Browsing by Subject "E-learning"
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Item A critical consideration of contemporary openness in online education(2018-08) Dearmon, Matthew Jacob; De Lissovoy, Noah, 1968-; Pinar, William F; Brown, Anthony L; Hughes, Joan E; Salinas, CinthiaAs the so-called Open Education Movement develops amidst the maturation and growth of computer and Internet technologies, there exists a need for a critical understanding of Open Education itself and its implications for online learning and teaching at distance and scale. To that end, this project essays to establish the limits and possibilities of Open Education as they exist within the context of contemporary neoliberal ideological infiltration of public and higher education, as well as associated processes and structures of licensing, funding, and curriculum. Utilizing a deschooled critical approach grounded in postmodern theories of rhizomatic formation and contemporary notions of the commons, this textual and theoretical research begins by stating the need to clarify what is meant by the term, "open education" and verifying whether and to what extent existing scholarship has engaged the subject at a level appropriate to the threat posed by neoliberal policies, discourses, practices, and enclosures. Applying a transformative research paradigm to a textual analysis that views purposefully-selected free-and-open learning, education, and teaching websites as examples of material culture, this research project seeks to understand Open Education outside of the strictures and limitations of institutionalized education. By examining the mission of selected sites, their promotion of open licensing practices, funding resources that make such learning possible, curricular decisions made at networked scale, and a sample of learning experiences, a conception of limits and possibilities emerges within each of these domains. It is suggested that by encouraging reciprocal learning and teaching through the most permissive level of attributive licensing that encourages sharing, open education can indeed realize some measure of its potential to proliferate open and inclusive learning practices at scale. Due to its low barrier of entry, relative openness, and non-reliance on institutionalized funding, Wikiversity is promoted as a promising site for future efforts through a model of Openly Shared Learning Opportunities (OSLO), even though continued care must be taken to resist corporatocratic and neoliberal intrusion. By removing traditional boundaries established by the need for "teachers" to "educate" learners, OSLO reinvigorates both the subject and the Multitude through engagement with the digital commons.Item E-learning programs for hospital based nurses(2016-12) Shammas, Amber Leah; Carter, Patricia A.; Acton, Gayle; Ragsdale, Keith; Taxis, Carole; Becker, HeatherE-learning is emerging as an increasingly popular methodology for the delivery of continuing education (CE) for nurses. However, there is a lack of theoretically driven research that examines the effectiveness of e-learning programs for hospital nurses. The purpose of this study was to use the Kirkpatrick Theory (Kirkpatrick, 1994) to evaluate an existing e-learning program for hospital nurses, “Preventing CAUTIs” (as an exemplar) to examine outcomes associated with e-learning programs for hospital nurses. Nurses were recruited from a large metropolitan hospital that has been using e-learning for CE for their hospital based nurses for 10 years. The study was a theory driven, mixed methods design that used surveys, tests, and patient outcomes as measures to determine the effectiveness of the e-learning program exemplar, Preventing CAUTIs. Data was collected at three time points: before the e-learning program, immediately after the e-learning program completion, and one month after the e-learning program completion. There were 48 nurses enrolled in the study, 46 who completed all elements. The findings were that nurses enjoyed the e-learning program. Their test scores had a statistically significant increase from pre-test to post-test 1 (p<0.001) and from pre-test to post-test 2 (p<0.001). Scores decreased at the one month time point (post-test 2) but remained statistically significant from pre-test scores (p<0.001). Thus, reflecting some gains immediately after e-learning program completion and knowledge retention at one month post e-learning program. The patient outcome of CAUTI rates was measured throughout the study time period and one month after e-learning program completion. CAUTI rates decreased in the entire time period following the e-learning program implementation. Nurses self-reported that they were confident, committed, and motivated to utilize the e-learning program in their nursing practice. This was the first study with an e-learning program for hospital nurses to employ an entirely theory driven design that examined all aspects of the theory utilized. This study provided evidence that Kirkpatrick (1994) theory is a useful theory for use in examination of e-learning programs for nurses. Future use of this theory should incorporate measures of all of the four steps (reaction, learning, behavior, and results) and the concepts of climate and rewards. Other areas of future research include: examination of knowledge and patient outcomes beyond one month post e-learning program completion and more open-ended research questions to examine the concepts of rewards and climate.Item Implementing quality physical education in a southern school district(2016-12) Carrasco, Javier A.; Castelli, Darla M., 1967-; Harrison, Louis; Holahan, Carole K; Keating, XiaofenPhysical inactivity and the consumption of a high-calorie diet are largely responsible for an increased obesity in children across the United States (US). Specifically, physical inactivity has been associated with the development of numerous diseases (high blood pressure, heart disease, cancer, and type 2 diabetes) as well as psychological distress. Additionally, there are ethnic disparities, as 43% of Hispanic children are obese or overweight (Ogden, Carroll, Curtin, Lamb, & Flegal, 2010). The region where the study takes place is made up of primarily low-income families and is dominated by the Mexican culture. The economic situation in the region contributes to an absence of health insurance and children in the area are unlikely to receive needed medical care including preventive care (Condon, Pauli, Price, Fry, Kaigh, & Daugh, 1997; Hoffman, 2008). This region of the country has not necessarily been ignored, instead the situation is one where costly interventions were largely ineffective and have thus been replaced with mitigation as the best means for managing health (Blair & Connelly, 1996; Hatziandreu, Koplan, Weinstein, Caspersen, & Warner, 1988). Therefore, this dissertation was comprised of a series of three research studies that begins by examining the curriculum development process utilizing the ontological foundations of constructive realism (Cupchik, 2001). Study two investigated physical education teacher attitudes and the feasibility of using e-Learning modules as a professional development tool. The series of studies concludes with an examination of the reformed curricular effects on pre-adolescent learning outcomes grounded in social cognitive theory; knowledge, self-efficacy, and physical activity (Bandura, 1977; Bandura, 1986). Taken together the results of this research series suggest there are key steps when implementing physical education curriculum in schools. It is anticipated that findings will make substantive contributions to the empirical literature concerning the beneficial effects of physical education implementation. Given the magnitude of physical inactivity and the epidemic proportions of childhood obesity, this research is timely and warranted.Item The practitioner-driven system : an interactive qualitative analysis of the e-learning creation experience(2015-05) Derr, David Roy; Resta, Paul E.; McCoy, Danny; Hughes, Joan E.; Patterson, Jeffery; Riegle-Crumb, CatherineContemporary e-learning research often addresses a singular instructional topic, learning strategy, or authoring tool. Technological advancements and evolving delivery methods are changing the e-learning practitioner experience more rapidly than ever before, and the need for a holistic illustration of the modern-day practitioner experience has never been greater. This Interactive Qualitative Analysis (IQA) of the e-learning creation experience consists of Affinity Production Interviews, interviews, and an online survey of e-learning practitioners working with adult audiences. The result of the study is an e-learning creation experience system driven by participants’ stories. The system is comprised of twelve affinities including leadership, policy, the instructional systems design process, the client relationship, emotions, and more. Exercising the system reveals conditions that influence the ultimate outcome of the system: e-learning success.Item Understanding resistance factors in professional e-learning: a literature review(2015-12) Young, Alexandra Marie; Hughes, Joan E.; Liu, MinProfessional training involving the use of online tools and technology (also called “e-learning”) has become a lucrative alternative to live, in-person instruction in today’s 21st century workplaces. However, several factors can impact the adoption of these online services. This report reviews literature concerning employer and employee-related factors that have caused resistance or otherwise hindered adoption of e-learning services in professional settings. This review identified two factors associated with employer resistance—(a) unclear leadership goals and (b) high cost—and two factors associated with employee resistance—(a) individual learner differences and (b) work environment. The limitations of this literature review, as well as possible future research and directions, are also discussed.