國立虎尾科技大學 |

Scholarship Practitioners' Perceptions on How Technology Can Be Used to Improve the Collaboration Learning Experience of Doctor of Education Programs.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Scholarship Practitioners' Perceptions on How Technology Can Be Used to Improve the Collaboration Learning Experience of Doctor of Education Programs./
Author:	Radoli, Oscar Kenya.
Description:	1 online resource (97 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355332698

Scholarship Practitioners' Perceptions on How Technology Can Be Used to Improve the Collaboration Learning Experience of Doctor of Education Programs.
Radoli, Oscar Kenya.

Scholarship Practitioners' Perceptions on How Technology Can Be Used to Improve the Collaboration Learning Experience of Doctor of Education Programs. - 1 online resource (97 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--University of Pittsburgh, 2017.

Includes bibliographical references

Despite the vast research on administrator and faculty perceptions about blended education delivery models, there has been a paucity of research conducted on graduate students' multimedia technology needs and preferences during group projects and collaborative assignments. A mixed methods survey that included closed-ended and open-ended questions was deployed to a population of 189 students belonging to three EdD cohorts at the University of Pittsburgh. One hundred three students started the survey, but only 98 completed the survey. The survey revealed the following findings through a combination of content analysis and frequency distributions that showed the students' preferred communication type, preferred multimedia communication technology, and preferred multimedia collaboration technology; (1) flexibility and convenience, (2) technology training, (3) technology limitations, (4) video conferencing, (5) video and audio podcasts, (6) Internet access, and (7) communication and feedback. When it came to students-to-students preferred communication and collaboration multimedia technology, 61 students' prefer Google Hangouts for their communication and 60 students' preferred Google Drive as their collaboration tool. Seventy-one students selected both synchronous and asynchronous as the student-to-instructor modes of communication during collaborative projects and assignments. Fifty preferred Google Hangouts as their synchronous communication choice and 31 chose Google Drive as their preferred asynchronous collaborative tool for sharing and editing documents simultaneously. Through content analysis and identifying patterns of the open-ended answers, this study identified the following areas in this blended program that could improve the online collaboration between students and instructors: (1) Blackboard Learning Management System (LMS), (2) project group sizes, and (3) student-instructor communication and feedback.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355332698Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

Scholarship Practitioners' Perceptions on How Technology Can Be Used to Improve the Collaboration Learning Experience of Doctor of Education Programs.
LDR:03235ntm a2200337Ki 4500 001 920008
005 20181129115553.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355332698
035 $a (MiAaPQ)AAI10666727
035 $a AAI10666727
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Radoli, Oscar Kenya. $3 1194700
245 1 0 $a Scholarship Practitioners' Perceptions on How Technology Can Be Used to Improve the Collaboration Learning Experience of Doctor of Education Programs.
264 0 $c 2017
300 $a 1 online resource (97 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: W. James Jacob.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 2017.
504 $a Includes bibliographical references
520 $a Despite the vast research on administrator and faculty perceptions about blended education delivery models, there has been a paucity of research conducted on graduate students' multimedia technology needs and preferences during group projects and collaborative assignments. A mixed methods survey that included closed-ended and open-ended questions was deployed to a population of 189 students belonging to three EdD cohorts at the University of Pittsburgh. One hundred three students started the survey, but only 98 completed the survey. The survey revealed the following findings through a combination of content analysis and frequency distributions that showed the students' preferred communication type, preferred multimedia communication technology, and preferred multimedia collaboration technology; (1) flexibility and convenience, (2) technology training, (3) technology limitations, (4) video conferencing, (5) video and audio podcasts, (6) Internet access, and (7) communication and feedback. When it came to students-to-students preferred communication and collaboration multimedia technology, 61 students' prefer Google Hangouts for their communication and 60 students' preferred Google Drive as their collaboration tool. Seventy-one students selected both synchronous and asynchronous as the student-to-instructor modes of communication during collaborative projects and assignments. Fifty preferred Google Hangouts as their synchronous communication choice and 31 chose Google Drive as their preferred asynchronous collaborative tool for sharing and editing documents simultaneously. Through content analysis and identifying patterns of the open-ended answers, this study identified the following areas in this blended program that could improve the online collaboration between students and instructors: (1) Blackboard Learning Management System (LMS), (2) project group sizes, and (3) student-instructor communication and feedback.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Higher education. $3 1148448
650 4 $a Communication. $3 556422
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0745
690 $a 0459
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Pittsburgh. $b Education. $3 1184782
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10666727 $z click for full text (PQDT)