Search results

Title: Assessing Job Negotiation Competencies of College Students Using Evidence-Centered Design and Branching Simulations.
Creator: Masduki, Iskandaria, Shute, Valerie J. (Valerie Jean), Marty, Paul F., Reiser, Robert A., Klein, James D., Florida State University, College of Education, Department of...
Show moreMasduki, Iskandaria, Shute, Valerie J. (Valerie Jean), Marty, Paul F., Reiser, Robert A., Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The study explored the development of a valid assessment tool for job negotiation competencies using the Evidence Centered Design framework. It involved the creation of a competency model, evidence models, and task models that guided the development of a branching simulation tool to quickly diagnose college students' knowledge and skills in job negotiation. The online tool utilized three scenarios where students play the role of job seekers negotiating with their potential future employers....
Show moreThe study explored the development of a valid assessment tool for job negotiation competencies using the Evidence Centered Design framework. It involved the creation of a competency model, evidence models, and task models that guided the development of a branching simulation tool to quickly diagnose college students' knowledge and skills in job negotiation. The online tool utilized three scenarios where students play the role of job seekers negotiating with their potential future employers. This study focused on two key behaviors in negotiation – making counteroffers and making reasonable concessions. A preliminary competency model was first developed based on a literature review of negotiation research. This model was then validated by a panel of experts. The experts also validated the evidence model (how to score performance on the simulation) and the task model (what tasks should be performed to elicit evidence of performance). These activities and the experts' feedback for improving the prototype simulation provided content validity for the tool. A total of 86 undergraduate and 51 graduate students participated in the study. The students completed an online tutorial, the scenarios in the simulation, a demographics survey, and two other survey instruments that provided alternative measures of negotiation abilities. Their performance on the assessment simulation was determined by their overall competency score and value of the negotiated outcome. Students were classified as experts or novices based on their negotiation experience and knowledge of negotiation strategies. Results from the study indicated that experts performed better than novices in terms of overall competency and negotiated outcome. The study also compared the outcomes of the assessment tool with outcomes from the alternative measures of negotiation ability (a survey on preference for competing, collaborating, compromising, and accommodating negotiation strategies and a survey to determine self-confidence in using distributive and integrative negotiation tactics). I hypothesized that students with a high preference for competing and collaborating strategies would also have higher scores from the assessment tool. On the other hand, students who indicated a high preference for accommodating and compromising strategies would have lower scores. The results from the Preferred Negotiation Strategies survey supported my hypothesis that students who highly prefer accommodating and compromising strategies would have lower scores on overall competency and negotiated outcome. But the mixed findings for competing and collaborating preferences only partially supported my hypotheses. I also hypothesized that students who were highly confident in the use of distributive and integrative negotiation tactics would have higher scores on the assessment compared to those who have low self-confidence. The results did not support my hypotheses because there were no significant relationships between confidence and the assessment outcomes. Finally, the study also found that gender, expertise, and negotiation training have an effect on overall competency score and the negotiated outcome. This dissertation provided a case study on how to develop an assessment tool that diagnoses negotiation competencies using the ECD framework. It also provided evidence of validity for the tool by demonstrating its ability to distinguish different levels of performance by expert and novice negotiators.
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Date Issued: 2015
Identifier: FSU_2015fall_Masduki_fsu_0071E_12914
Format: Thesis

Title: The Business of Informal Learning: A Survey of Instructional Design and Performance Improvement Practitioners.
Creator: Moore, Alison L. (Alison Lindsey), Klein, James D., McDowell, Stephen D., Dennen, Vanessa P., Reiser, Robert A., Florida State University, College of Education, Department of...
Show moreMoore, Alison L. (Alison Lindsey), Klein, James D., McDowell, Stephen D., Dennen, Vanessa P., Reiser, Robert A., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Professionals engaged in work continuously confront situations and tasks that require the acquisition of new knowledge and skills. The workplace has been acknowledged as an environment rife with learning opportunities; employees continually construct and apply knowledge within an authentic context (Billet, 1995). Both formal and informal learning contribute to workplace learning (Brockman & Dirkx, 2006; Choi & Jacobs, 2011; Ellinger, 2005). Frequently required, devised, and implemented by...
Show moreProfessionals engaged in work continuously confront situations and tasks that require the acquisition of new knowledge and skills. The workplace has been acknowledged as an environment rife with learning opportunities; employees continually construct and apply knowledge within an authentic context (Billet, 1995). Both formal and informal learning contribute to workplace learning (Brockman & Dirkx, 2006; Choi & Jacobs, 2011; Ellinger, 2005). Frequently required, devised, and implemented by organizations, formal training programs involve structured and intentional learning. Informal learning, however, entails individuals seeking and engaging in unstructured, learner-directed, and sometimes spontaneous activities to gain tacit or explicit knowledge and experience (Dennen & Wang, 2002; Jacobs & Park, 2009; Marsick & Volpe, 1999). Although workplace learning consists of both formal and informal learning, the majority of learning that occurs in the workplace is informal, rather than formal (Ellinger, 2005; Lohman, 2000; Marsick & Watkins, 2001). Informal learning is so prevalent in the workplace that the reported ratio of formal to informal learning highly favors informal, sometimes as steeply at 10 to 90 percent (Cross, 2013; Lohman, 2003; Marsick & Watkins, 1990). Within the workplace, the discipline of instructional design and performance improvement (ID/PI) focuses on supporting professionals’ learning and performance needs. As a result, the majority of organizational resources devoted to learning are allocated to more formal means, such as training and workshops (Ellinger, 2005; Lohman, 2000; Marsick & Watkins, 2001). Given that the majority of learning among employees is more informal than formal in nature, and also that the role of ID/PI practitioners is to ensure support of those employees, an interesting connection between ID/PI and informal workplace learning appears (Klein & Moore, 2016). However, despite the exciting potential of this intersection, the connection between ID/PI practitioners and informal learning has not received much attention from researchers. Only two empirical studies have intersected the fields of ID/PI and informal learning, and both have done so by addressing the informal workplace learning of ID/PI practitioners. Berg and Chyung (2008) focused on the informal workplace learning of performance improvement professionals, but did not explain why they chose this population or how this group of practitioners may utilize informal learning strategies to support their clients. More recently, Yanchar and Hawkley (2014) explored the informal learning that occurred during design work among an ID/PI team, but again did not explore if the team incorporated informal learning into the services provided to clients. The purpose of this study was to investigate the perception of informal learning strategies among ID/PI practitioners on two levels: the practitioner (professionals facilitating informal learning) and the organization (an entity supporting informal learning among employees). Four research questions, aligning with the two levels of inquiry, guided this study: A. The practitioner: Research Question 1: What types of informal learning activities do ID/PI practitioners facilitate in their organization? Research Question 2: How do ID/PI practitioners facilitate informal learning in their organization? B. The organization: Research Question 3: What environmental factors do organizations provide to facilitate informal learning? Research Question 4: How do organizations facilitate informal learning among their employees? The two-part study consisted of an online survey and follow-up interviews with current ID/PI practitioners. Respondents to the survey included 385 practitioners (37% men, n=143; 64% women, n=241), of which 20 volunteers participated in 1-on-1 interviews. The results indicated that ID/PI practitioners predominantly engage in informal learning activities in order to facilitate informal learning among others. More specifically, both survey and interview data revealed that practitioners often share knowledge to do so (e.g., read a useful article online and forward the link via email to others). Results also indicated that organizations facilitate informal learning among employees through the internal culture, physical workspace, and resources and tools. For example, regarding the physical workspace, a workplace with open architectural features that encourage employee interaction (shared desks, low cubicle partitions, or common lounge areas) is conducive to informal learning. As proponents of learning, ID/PI practitioners may leverage organizations’ environmental factors to facilitate informal learning among employees, thus increasing performance.
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Date Issued: 2016
Identifier: FSU_FA2016_Moore_fsu_0071E_13493
Format: Thesis

Title: Change Management in Business: An Empirical Investigation of Practitioner Competencies.
Creator: Jun, Hye in, Klein, James D., Lamont, Bruce T., Driscoll, Marcy Perkins, Sampson, James P., Florida State University, College of Education, Department of Educational Psychology...
Show moreJun, Hye in, Klein, James D., Lamont, Bruce T., Driscoll, Marcy Perkins, Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: We live in a world that requires us to adapt to change rapidly in both professional and personal settings (Lorenzi & Riley, 2000; Murthy, 2007). For many businesses, change is a way to survive in a competitive market. Businesses must react quickly in order to remain competitive and overcome challenges in a volatile environment. One way to react effectively is to engage Change Management methodology in the organization. The purpose of the study was to help strengthen and validate competencies...
Show moreWe live in a world that requires us to adapt to change rapidly in both professional and personal settings (Lorenzi & Riley, 2000; Murthy, 2007). For many businesses, change is a way to survive in a competitive market. Businesses must react quickly in order to remain competitive and overcome challenges in a volatile environment. One way to react effectively is to engage Change Management methodology in the organization. The purpose of the study was to help strengthen and validate competencies developed by ACMP and determine which ones are most critical by collecting survey responses from Change Management practitioners. These members helped to identify the five most critical competencies that employers should actively seek among candidates and for colleges to better prepare students for the job market. The five competencies were Identify sponsors supporting and accountable for the change, Define the change, Determine why the change is required, Identify stakeholders affected by the change, and Execute, manage, and monitor implementation of change management plan. Findings revealed that four out of five top rated competencies were from the first category Evaluate change impact and organizational readiness. One explanation is that the vast majority of the top competencies found in the first category determine the likelihood of success of a project, therefore Change Management practitioners placed importance towards the first category.
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Date Issued: 2017
Identifier: FSU_2017SP_Jun_fsu_0071E_13710
Format: Thesis

Title: Competencies for Instructional Designers: A View from Employers.
Creator: Kelly, Wei Qiang, Klein, James D., Adams, Jonathan L., Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and...
Show moreKelly, Wei Qiang, Klein, James D., Adams, Jonathan L., Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Instructional design and technology (IDT) professionals work in various environments with numerous job roles. Despite differences in work settings and job functions, there are many well-documented competency standards for all IDT professionals. This study analyzed approximately 400 job announcements and 20 interviews with ID project managers. The purpose of the study was to determine instructional designers’ competency requirements from employers’ prospective in hope to align their needs with...
Show moreInstructional design and technology (IDT) professionals work in various environments with numerous job roles. Despite differences in work settings and job functions, there are many well-documented competency standards for all IDT professionals. This study analyzed approximately 400 job announcements and 20 interviews with ID project managers. The purpose of the study was to determine instructional designers’ competency requirements from employers’ prospective in hope to align their needs with the IDT academic programs to prepare the future instructional designers. Content analysis was used to analyze the job announcements and interviews. Frequencies of competencies in both job announcements and interviews were calculated in this study. The study listed the top 25 most required competencies from job announcements and the top 25 most desired competencies from interviews. The results were clustered into five competency categories: instructional design, instructional technology, communication, management, and other foundational competencies. This current study also listed the different competency requirements for hiring instructional designers in four different industry sectors. In addition, the current study indicated that both entry-level and experienced designers should have skills in the five major competency categories, but experienced instructional designers are required to have higher proficiency, especially in the management and communication and interpersonal categories.
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Date Issued: 2016
Identifier: FSU_FA2016_Kelly_fsu_0071E_13412
Format: Thesis

Title: Design, Implementation, and Evaluation of an Interprofessional, Continuing Education Course in Biomedical Ethics Using Problem Based Learning.
Creator: Jabri, Faiza Mohamed Al, Klein, James D., Whyte, James, Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology...
Show moreJabri, Faiza Mohamed Al, Klein, James D., Whyte, James, Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The study was conducted to investigate the design, and implementation of an interprofessional continuing education (IPE) course in biomedical ethics to healthcare providers; and to evaluate this course. The impact of the course on teamwork and perception among participants was also examined. The course was designed using a problem-based learning (PBL) approach using the We Learn framework (Macdonald, Stodel, Thompson, & Casimiro, 2009). The study was conducted in the Ministry of Health in...
Show moreThe study was conducted to investigate the design, and implementation of an interprofessional continuing education (IPE) course in biomedical ethics to healthcare providers; and to evaluate this course. The impact of the course on teamwork and perception among participants was also examined. The course was designed using a problem-based learning (PBL) approach using the We Learn framework (Macdonald, Stodel, Thompson, & Casimiro, 2009). The study was conducted in the Ministry of Health in Oman. The participants of the study included the instructional designer (who was also the researcher), the course instructor, five group instructors, and 28 learners. The learners were different healthcare professionals who work in the four tertiary hospitals in the capital city. The study employed design and development research (Richey & Klein, 2007) and focused on examining the process of product development and evaluation. A case study method was applied for data collection. Data were collected from all of the participants using surveys, interviews, and logs. The study findings indicated there was a decrease in learners' perceptions that may be due to unrealistic entry level. However, they expressed that working in IPE was enjoyable. They had consensus that PBL was appropriate and promoted interactions between learners. Overall, the course was implemented as designed. The course is to be revised and include cases with local context.
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Date Issued: 2015
Identifier: FSU_migr_etd-9538
Format: Thesis

Title: The Effect of ARCS-Based Motivational Email Messages on Participation in an Online ESOL Class.
Creator: Trotta, James, Klein, James D., McDowell, Stephen D., Darabi, Aubteen, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology...
Show moreTrotta, James, Klein, James D., McDowell, Stephen D., Darabi, Aubteen, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purpose of this study was to measure the impact of ARCS-based motivational email messages (MVEMs) on student participation in a free online English for Speakers of other Languages (ESOL) course. The course consisted of 10 communicative tasks and learners were to complete two tasks per week for five weeks. Each task involved pre-task activities with model language before students completed the communicative task by posting on the class message board. Students received task instructions via...
Show moreThe purpose of this study was to measure the impact of ARCS-based motivational email messages (MVEMs) on student participation in a free online English for Speakers of other Languages (ESOL) course. The course consisted of 10 communicative tasks and learners were to complete two tasks per week for five weeks. Each task involved pre-task activities with model language before students completed the communicative task by posting on the class message board. Students received task instructions via email. The independent variable (IV) for the study was type of email students received. The IV had three levels. The control group received task instructions via email. The experimental groups received the same task instructions with added ARCS-based motivational messages related to relevance, confidence, and volition. One experimental group received non-personalized relevance messages while the second experimental group received personalized relevance messages. Students received two emails per week for five weeks during the course. The emails were sent regardless of participation or performance so even students who did not complete any communicative tasks were sent 10 emails with instructions and, depending on group assignment, motivational messages. I measured participation based on number of students who completed at least one task, number of tasks completed, number of words written, number of visits to pre-task webpages, and time logged in to the class message board. Results suggest that ARCS-based MVEMs may encourage students to participate in free online language classes as both experimental groups outperformed the control group. No clear difference was found between the personalized and non-personalized MVEM groups. I also asked students for their thoughts about participation in the class. A qualitative content analysis revealed that students blamed commitments such as work, school, and family for lack of participation in the free ESOL class. Students credited the communicative tasks when they participated in the class. Students who received MVEMs appreciated the confidence and volitional messages. Implications for increasing student participation in free, online language courses are provided.
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Date Issued: 2017
Identifier: FSU_2017SP_Trotta_fsu_0071E_13767
Format: Thesis

Title: Effects of Different Types of Annotations on College Students' Foreign Language Learning in the Synchronous Multimodal Computer-Mediated Communication Environment.
Creator: Xue, Xinrong, Dennen, Vanessa P., Niu, Xufeng, Ke, Fengfeng, Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreXue, Xinrong, Dennen, Vanessa P., Niu, Xufeng, Ke, Fengfeng, Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purpose of this study was to examine the effects of different types of annotations on college students’ foreign language learning in the synchronous computer-mediated communication environment. One hundred and forty-seven second year students were randomly assigned to three conditions: text-only annotations, text + picture annotations, and no annotation. Results indicated that students who received the text-only annotations and the text + picture annotations significantly outperform...
Show moreThe purpose of this study was to examine the effects of different types of annotations on college students’ foreign language learning in the synchronous computer-mediated communication environment. One hundred and forty-seven second year students were randomly assigned to three conditions: text-only annotations, text + picture annotations, and no annotation. Results indicated that students who received the text-only annotations and the text + picture annotations significantly outperform students who had no access to any annotations on information comprehension and vocabulary learning. However, no significant differences between the two annotations groups were found. The findings, when examined in light of the previous research about computer-based multimedia learning, call into questions of instructional materials design and instructional support that should be provided to students during instruction. The study extended research on applying multimedia principles to different teaching and learning situations, specifically, the synchronous multimodal computer-mediated communication environment.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Xue_fsu_0071E_13984
Format: Thesis

Title: Effects of Faded Scaffolding in Computer-Based Instruction on Learners' Performance, Cognitive Load, and Test Anxiety.
Creator: Hao, Shuang, Dennen, Vanessa P., Adams, Jonathan L., Ke, Fengfeng, Klein, James D., Florida State University, College of Education, Department of Educational Psychology and...
Show moreHao, Shuang, Dennen, Vanessa P., Adams, Jonathan L., Ke, Fengfeng, Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Scaffolding is a type of instructional support that helps students to complete a learning task that exceeds their current ability. Scaffolding plays an important role in augmenting other instructional approaches, such as problem-based learning, and facilitates gradual shifts of responsibility from the more advanced others to the learner (Belland, et al., 2015). The process through which the scaffolding support shifts and eventually is removed is called fading. How to properly fade the...
Show moreScaffolding is a type of instructional support that helps students to complete a learning task that exceeds their current ability. Scaffolding plays an important role in augmenting other instructional approaches, such as problem-based learning, and facilitates gradual shifts of responsibility from the more advanced others to the learner (Belland, et al., 2015). The process through which the scaffolding support shifts and eventually is removed is called fading. How to properly fade the scaffolds in order to better prepare students for a real world application task has not been extensively examined, especially with regard to computer-based instruction (CBI), when there is minimal or no instructor assistance. This study examined the effects of different fading approaches in CBI on students' post-test performance, cognitive load, and test anxiety. The study population was pre-service teachers who practiced constructing concept maps based on real instructional scenarios. Two different fading approaches were compared: gradual fading of scaffolds and sudden fading of scaffolds before an application task. The gradual fading condition presented the students with the fully scaffolded instruction during the first class session, less scaffolded instruction during the second class session, and no scaffold in their instruction during the third class session. Students took a post-test with no scaffold during their fourth class session. The sudden fading condition presented the students with fully scaffolded instruction for class sessions one to three, and removed the scaffolds entirely during their post-test class session four. It was hypothesized that students who received gradual fading would receive higher post-test scores, and report lower cognitive load and test anxiety levels during the post-test compared to students who received sudden fading. One hundred and four students enrolled in six sections of an undergraduate technology course agreed to participate in this study. Class sections were randomly assigned to either the gradual fading or the sudden fading condition. Data from 58 participants, who attended all four class sessions and experienced the entire fading progress, were used in the statistical analysis. Students of both conditions received the same direct instruction and pre-survey before the intervention, and repeated cognitive load surveys and test anxiety surveys during the four class sessions. Students' post-test scores were recorded to reflect their performance. No significant differences were found between the gradual and the sudden fading conditions in students' post-test performance, cognitive load levels, and test anxiety levels in each of the four different class sessions. Additional analyses yielded three findings. First, students in both conditions reported relatively high cognitive load and test anxiety from their learning experiences. Second, students who received sudden fading reported a significantly lower cognitive load in class session two compared to that in class session one. Third, students who received sudden fading reported significantly lower test anxiety during the post-test compared to their previous practice session. The results of the study suggest that students who received gradual fading did not outperform students who received sudden fading. Fixed scaffolds, in general, do not support individualized learning and ill-structured problem-solving in CBI. In practice, if fixed scaffolds must be used, sudden fading may be superior to gradual fading condition in supporting students' access of learning support in complex problem-solving, and in alleviating their test anxiety through fully scaffolded practices. These results contribute to the understanding and improvement of scaffolding design in CBI.
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Date Issued: 2016
Identifier: FSU_2016SP_Hao_fsu_0071E_12940
Format: Thesis

Title: The Effects of Presentation Timing and Learner Control on Effectiveness and Efficiency on Learning Statistics Skills.
Creator: Aktan, Filiz, Jeong, Allan C., Erlebacher, Gordon, Dennen, Vanessa P., Klein, James D., Florida State University, College of Education, Department of Educational Psychology and...
Show moreAktan, Filiz, Jeong, Allan C., Erlebacher, Gordon, Dennen, Vanessa P., Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Use of real, authentic whole tasks in training has been the focus of current instructional theories and practical educational approaches (Merrill, 2002; Reigeluth, 1999; van Merrienboer & Kirschner, 2001). However, teaching authentic tasks poses challenges because of the complex nature of these tasks and the limited capacity of working memory. To overcome these challenges, van Merrienboer and Paas (1996) proposed the Four Components of Instructional Design (4C/ID) model to teach authentic...
Show moreUse of real, authentic whole tasks in training has been the focus of current instructional theories and practical educational approaches (Merrill, 2002; Reigeluth, 1999; van Merrienboer & Kirschner, 2001). However, teaching authentic tasks poses challenges because of the complex nature of these tasks and the limited capacity of working memory. To overcome these challenges, van Merrienboer and Paas (1996) proposed the Four Components of Instructional Design (4C/ID) model to teach authentic complex skills without overloading the working memory. The model has four components: learning tasks, supportive information, procedural information, and part-task practice. Basing the 4C/ID model, Kester et al. (2001) suggest that presenting supportive information before and supportive information during the task practice would lead to more effective and efficient instruction than presenting the procedural information before and supportive during the practice tasks. Even though the ‘supportive before, procedural during’ information presentation format has been hypothesized to be superior to the other information presentation formats (i.e., supportive before, procedural before; supportive during, procedural before; supportive during, procedural during), not all empirical studies and findings confirm this particular hypothesis (Kester et al., 2001; Kester, Kirschner, & van Merrienboer, 2004a; Kester, Kirschner, & van Merrienboer, 2006). To explain these conflicting findings, differences in the degree to which learners were allowed or not allowed to review information presented prior to the practice session (learner control) was tested in this study. The purposes of this study were to (a) investigate the effects of the information presentation format on practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, (b) investigate the effects of the learner control on practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, (c) reveal the interaction effects, if there is, between the information presentation format and learner control on the practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, and (d) assess the students’ attitudes toward the instructional modules. To accomplish these purposes, the study used 2x2 (n=4) factorial design to compare the effects of presenting supportive information before procedural information during the practice tasks with learner control (PS_L); presenting supportive information before procedural information during the practice tasks with system control (PS_S); presenting supportive information before procedural information during the practice with learner control (SP_L); and presenting supportive information before procedural information during the practice tasks with system control (SP_S). The dependent variables were practice task scores, post-test, transfer test, mental effort, time-on-task, instructional efficiency, and performance efficiency. The students completed a demographic survey, two modules with practice tasks, post-test, transfer test, and an attitude survey. The learner control group was enabled the students to go back and review supportive information during task practice within the entire course while the system control group were not able to go back to review the procedural information they receive prior to starting the task practice. Overall, ninety-hundred participants from a southern city in the United States are assigned to one of four conditions. The results revealed that students in the PS group performed significantly better on the practice tasks and posttest than students in the SP group; students in the learner control group performed significantly better than students in the system control group on the practice tasks and posttest. Even though no interaction found between the timing of information presentation format and learner control on the dependent variables, the post hoc results showed that presenting procedural information before the practice tasks with learner control led to a greater performance on the practice tasks, posttest, and instructional efficiency. Regarding to the post study learners’ attitude survey, the SP_L group showed more positive attitude toward the instruction than the other groups even though the PS_L group performed significantly better than the other groups. Overall, the study found some evidence that presenting procedural information before practice task was more effective and efficient than presenting supportive information before practice task when given learner control. In cases where it is possible to provide learner control (such as an online self-paced instructions), the findings in this study suggest that instructors use the PS presentation format. Considering the limitations of this study, the findings in this study are not conclusive.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_AKTAN_fsu_0071E_14055
Format: Thesis

Title: The Effects of Reflection on Student's Technology Integration Self-Efficacy in an Educational Technology Course.
Creator: Hsieh, Bi-Jen, Dennen, Vanessa P., Rutledge, Stacy A., Ke, Fengfeng, Klein, James D., Florida State University, College of Education, Department of Educational Psychology and...
Show moreHsieh, Bi-Jen, Dennen, Vanessa P., Rutledge, Stacy A., Ke, Fengfeng, Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This study explored whether guided reflection using predetermined prompts can enhance preservice teachers' development of technology integration self-efficacy (TISE) beliefs. A quantitative approach and a quasi-experimental, pre- and posttest design with two experimental groups and a control group were used. Two types of guided reflection prompts were designed for the experimental groups: future time reflection (FTR) prompts and near time reflection (NTR) prompts. These two different types of...
Show moreThis study explored whether guided reflection using predetermined prompts can enhance preservice teachers' development of technology integration self-efficacy (TISE) beliefs. A quantitative approach and a quasi-experimental, pre- and posttest design with two experimental groups and a control group were used. Two types of guided reflection prompts were designed for the experimental groups: future time reflection (FTR) prompts and near time reflection (NTR) prompts. These two different types of reflection prompts focus on different temporal perspectives. Ninety-three participants were recruited from an undergraduate educational technology course, containing six sections, at a large southeast public university. Intact class sections were randomly assigned to one of three conditions. Participants in the control condition responded to prompts that did not ask for reflection, while participants in the FTR and NTR conditions responded to prompts that directed them to reflect on their experiences and write about technology implementation from two different temporal perspectives (i.e., future professional practices versus recent learning) in order to facilitate self-assessment and greater awareness of their strengths and weaknesses in regard to technology integration. The results of the study revealed no significant effect of reflection on TISE, and depth of reflection did not have a significant impact on the development of TISE. In addition, different temporal types of guided reflection prompts did not yield different degrees of TISE. While the quantitative results did not show the treatment effect on TISE, the analyses of open-ended questions revealed that the process of reflection can be helpful in analyzing and synthesizing information learned in the classroom. Thus, reflection may foster TISE if one understands the concept and its value. Based on these findings, several possible reasons why the results did not match the expectations and suggestions for future research are offered. This study attempts an initial exploration of a potential relationship between use of reflection and TISE as well as the application of future-time reflection, both of which are issues that received only limited attention in empirical studies. It is the researcher's hope that this work will encourage a greater research effort toward these complex issues.
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Date Issued: 2015
Identifier: FSU_2016SP_Hsieh_fsu_0071E_12949
Format: Thesis

Title: Examining the Relationship between Prior Knowledge, Causal Maps, and Causal Mapping Processes.
Creator: Shin, Hyoung Seok, Jeong, Allan C., Marty, Paul F., Klein, James D., Dennen, Vanessa P., Florida State University, College of Education, Department of Educational Psychology and...
Show moreShin, Hyoung Seok, Jeong, Allan C., Marty, Paul F., Klein, James D., Dennen, Vanessa P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Problem solving skills have been widely used to achieve desired outcomes in everyday life and professional contexts. To solve a complex problem in a real situation, people need to improve causal reasoning and systems thinking. Causal mapping can be used as an instructional method to develop and support students’ causal reasoning and systems thinking by establishing their own mental models. Also, causal maps can be used to assess students’ understanding of complex problems. However, it is...
Show moreProblem solving skills have been widely used to achieve desired outcomes in everyday life and professional contexts. To solve a complex problem in a real situation, people need to improve causal reasoning and systems thinking. Causal mapping can be used as an instructional method to develop and support students’ causal reasoning and systems thinking by establishing their own mental models. Also, causal maps can be used to assess students’ understanding of complex problems. However, it is required to determine which mapping processes produce more accurate maps dependent upon individual differences in prior knowledge, because students’ causal maps can vary depending on the level of prior knowledge and which mapping processes are used to construct causal maps. Given this issue, the purpose of this study was to identify a) the mapping processes that are dependent on students’ prior knowledge; and b) the mapping processes that can help students produce more accurate causal maps and achieve deeper understanding. In this study, 43 students constructed three different causal maps for three topics, and a total of 127 mapping recordings and causal maps were collected and analyzed using post hoc analysis. The findings revealed that students with high and medium levels of prior knowledge showed a slight tendency to use the backward approach over the forward approach, whereas students with low levels of prior knowledge showed an equal tendency to use both approaches. Students across all three levels of prior knowledge were more likely to use the breadth-first approach over the depth-first and unidentified approaches. Students that produced higher and lower quality causal maps both showed a slight tendency to use the backward approach over the forward approach and a higher tendency to use the breadth-first approach over the depth-first approach. The ratio of forward vs. backward approaches was negatively and significantly correlated with the quality of causal maps. Therefore, when students mostly used the forward approach, they constructed lower quality causal maps. In addition, the ratio of breadth-first vs. depth-first approaches was positively and significantly correlated with the quality of causal maps. This indicates that when students mostly used the breadth-first approach, the quality of their causal maps increased. Prior knowledge had a direct negative effect on the ratio of forward/backward approach and the ratio of breadth-first/depth-first approach, however prior knowledge had a direct positive effect on map quality. The ratio of forward/backward approach had a direct negative effect on map quality, and the ratio of breadth-first/depth-first approach had a direct positive effect on map quality. In conclusion, the main implication of this study is that instructors need to encourage students to jointly use the backward and the breadth-first approaches when working to solve diagnosis-solution problems. And, educational researchers need to design causal mapping software/tools to facilitate the backward and the depth-first approaches so that causal mapping can help students achieve higher levels of understanding controlling for individual differences in prior knowledge and causal reasoning skills, and be used to measure their causal understanding.
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Date Issued: 2016
Identifier: FSU_FA2016_Shin_fsu_0071E_13583
Format: Thesis

Title: Examining the Use of First Principles of Instruction by Instructional Designers in a Short-Term, High Volume, Rapid Production of Online K-12 Teacher Professional Development Modules.
Creator: Mendenhall, Anne M., Johnson, Tristan E., Klein, James D., Adams, Jonathan, Dennen, Vanessa P., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Merrill (2002a) created a set of fundamental principles of instruction that can lead to effective, efficient, and engaging (e3) instruction. The First Principles of Instruction (Merrill, 2002a) are a prescriptive set of interrelated instructional design practices that consist of activating prior knowledge, using specific portrayals to demonstrate component skills, application of newly acquired knowledge and skills, and integrating the new knowledge and skills into the learner's world. The...
Show moreMerrill (2002a) created a set of fundamental principles of instruction that can lead to effective, efficient, and engaging (e3) instruction. The First Principles of Instruction (Merrill, 2002a) are a prescriptive set of interrelated instructional design practices that consist of activating prior knowledge, using specific portrayals to demonstrate component skills, application of newly acquired knowledge and skills, and integrating the new knowledge and skills into the learner's world. The central underlying principle is contextualizing instruction based on real-world tasks. Merrill (in press) hypothesizes that if one or more of the First Principles are not implemented, then a diminution of learning and performance will occur. There are only a few studies that indicate the efficaciousness of the First Principles of Instruction. However, most claims of efficacy in the application and usage of the principles are anecdotal and empirically unsubstantiated. This phenomenon is not isolated to the First Principles of Instruction. Claims of effectiveness made by ISD model users have taken precedence over empirically validating ISD models. This phenomenon can be attributed to a lack of comprehensive model validation procedures as well as time restraints and other limited resources (Richey, 2005). Richey (2005) posits that theorists and model developers tend to postulate the validity of a model due to its logicality and being supported by literature, as is the case with the First Principles of Instruction. Likewise, designers tend to equate the validity of a model with an appropriate fit within their environment; that is, if using the model is easy, addresses client needs, supports workplace restraints, and the resulting product satisfies the client then the model is viewed as being valid (Gustafson & Branch, 2002; Richey, 2005). Richey and Klein (2007) emphasis the importance of conducting design and development research in order to validate the use of instructional design models, which includes the fundamental principles (e.g., First Principles of Instruction) that underlie instructional design models. These principles and models require research that is rigorous and assesses the model's applicability instead of relying on unsubstantiated testimonials of usefulness and effectiveness (Gustafson & Branch, 2002). In order to validate the use of principles and models researchers need to explore and describe the usage of the principles and models to determine the degree of implementation in different settings (Richey & Klein, 2007). The purpose of this study was to examine the use of the First Principles of Instruction (Merrill, 2002a) and the decisions made by instructional designers --including project leads, team leads, and designers-by-assignment. The investigation of the use of the First Principles was part of an effort to determine if these principles were conducive to being implemented during a fast-paced project that required the design and development of a large number of online modules. The predominant research question for this study was: How were the First Principles of Instruction used by instructional designers, in a short-term, high volume, rapid production of online K-12 teacher professional development modules? Four supporting questions were also addressed: 1) What were the conditions under which the First Principles of Instruction were used? 2) What design decisions were made during the project? 3) What is the level of understanding of the First Principles by instructional designers? 4) How frequently do the modules incorporate the First Principles of Instruction? This case study involved 15 participants who were all instructional designers and designers-by-assignment that worked on 49 science and math professional development modules for K-12 teachers within a short 11-week time period. Participant interviews, extant data --project management documents, e-mail communications, personal observations, recordings of meetings, participant surveys, and the evaluation of nine online modules consisted of the data collected in this design and development research study. The results indicated the First Principles of Instruction were not used at the level expected by the lead designer and may not be conducive to being applied as described by Merrill (2002a, 2007a, 2009a, 2009b) in this case. The frequency of use of the First Principles in the modules showed an overuse of the Activation/Tell principle in relationship to the number of Demonstrations/Show and Application/Ask applications. Results also indicated that the project requirements, personnel, designer experience, the physical setting, and training and meetings contributed to decision-making and ultimately to the use and misuse of the First Principles of Instruction.
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Date Issued: 2012
Identifier: FSU_migr_etd-5402
Format: Thesis

Title: Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.
Creator: Peters, Sabine U., Klein, James D., Milligan, Jeffrey Ayala, Dennen, Vanessa P., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational...
Show morePeters, Sabine U., Klein, James D., Milligan, Jeffrey Ayala, Dennen, Vanessa P., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Learning to speak a foreign language can be a difficult and time-consuming endeavor, involving verbal exchanges in a target language. It is a process that includes learning about, understanding, and to some extent identifying with members of another culture who speak a different language. The inclusion of collaborative activities in the language classroom provides a natural setting for conversation and increases the learners' opportunity to use the target language. When working in small...
Show moreLearning to speak a foreign language can be a difficult and time-consuming endeavor, involving verbal exchanges in a target language. It is a process that includes learning about, understanding, and to some extent identifying with members of another culture who speak a different language. The inclusion of collaborative activities in the language classroom provides a natural setting for conversation and increases the learners' opportunity to use the target language. When working in small groups or in pairs, students are practically forced to communicate to accomplish a learning task. Students learn together so they are subsequently able to perform better individually. The primary purpose of the current study was to examine if a collaborative assessment preparation strategy with immediate feedback used in an intensive adult English language program at the Defense Language Institute English Language Center (DLI) had an effect on achievement, confidence and satisfaction with the learning experience. A secondary purpose was to examine the relationships among students' entry proficiency level, language anxiety, confidence, satisfaction and achievement when DLI students used the collaborative strategy. DLI provides English language training to members of foreign militaries from over 100 countries. This quasi-experimental study included 76 participants from 21 different countries, enrolled in upper-intermediate General English courses at DLI. The instructional intervention used by participants in the experimental group included individual and pair completion of practice quizzes using immediate feedback assessment technique (IF AT) answer sheets. Participants in the control condition went through the same lesson plans as their experimental group peers but without completing any of the practice quizzes. Data were collected over the course of one week using test scores, survey instruments, interviews and classroom observations. Results showed that there was no significant difference between control group and experimental group on the outcome measures. However, the relationship between confidence and achievement was significant. Analysis of learner perceptions of the instructional strategy revealed three overarching themes: (1) students valued collaborating and discussing with peers during quiz completion; (2) the feedback they received; and (3) learning from their mistakes. Students perceived making mistakes and disagreements with their partners as less enjoyable. Instructors mentioned the immediate feedback learners received, the active learner engagement, and learner confidence as the most beneficial attributes of the intervention. The overarching concern of instructors was the time it took to complete the quizzes, due to the already limited time available to cover course content. Limitations of the study include the short data collection period resulting in limited exposure to the intervention, the uniqueness of the participants, and the inclusion of only upper-intermediate level books in the experiment. Future research should include all levels of the General English curriculum, participant scores from practice quizzes, and learner perceptions by culture group.
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Date Issued: 2015
Identifier: FSU_migr_etd-9426
Format: Thesis

Title: Exploring the Effects of Cognitive Flexibility and Contextual Interference on Performance and Retention in a Simulated Environment.
Creator: Suryavanshi, Rinki, Darabi, Gholamabbas, Adams, Jonathan L., Klein, James D., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology...
Show moreSuryavanshi, Rinki, Darabi, Gholamabbas, Adams, Jonathan L., Klein, James D., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Computer-based simulations are commonly used to train students when it is exceptionally expensive or very unsafe to practice the skill in the actual situation. Despite the promise of simulative environments, there is an inadequacy in the learning and retention of learned concepts. This study examined the effects of variability of practice provided via contextual interference and cognitive flexibility on learner's learning and retention of the knowledge in the simulative environment. To study...
Show moreComputer-based simulations are commonly used to train students when it is exceptionally expensive or very unsafe to practice the skill in the actual situation. Despite the promise of simulative environments, there is an inadequacy in the learning and retention of learned concepts. This study examined the effects of variability of practice provided via contextual interference and cognitive flexibility on learner's learning and retention of the knowledge in the simulative environment. To study the effects in this context, two different types of interference conditions were presented to the learners; block interference and random interference. Both the block and random contextual interference groups troubleshoot 8 defects in a chemical simulation, PC Distiller, an alcohol water distillery. For the block interference, all the four sets of one component were performed before the faults on second component sets were introduced, while random orders of the tasks were used in the random interference. Forty nine freshman engineering students participated in the study. Participants were randomly assigned to the interference conditions: block and random. Participants were also required to complete a cognitive flexibility test to measure the shift of attention, and were measured via Wisconsin Card Sorting Test. The results showed a significant difference in the learning performance and retention performance of the random interference group. Although, learners in the random interference group scored higher in the retention task, there was no significant difference between the two interference groups on learning and retention. Cognitive flexibility was also found to be having little predictive power of the outcome variable, learning performance and retention performance. However time spent by the learners in troubleshooting a task had a significant main effect on the learning performance and retention of knowledge. Time on task was negatively related to the scores in the learning performance and retention. Learners from both the block and random interference groups, who took less time to solve the problems scored better. The findings of this study have several implications for further research. Future studies might focus on learners experience and prior knowledge and use a sample for comparing the experts with the novice learners. In order to raise and produce better results on the learning tasks any information on participant's motivation could help in situating the learning task in the simulated environment. One key implication for instruction is the usefulness of the random interference condition in improving retention of knowledge which is also supported by the literature. Research considering these implications will provide educators to optimally use the simulative technology in learning and instruction. The limitations of the study focus on the time and financial constraints, type of instructional material and learner's motivation. These factors should be considered by other researchers in this field who wish to improve learning in the simulated environment.
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Date Issued: 2015
Identifier: FSU_migr_etd-9508
Format: Thesis

Title: How University Students Contribute to Group Work: Using a Structural Equation Modeling Approach.
Creator: Joo, Min Ho, Dennen, Vanessa P., Hu, Shouping, Klein, James D., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreJoo, Min Ho, Dennen, Vanessa P., Hu, Shouping, Klein, James D., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purpose of this study was to develop, refine, and validate a conceptual model of Group Work Contribution (GWC) explaining how undergraduate students participate in and contribute to group work. In addition, this study intended to investigate how individual characteristics and group work condition relate to group work contribution. Six hundred and forty-nine undergraduate students, who have experienced team/group work at some point during their college years, participated in the study....
Show moreThe purpose of this study was to develop, refine, and validate a conceptual model of Group Work Contribution (GWC) explaining how undergraduate students participate in and contribute to group work. In addition, this study intended to investigate how individual characteristics and group work condition relate to group work contribution. Six hundred and forty-nine undergraduate students, who have experienced team/group work at some point during their college years, participated in the study. More than half of the participants were female (366 students, 56.4%). The mean age of the sample was 19.46 and 417 participants (64.3%) were either 18 or 19 years old. Most participants were enrolled as freshmen (261 students, 40.2%) and sophomores (176 students, 27.0%). Participants represented various colleges at the university. In terms of validation of the GWC model, the results of the analyses supported the ten-factor model: task value, task difficulty, extraversion, agreeableness, conscientiousness, neuroticism, openness, perceived necessity of group work, volition, and group work contribution. The GWC model, which was developed based on the literature, fits the data well. In other words, the factors in the GWC model describe students' group work contribution accurately. Each item for the factor and average variance for each factor had enough variance to explain the model. Structural relationships among the factors in the GWC model indicated that task value and all five personality factors (i.e., extraversion, agreeableness, conscientiousness, neuroticism, and openness) were related to group work contribution. In addition, students' perceived necessity of group work and volition factors not only were associated with group work involvement, but also worked as mediators in the group work contribution model. From the group mean comparisons, how individual characteristics and group work condition relate to group work contribution was investigated. The results from comparisons of group work contribution with individual characteristics (gender, age, school year, and group work preference) indicated that gender and students' group work preference were the most important factors in determining the level of group work contribution. In other words, students' group work contribution varies depending on gender (females tend to be stronger contributors) and their group work preference (how much they like to work as a group in general). In addition, the results from comparisons of group work contribution with group work condition (length of group work, group size, and existence of peer evaluation methods) found that only the existence of peer evaluation was indicated as a factor to influence the students' group work contribution. From the findings of this dissertation, instructors and instructional designers may better understand the different factors that relate to students' group work contribution. For example, they may consider whether the contents of group work goals and objectives are related to the students' contribution or they can plan to conduct peer assessment; however, they do not have to worry about the length of group work or students' age when they design a group task, as the data suggests that task value and existence of peer assessment methods factor heavily in students' group work contribution, while length and age are not as important factors. In addition, the findings of this study may provide meaningful information on how the factors in the GWC model were related to group work contribution. Therefore, the GWC model that was developed and validated in this study may be used as a theoretical foundation for further study.
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Date Issued: 2015
Identifier: FSU_migr_etd-9625
Format: Thesis

Title: Online Learners' Satisfaction: Investigating the Structural Relationships among Self-Regulation, Self-Efficacy, Task Value, Learning Design, and Perceived Learning.
Creator: Yalcin, Yasin, Dennen, Vanessa P., Adams, Jonathan L., Klein, James D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and...
Show moreYalcin, Yasin, Dennen, Vanessa P., Adams, Jonathan L., Klein, James D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purposes of this study were to investigate the structural relationships among the factors that affect online learners’ satisfaction with the learning experience, and to develop a structural model that explains online learners’ satisfaction. For these purposes, a research model was developed based on the principles of social cognitive theory and the Macro Model of Motivation and Performance, and the findings reported in past research. The study investigated the effects of self-regulation,...
Show moreThe purposes of this study were to investigate the structural relationships among the factors that affect online learners’ satisfaction with the learning experience, and to develop a structural model that explains online learners’ satisfaction. For these purposes, a research model was developed based on the principles of social cognitive theory and the Macro Model of Motivation and Performance, and the findings reported in past research. The study investigated the effects of self-regulation, self-efficacy, task value, and learning design on perceived learning and satisfaction, and the effect of perceived learning on satisfaction. Participants consisted of higher education students who were enrolled in fully online courses in the Spring 2017 semester at a public university in the Southeastern United States. Data analyses were conducted on a dataset that included 1115 responses. Majority of the participants were female (810 students, 72.6%), and pursued an undergraduate degree (838 students, 75.2%). Participants’ age ranged between 18 and 62 with a mean of 24.14 and a standard deviation of 7.99. Structural equation modeling (SEM) was used to answer the research questions and test the research hypotheses. Assessment of the measurement model revealed that the six-factor model showed a good fit to the data. Assessment of the structural model revealed that eight out of the nine research hypotheses were supported. The results showed that self-regulation, self-efficacy, task value, and learning design had significant direct effects on perceived learning. These four factors explained 66.7% of the total variance in perceived learning. Furthermore, self-regulation, self-efficacy, task value, learning design, and perceived learning had significant direct effects on satisfaction. Contrary to the research hypothesis, the effect of self-regulation on satisfaction was negative. Five factors explained 81.4% of the total variance in satisfaction with the online learning experience. Finally, perceived learning had a mediation effect for the relationships between self-efficacy, task value, learning design, and satisfaction. The results suggested that metacognitive self-regulation, self-efficacy beliefs for interacting with the instructor and peers, task value beliefs, learning design, and perceived learning are important factors to consider in online learning settings in terms of learners’ satisfaction with the learning experience. The results are interpreted and discussed in the light of theory and past research findings. Implications of the research results are shared for instructional designers and online instructors.
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Date Issued: 2017
Identifier: FSU_FALL2017_Yalcin_fsu_0071E_14189
Format: Thesis

Title: A Qualitative Cross-Case Analysis of Three Real-World Mobile Performance Support Design Models.
Creator: Dick, Walter David, Reiser, Robert A., McDowell, Stephen D., Dennen, Vanessa P., Driscoll, Marcy Perkins, Klein, James D., Florida State University, College of Education,...
Show moreDick, Walter David, Reiser, Robert A., McDowell, Stephen D., Dennen, Vanessa P., Driscoll, Marcy Perkins, Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Traditional Instructional Systems Design (ISD) has focused upon measurable learning, but the emerging emphasis on informal methods of learning, combined with powerful mobile computing devices, is turning the spotlight to mobile performance support (mPS) in lieu of formal instruction. However, there is thus far little research into how to design effective mPS, what design principles should be brought to bear, how mPS tools should be evaluated, and so on (Martin, Díaz, Martínez-Mediano,...
Show moreTraditional Instructional Systems Design (ISD) has focused upon measurable learning, but the emerging emphasis on informal methods of learning, combined with powerful mobile computing devices, is turning the spotlight to mobile performance support (mPS) in lieu of formal instruction. However, there is thus far little research into how to design effective mPS, what design principles should be brought to bear, how mPS tools should be evaluated, and so on (Martin, Díaz, Martínez-Mediano, Sancristobal, Oliva, Peire, & Castro, 2010; Paino & Rossett, 2008), leaving designers of mPS without evidence-based guidance for their practice. To capture a picture of methodologies presently being used to design mPS, as well as the perceived effectiveness of those methods, three recent examples of mPS were examined and the individuals responsible for them were interviewed. The first case was the "Bedsider", created by the National Campaign to Prevent Teen and Unplanned Pregnancy, a private, nonprofit organization. The second case was a "Turbulence App", created by Delta Air Lines, Inc., a publicly traded for-profit organization. The final case was the "Prescribed Fire Smoke Management Pocket Guide", or "Smoke App", created through the collaboration of the U.S. Department of Defense’s Advanced Distributed Learning Initiative and the Southeastern Regional Partnership for Planning And Sustainability. Each case study focused upon process employed, results, and concerns. Cross-case analysis examined similarities and differences between the methodologies, as well as apparent importance of the variation. The individual mPS design approaches were compared with traditional ISD methodology, and the three mPS design models were aggregated into a consensus mPS design model (CDM) and compared with traditional ISD methodology to identify any significant differences. This study sought to answer two major questions and two related secondary questions. The first major question was, what mPS design methodologies are organizations actually using? The individual design models in use are described in each case study. The second major question was, how do the methodologies in use compare with traditional instructional design methodology? Although similar in many ways, there were important divergences, particularly with regard to analysis and evaluation activities. The answer to the third questions, how the mPS methodologies in actual use are perceived in terms of effectiveness, was unequivocal. The sponsors of all three cases expressed complete satisfaction with the resulting mPS tools and with the outcomes. The fourth question was, how might the mPS design methodologies in actual use be improved? Several interviewees shared notions of what they "would do differently next time", and the consensus model provided the basis for suggestions for improvement in the front-end and back-end design activities. The significance of this study lies in the documentation of design procedures presently used to create mPS, and the description of how instructional designers might wish to approach the design of mPS in the future. This study helped identify and describe models in actual use in three organizations representing for-profit, not-for-profit, and government sectors, and examined the implications of differences between those models and traditional ISD methodology. This research also makes recommendations for improvement in mPS design practices. Those who follow this advice may find that they design better mPS applications
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Date Issued: 2016
Identifier: FSU_FA2016_Dick_fsu_0071E_13561
Format: Thesis

Title: Role Assignment and Sense of Community in an Online Course.
Creator: Jiang, Wenting, Dennen, Vanessa P., Marty, Paul F., Driscoll, Marcy Perkins, Klein, James D., Florida State University, College of Education, Department of Educational...
Show moreJiang, Wenting, Dennen, Vanessa P., Marty, Paul F., Driscoll, Marcy Perkins, Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: More and more educational institutions have been moving towards delivering courses and programs at a distance. Although asynchronous online courses overcome the constraints of time, students feel isolated due to the lack of real-time communications. One possible solution to overcome this isolation been suggested that learner's online behavior and peer-interaction will be more regulated and stimulated by assigning roles to learners in discussion activities. Additionally, roles encourage...
Show moreMore and more educational institutions have been moving towards delivering courses and programs at a distance. Although asynchronous online courses overcome the constraints of time, students feel isolated due to the lack of real-time communications. One possible solution to overcome this isolation been suggested that learner's online behavior and peer-interaction will be more regulated and stimulated by assigning roles to learners in discussion activities. Additionally, roles encourage learners to take more responsibility for their own learning by responding to discussion questions, replying to peers, constructing knowledge, disputing and negotiating with peers within amount of time during the learning process. The study explored the use of the Starter-Wrapper with Roles technique in a fully online class in order to address the overarching question: How does the Starter-Wrapper with Roles technique support sense of community in an online class? Three supporting research questions were addressed: (1) How do students fulfill their assigned roles when using the Starter-Wrapper with Roles technique? (2) How does each of the four roles contribute to student experience in terms of sense of connectedness, sense of learning from others, sense of learning through articulation, sense of learning from course materials, and sense of responsibility? (3) How does the interdependence of roles and role rotation support sense of community? There were 81 students initially signed up the study, however, the number was down to 63 by the end of week 8. I then adjusted discussion groups in order to have a sufficient number of participants in each discussion group. Among 63 students, there were 37 students actually participated in the discussion and 26 student never participated. There were 33 students completed the survey and 18 students participated in the interview at the end of the semester. The results indicated that (1) students generally followed the duties assigned to them. However, not everyone completed their tasks on time, and depending on their assigned role the effect could be problematic. Almost all starters initiated discussion questions and completed their task on time. Even though most wrappers performed their tasks as expected and on time, some wrappers did not summarize at all. Moderators interacted with participants in the midst of discussion primarily by restating details in previous posts and providing feedback on others' ideas. They posted messages on time but did not posting enough messages. Participants were more willing to respond to discussion questions than reply to their classmates' responses. (2) Students reported different levels of sense of connectedness, sense of learning, and sense of responsibility depending on the role they fulfilled. Participants reported a significantly higher sense of connectedness and perceived learning from articulating ideas in their posts than starters. Compared to the wrapper, moderator, and participant roles, starters reported lower perceived learning from others. Furthermore, the starters' learning was most dependent on the course materials, and the wrappers' learning was the least dependent. Finally, Starters experienced a significantly higher sense of responsibility in that role than as a wrapper, moderator, or participant. (3) Students reported a higher sense of community when their classmates mentioned each other by name, answered their questions, or commented on each other's posts rather than make individual posts. (4) Interdependent roles and roles rotation provide students diverse learning experience and experience interdependence in different ways (e.g., to depend on others, to have others depending on them). Students depend on their classmates to participate when using the Starter-Wrapper with Roles technique. Participants need the starter to begin the discussion by posting a discussion question, moderators need the participants to respond to discussion questions so they can contribute their replies, and the wrapper needs to read everyone's messages in order to wrap up the discussion.
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Date Issued: 2016
Identifier: FSU_2016SP_Jiang_fsu_0071E_12904
Format: Thesis

Title: To Help, or Not to Help?: an Investigation of the Effects of Learning Support in Physics Playground.
Creator: Wang, Lubin, Shute, Valerie J. (Valerie Jean), Boot, Walter Richard, Ke, Fengfeng, Klein, James D., Florida State University, College of Education, Department of Educational...
Show moreWang, Lubin, Shute, Valerie J. (Valerie Jean), Boot, Walter Richard, Ke, Fengfeng, Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Learning support has been utilized widely in self-paced learning environments. However, researchers have not yet reached a consensus regarding if the learning support will benefit learning, or how to design learning support so that it benefits learning. This dissertation study investigated if providing learning support in the form of embedding hints in the video game Physics Playground could enhance physics learning, enjoyment, and reduce undesired gaming the system behavior. Two groups of...
Show moreLearning support has been utilized widely in self-paced learning environments. However, researchers have not yet reached a consensus regarding if the learning support will benefit learning, or how to design learning support so that it benefits learning. This dissertation study investigated if providing learning support in the form of embedding hints in the video game Physics Playground could enhance physics learning, enjoyment, and reduce undesired gaming the system behavior. Two groups of participants were recruited. The experimental group played the version of Physics Playground with hints and the control group played the version without hints. Although there was no significant group difference in terms of learning, the posttest results of the participants in the experimental group increased significantly compared with their pretest. In addition, participants in the experimental group reported more enjoyment, although the difference was not significant. In addition, less gaming the system behaviors were identified in the experimental group. The hints were moderately utilized by the participants. Implications for future studies on learning support were discussed.
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Date Issued: 2017
Identifier: FSU_2017SP_Wang_fsu_0071E_13687
Format: Thesis

Title: Using Social Network Analysis (SNA) Feedback to Explore Patterns of Participation and Interaction in Online Discussions.
Creator: Chauhan, Amit, Dennen, Vanessa P., Sypher, Ulla, Klein, James D., Darabi, Aubteen, Florida State University, College of Education, Department of Educational Psychology and...
Show moreChauhan, Amit, Dennen, Vanessa P., Sypher, Ulla, Klein, James D., Darabi, Aubteen, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Motivating learners to participate and interact in online discussions is a challenge faced by many instructors. Despite clear guidelines, learners do not always participate in online discussions and do not meet the expected participation criteria or requirements for the course. Because online interactions are integral to social constructivist learning, little or no learner participation can be a barrier to social dialogue process for knowledge building and learning. While learner...
Show moreMotivating learners to participate and interact in online discussions is a challenge faced by many instructors. Despite clear guidelines, learners do not always participate in online discussions and do not meet the expected participation criteria or requirements for the course. Because online interactions are integral to social constructivist learning, little or no learner participation can be a barrier to social dialogue process for knowledge building and learning. While learner participation in online discussions can be attributed to several contextual factors, formative feedback is important to motivate learner participation and interaction. One reason why students might not be motivated to participate could be little or no awareness of how to effectively interact in a course discussion. In this context, SNA can be used to visualize the structure and patterns of interaction in online discussions. Such information can be used to create self-awareness as well as an awareness of other students’ participation. This study explored if structural indicators e.g., participant location in the discussion and relational information about their interaction with others when provided as SNA-based feedback, can motivate learner participation and interaction in online discussion. For the purposes of providing SNA-based feedback, the study used Ego network and two centrality measures—Degree and Eigenvector. The ego network is the neighborhood of a participant and showed direct connections with others in the discussion network. Degree centrality was a measure of the total number of messages sent or received from different interaction partners. Eigenvector centrality was a measure of interaction with partners who in turn, have more interaction partners. Participants with a high centrality score are those who interact more with other participants as they send messages and receive replies. This study addressed student reactions to the SNA-based feedback. Of particular interest was motivational reactions of students and whether they would use the feedback to optimize their discussion participation and interaction. The two research questions that guided this study are: 1) What are learner perceptions of the SNA-based feedback? 2) How do learners participate and interact in the course discussion before and after receiving SNA-based feedback? The participants in the study were 10 students enrolled in a graduate level online course at a large southern research university. The 10 participants agreed to receive feedback and complete a survey at the end of the study. Of these 10 students, three agreed to participate in a follow-up interview. A modified version of Deci and Ryan’s (2007) Intrinsic Motivation Inventory (IMI) for pre- and post-survey was used in the study to measure learner motivation to participate in online discussions. Scores on the Attention, Relevance, Confidence, and Satisfaction subscales in a modified version of Keller’s (1987) IMMS survey were used to measure motivational reactions of students to SNA-based feedback. Prompted interviews were conducted with the three participants who indicated willingness to participate. The results of the IMI survey indicated that the students were motivated regarding their beliefs about online discussion. Regarding the perceptions of the SNA-based feedback, the results of the modified IMMS survey showed three of the 10 participants with high motivational reactions, two with low motivational reactions, and the remaining five showing medium motivational reactions regarding their perception of the SNA-based feedback. The Contribution Index (CI) showed that four participants each received more messages than the total number of messages sent. The remaining six participants sent more messages than the number of messages each participant received. While the motivational reactions to SNA-based feedback did not encourage the participants to post more messages, a visible change in behavior was noticeable in early discussion postings by the participants. Findings from this study indicate that the participants actively participated and engaged in the discussions throughout the entire discussion week. The participants appreciated the feedback as it provided them an opportunity to reflect on their behavior and also used to guide how they wanted to participate in the discussion. The participants also noticed a greater sense of connectedness with the whole class after receiving SNA-based feedback.
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Date Issued: 2017
Identifier: FSU_FALL2017_Chauhan_fsu_0071E_14220
Format: Thesis

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