Work with Returning Military Personnel.
Creator
Slayter, LaDonna, Hirumi, Atsusi, Gunter, Glenda, Campbell, Laurie, Brophy-Ellison, James, University of Central Florida
Abstract / Description
This study sought to explore if training significantly increased community workers' perceived level of confidence and their ability to provide services to returning military personnel in two locations. To measure community workers' perceived level of confidence, participants N = 143 (n = 63 Norfolk, VA) and (n= 80 Fayetteville, NC) responded to an instrument containing 40 items. Inferential and descriptive statistics were used to analyze the study variables. Analyses of variance (ANOVA) were...
Show moreThis study sought to explore if training significantly increased community workers' perceived level of confidence and their ability to provide services to returning military personnel in two locations. To measure community workers' perceived level of confidence, participants N = 143 (n = 63 Norfolk, VA) and (n= 80 Fayetteville, NC) responded to an instrument containing 40 items. Inferential and descriptive statistics were used to analyze the study variables. Analyses of variance (ANOVA) were used to compare the reliability of means between the groups from 2011 to 2012 (i.e., pre-intervention to post-intervention). A Bonferroni Correction was applied to control the familywise error rate. A one-tailed p-value for each analysis was used based on the hypothesis that the intervention produced greater agreement with each item. Means for each item and range of ratings for each item were also calculated. To examine community workers' ability to provide improved service to veterans, qualitative data from (n=81) participants were analyzed. Comments were transcribed and grouped into clusters, then the data were themed and categorized according to participants' reported change in the way they thought about themselves as community service workers. Themes related to the study of confidence for better service to veterans were included in the results.The results of the hypothesis were that overall statistically significant improvement was found for individuals who actively work with military personnel in Fayetteville, NC. Results for the Norfolk, VA site demonstrated statistically significant improvement in confidence on 7 survey questions, but statistical significance was not found overall. Overall practical significance for the community provider setting in both cities was surmised from the results.Results of the data analysis for the research question indicated participants were applying knowledge acquired to their work with reintegrating veterans and their families. The study and the resulting information can inform instructional designers, instructors, course developers, and the research community. Opportunities for future research are briefly discussed.
Show less
Date Issued
2018
Identifier
CFE0007100, ucf:51960
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007100
EXAMINING FACULTY SOCIALIZATION THROUGH THE LENS OF TRANSFORMATIVE LEARNING
Title
EXAMINING FACULTY SOCIALIZATION THROUGH THE LENS OF TRANSFORMATIVE LEARNING.
Creator
Plant, Jennifer, King, Kathy (Kathleen), Cox, Thomas, Campbell, Laurie, Marshall, Nancy, Mazerolle, Stephanie, University of Central Florida
Abstract / Description
Socialization may be described as a process in which an individual learns and takes on the knowledge, values, attitudes, and expectations of a group within an organization (Corcoran (&) Clark 1984; Staton (&) Darling, 1989), ultimately leading to the development of a professional identity that includes attributes of the group (Merton, Reader, (&) Kendall, 1957). Much of the literature regarding professional and organizational socialization experiences of new faculty focus solely on either...
Show moreSocialization may be described as a process in which an individual learns and takes on the knowledge, values, attitudes, and expectations of a group within an organization (Corcoran (&) Clark 1984; Staton (&) Darling, 1989), ultimately leading to the development of a professional identity that includes attributes of the group (Merton, Reader, (&) Kendall, 1957). Much of the literature regarding professional and organizational socialization experiences of new faculty focus solely on either clinically trained faculty or academically trained faculty, with minimal research comparing the professional and organizational socialization experiences of both degree types. Therefore, this research study explored the professional and organizational socialization experiences of new clinically trained and academically trained faculty. A qualitative phenomenological research design was implemented to explore these experiences and emergent themes revealed from the research study. During the data analysis process, there were ten clinically trained and academically trained faculty themes that emerged from the interviews and represented similarities and differences in professional and organizational socialization experiences of the faculty groups. Those themes included: self-awareness, clinician to academic, how to be an academic, mentoring, orientation, research preparation, lack of andragogy, graduate student experience, role balancing, and learn as you go. The participants' professional and organizational socialization experiences within each degree type reflected different, yet similar findings, as both groups encountered difficulties socializing into their respective faculty roles. The information gained through this research may lead to practices and program development that may improve the efficacy of professional and organizational tactics used to prepare future faculty members and for those already active in faculty member roles.
Show less
Date Issued
2018
Identifier
CFE0007075, ucf:51995
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007075
The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States
Title
The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States.
Creator
Krsmanovic, Masa, Cox, Thomas, Campbell, Laurie, Bartee, RoSusan, Hopp, Carolyn, University of Central Florida
Abstract / Description
The purpose of this phenomenological inquiry was to explore how international undergraduate students enrolled in a first-year seminar (FYS) course perceived and described their academic experiences in a large, public university in the southeastern region of the United States. Guided by Schlossberg's (1984) 4 S Transition Model, this qualitative investigation was conducted through in-depth interviews with 10 international undergraduate students representing different countries and academic...
Show moreThe purpose of this phenomenological inquiry was to explore how international undergraduate students enrolled in a first-year seminar (FYS) course perceived and described their academic experiences in a large, public university in the southeastern region of the United States. Guided by Schlossberg's (1984) 4 S Transition Model, this qualitative investigation was conducted through in-depth interviews with 10 international undergraduate students representing different countries and academic majors. The participants' narratives revealed that the academic experiences of international first-year students enrolled in the FYS course can be described as challenging, especially in terms of a) understanding U.S. higher education, b) establishing relationships with American peers, c) navigating academic differences, and d) perceiving the lack of institutional understanding. At the same time, the stories of these 10 students demonstrated that participation in the FYS course had an overall positive impact on students' academic experiences during the first year, especially in terms of a) developing academic skills and competencies, b) developing transferable skills and competencies, c) increased use of campus resources, and d) overall adjustment within the first year. The findings are discussed in relation to the relevant literature and recommendations for practice and future research are provided.
Show less
Date Issued
2019
Identifier
CFE0007667, ucf:52484
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007667
The Influences of Roles and Support Systems on the Baccalaureate Degree Attainment of Nontraditional Learners
Title
The Influences of Roles and Support Systems on the Baccalaureate Degree Attainment of Nontraditional Learners.
Creator
Roberts, Shirdricka, Cox, Dr. Thomas, Vitale, Thomas, Hopp, Carolyn, Campbell, Laurie, University of Central Florida
Abstract / Description
The purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual...
Show moreThe purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual framework and address its research questions included Biddle's (1979) Role Theory, McClusky's Theory of Margin, Load and Power (1971) and Tinto's (1975, 1993, 2012) and Bean and Metzner's (1985) Theory of Persistence.The results of the study indicated: 1) The role management that adult learners employed while being a full-time or part-time student. 2) The challenges that adult learners had to address as it relates to their multiple roles and degree attainment. 3) The support systems that adult learners used to assist them in their efforts to role manage and persist towards graduation. 4) The motivations behind an adult learner's pursuit of an undergraduate degree.iii
Show less
Date Issued
2017
Identifier
CFE0006648, ucf:51220
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006648
Improving Instructional Strategies in Higher Education for Students with a Learning Disability in a General Education Science Course
Title
Improving Instructional Strategies in Higher Education for Students with a Learning Disability in a General Education Science Course.
Creator
Ogle, Brian, Cox, Dr. Thomas, Vitale, Thomas, Campbell, Laurie, Chandler, Shelly, University of Central Florida
Abstract / Description
This Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants...
Show moreThis Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants using an electronic survey. Additionally, eight participants participated in focus groups to collect in-depth qualitative data. All participants are current students enrolled full-time at Beacon College. Each participant completed a science college course and has a diagnosed learning disability. Analysis of the data demonstrated hands-on instruction guided by the instructor is the preferred method of learning and the use of traditional lecture and cooperative learning are self-reported as being least helpful to this student population to learn science. Findings from this study were provided to Beacon College to shape instruction in science courses as well as to shape recommendations for future research activities. Intentional design of instruction following the recommendations found in this study should assist in increasing student performance in college science courses as well as increase engagement to science as a process and field of study.
Show less
Date Issued
2017
Identifier
CFE0006772, ucf:51836
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006772
An Empirical Evaluation of an Instrument to Determine the Relationship Between Second-Year Medical Students' Perceptions of NERVE VP Design Effectiveness and Students' Ability to Learn and Transfer Skills from NERVE
Title
An Empirical Evaluation of an Instrument to Determine the Relationship Between Second-Year Medical Students' Perceptions of NERVE VP Design Effectiveness and Students' Ability to Learn and Transfer Skills from NERVE.
Creator
Reyes, Ramsamooj, Hirumi, Atsusi, Sivo, Stephen, Campbell, Laurie, Cendan, Juan, University of Central Florida
Abstract / Description
Meta-analyses and systematic reviews of literature comparing the use of virtual patients (VPs) to traditional educational methods support the efficacy of VPs (Cook, Erwin, (&) Triola, 2010; Cook (&) Triola, 2009; McGaghie, Issenberg, Cohen, Barsuk, (&) Wayne, 2011). However, VP design research has produced a variety of design features (Bateman, Allen, Samani, Kidd, (&) Davies, 2013; Botezatu, Hult, (&) Fors, 2010a; Huwendiek (&) De Leng, 2010), frameworks (Huwendiek et al., 2009b) and...
Show moreMeta-analyses and systematic reviews of literature comparing the use of virtual patients (VPs) to traditional educational methods support the efficacy of VPs (Cook, Erwin, (&) Triola, 2010; Cook (&) Triola, 2009; McGaghie, Issenberg, Cohen, Barsuk, (&) Wayne, 2011). However, VP design research has produced a variety of design features (Bateman, Allen, Samani, Kidd, (&) Davies, 2013; Botezatu, Hult, (&) Fors, 2010a; Huwendiek (&) De Leng, 2010), frameworks (Huwendiek et al., 2009b) and principles (Huwendiek et al., 2009a) that are similar in nature, but appear to lack consensus. Consequently, researchers are not sure which VP design principles to apply and few validated guidelines are available. To address this situation, Huwendiek et al. (2014) validated an instrument to evaluate the design of VP simulations that focuses on fostering clinical reasoning. This dissertation examines the predictive validity of one instrument proposed by Huwendiek et al. (2014) that examines VP design features. Empirical research provides evidence for the reliability and validity of the VP design effectiveness measure. However, the relationship between the design features evaluated by the instrument to criterion-referenced measures of student learning and performance remains to be examined. This study examines the predictive validity of Huwendiek et al.'s (2014) VP design effectiveness measurement instrument by determining if the design factors evaluated by the instrument are correlated to medical students' performance in: (a) quizzes and VP cases embedded in Neurological Examination Rehearsal Virtual Environment (NERVE), and (b) NERVE-assisted virtual patient/standardized patient (VP/SP) differential diagnosis and SP checklists. It was hypothesized that students' perceptions of effectiveness of NERVE VP design are significantly correlated to the achievement of higher student learning and transfer outcomes in NERVE.The confirmatory factor analyses revealed the effectiveness of NERVE VP design was significantly correlated to student learning and transfer. Significant correlations were found between key design features evaluated by the instrument and students' performance on quizzes and VP cases embedded in NERVE. In addition, significant correlations were found between the NERVE VP design factors evaluated by Huwendiek et al.'s (2014) instrument and students' performance in SP checklists. Findings provided empirical evidence supporting the reliability and predictive validity of Huwendiek et al.'s (2014) instrument.Future research should examine additional sources of validity for Huwendiek et al.'s (2014) VP design effectiveness instrument using larger samples and from other socio-cultural backgrounds and continue to examine the predictive validity of Huwendiek et al.'s (2014) instrument at Level 2 (Learning) and Level 3 (Application) of Kirkpatrick's (1975) four-level model of training evaluation.
Show less
Date Issued
2016
Identifier
CFE0006166, ucf:51150
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006166