Browsing by Author "Ellen Vasu, Member"

Now showing 1 - 7 of 7

Ecological View of the Learner-Context Interface for Online Language Learning: A Phenomenological Case Study of Informal Learners of Macedonian.
(2013-07-15) Belamaric Wilsey, Biljana; Kevin Oliver, Chair; Donna Petherbridge, Member; Ellen Vasu, Member; Jeffrey Despain, Member
Exploring the Self-Regulatory Beliefs and Actions of Adult Undergraduate Students Learning in Online Credit Courses in a Land-Grant University.
(2017-03-29) Abd Rahim, Nur Aira Binti; Carol Kasworm, Chair; Tuere Bowles, Member; Diane Chapman, Member; Ellen Vasu, Member
Middle School Science Teacher Experiences with Two Online Situated Technology Professional Development Programs: A Case Study.
(2013-11-26) Wolfe, Terrance James; Kevin Oliver, Chair; James Smith, Member; Tamara Young, Member; Ellen Vasu, Member
Mobile Learning in Medical Education: A Case Study Through the Lens of Sleep Education.
(2014-03-04) Wells, Mary Ellen; Kevin Oliver, Chair; Ellen Vasu, Member; Diane Chapman, Member; Lee K. McLean, Inter-Institutional
The Professional Development Needs of School-Based Leadership in Preparation for a District-Wide One-to-One Initiative in a Large Urban School District.
(2015-11-04) Simmons, Brandon Dean; Kevin Oliver, Chair; Ellen Vasu, Member; Jenifer Corn, Member; Lance Fusarelli, Member
Purposeful Use of a Non-Restrictive, Asynchronous Public Web-Based Forum for Facilitating Reflective Discourse with Preservice Science Teachers
(1999-02-24) Bodzin, Alec Michael; John C. Park, Chair; Glenda Carter, Member; Jack Wheatley, Member; Ellen Vasu, Member; David DeMaster, Member
The purpose of this research has been to investigate the purposeful use of asynchronous telecommunications in a science education methods/curriculum course involving the use of a non-restrictive, public Web-based forum for facilitating reflective discourse with preservice science teachers. Thirty-two preservice secondary school science teachers participated in a public science teaching forum on the World Wide Web during their student teaching internship. The forum was designed with NetForum software to be a place where science teachers share ideas, reflections and conversations on teaching and implementation of technology in the classroom and other instructional pedagogy, while also providing support for each other as members of an electronic professional community. A combination of quantitative and qualitative research methods were used to explore interaction patterns that facilitated collaborative preservice teacher reflective discourse on the forum and participants' attitudes towards using asynchronous telecommunications during their student teaching internship. Data from forum discourse analysis, interviews, and survey instruments illustrate that the use of this asynchronous Web-based forum provided the participants the opportunity to discuss and examine science concepts and reflect on classroom issues that were directly relevant to their student teaching experiences. The findings revealed that most participants had positive attitudes with respect to interacting with the Web-based forum. Furthermore, there were no significant differences in attitude between participants who had access to a networked computer and those who did not have access. An analysis of the forum postings showed that saturation in the discourse can occur with large groups participating in online asynchronous conversations.
Toward Effective Facilitation for Adult Learners: An Action Research Study on the Design and Delivery of Workshops for Women Business Owners.
(2018-03-28) Glova, Sarah Elizabeth; Meghan Manfra, Chair; Erin Horne, Member; Maureen Grasso, Graduate School Representative; Ellen Vasu, Member; Kevin Oliver, Member