Department of Curriculum and Instruction

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Recent Submissions

Now showing 1 - 9 of 9
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    Integrating technology and education: A look at the implementation of advanced technology to diversify online learning and teaching
    (Association for the Advancement of Computing in Education, 2019-11-04) Kelly, Tamra; Atwood, Ashley
    The implementation of advanced technology in online learning and teaching exposes candidates to learning tools that accommodate various learning styles and intelligences through Universal Design for Learning (UDL) while also maintaining accessibility standards. Flipgrid, Podbean, and Padlet are learning tools that have been proven beneficial in an online learning environment, showcasing the versatility of use and enhanced learning opportunities for all learners. Feedback from learners suggests positive experiences through these learning tools which increases the likelihood of students incorporating them into their future work, thus promoting and expanding the integration of advanced technologies for all learners regardless of age or learning style.
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    Social, nonacademic interactions in the online learning environment
    (2017-06-20) Heron, Audrey; Casarez, Lesley
    Students in online learning environments experience physical distance between themselves and their peers and instructor. In many cases, the student does not live in the same city and may not even live in the same state or country as the university. Therefore, these students are separated from the on-campus faculty, peers, and offices that could provide resources, services, programs, and interactions, and this decrease in opportunities for academic and social integration, which are known for increasing student success and retention, can result in lower retention rates (Bejerano, 2008). With higher education institutions struggling to retain students in an increasingly online world, research is needed to identify reliable sources of nonacademic supports appropriate for the online learner.
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    Relatedness in the online learning environment
    (2018-02) Heron, Audrey
    Traditional instructional methods of delivery are waning as online education steadily rises to the forefront as the preferred delivery for students striving to access higher education. While there is a wealth of empirical evidence to support strategies that foster students’ autonomy and competence in both the traditional and online learning setting, the availability of varied, research-based relatedness support appropriate for the online learning environment is lacking. Therefore, the purpose of this paper was to review the literature applying Self-Determination Theory to online instructional settings to understand relatedness, its educational impacts on students, and associated support strategies.
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    Promoting persistence in online programs
    (2016-02-09) Tasker, Twyla; Dickison, Brooke R.
    The surging attractiveness of distance education has become progressively prevalent. Candidates are pursuing better opportunities to integrate a balance between all of their commitments. Distance education incorporates educational growth with an accessible online structure allowing for the flexibility necessary to reach their personal and professional potential. The problem facing higher education institutions utilizing the Internet as a major educational delivery vehicle is the difficulty in promoting persistence within the offered programs. Persistence factors present unique challenges for not only the candidates, but the instructors as well. In this explanatory sequential mixed methods study, the researchers investigated factors that promoted persistence in three foundational graduate education online courses. The researchers used quantitative enrollment data in conjunction with qualitative anecdotal records to examine candidates’ persistence in this online program. The researchers found that successful persistence in an online learning environment were favorably interrelated to peer collaboration, instructor feedback and professional content design.
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    Improving enrollment in dual credit program for career and technology education: lessons learned from HVAC/R program
    (2015-02-04) Tasker, Twyla
    Public perception, by students, parents, and school officials, about working in the skilled trades may be creating a barrier to students’ enrollment in the dual credit Career and Technology Education Programs, which provide a critical first step for high school students interested in pursuing these career fields. With this qualitative case study, the researcher examined the perceptions and concerns of high school students and school personnel toward the Heating, Ventilation, Air Conditioning, and Refrigeration (HVAC/R) Program and how these perceptions could impede the recruitment and enrollment process at a small community college in Texas, and possibly other institutions, in the future.
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    Supporting online adjunct faculty through building community.
    (Association for the Advancement of Computing in Education, 2016-04-28) Casarez, Lesley; Agan, Tia; Livengood, Kimberly K.
    When programs grow, institutions may need to rely on adjunct faculty. When these adjuncts are working in an online learning environment, training them to address students’ needs and teach content as competently as full-time faculty can be a challenge. A variety of strategies have been implemented to build a team of adjunct faculty who are trained specifically for the online learning environment. These strategies emphasize valuing, training, and building community for adjunct faculty.
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    Theory and practice in flexible learning environments
    (Association for the Advancement of Computing in Education, 2018-10-15) Agan, Tia; Self, Raelye; Livengood, Kimberly K.
    Flexible learning environments usually refer to distance education programs; however, competency-based programs have become more popular. These programs fit a departmental goal of providing opportunities specifically designed for teaching theory with other opportunities designed to provide practical experiences. The practical experiences allow students to apply the skills and knowledge learned through the content presentation. One superintendent preparation program was rewritten with a competency-based approach. This paper will discuss how the curriculum and instructional strategies provide a 50/50 presentation of theory and practice.
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    Journal of Teaching Effectiveness and Student Achievement Volume 2, Issue 1
    (Angelo State University, 2015-02-01) Bird, Lori; Hudson, Peter; Flynn, Gloria Graham; Hughes, Gail; Cotabish, Alicia; Williams, Carolyn; Wake, Donna; Kaden, Ute; Lachance, Joan; Lavigne, Alyson; Bozack, Amanda; Marable, Michele; Kurtsworkth-Keen, Kristin; Harper, Kelly; Dutt-Doner, Daren; Valle, Fernando; Cooper, Gionet; Williamson, Amy M.; Hightower, Blake
    Volumn 2, Issue 1 of the Journal of Teaching Effectiveness and student Acievement
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    Journal of Teaching Effectiveness and Student Achievement Volume 1, Issue 1
    (Angelo State University College of Education, 2014-03-01) Abernathy, Tammy; Beck, Ginny; Taylor, Shanon; Banker, Deborah; Filizola, Stella; Bolton, Marcia; Reisboard, Dana; Feeney, Eric; Fowler, Teri; Laird, William; Piña, Angela; Saha-Gupta, Nina; Lara, Margarita; House, Jeffrey; Salgado, Yolanda; Carter, Janet A.; Hurst, Jeannine; Smith, Ann Marie; Williamson, Amy M.; Hightower, Blake