Theses and Dissertations at Montana State University (MSU)
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Item Personal computer data telecommunications development in Montana high schools(Montana State University - Bozeman, College of Education, Health & Human Development, 1992) Schorger, John RodgerItem Participant perceptions of video link distance learning effectiveness in adult health continuing education and training(Montana State University - Bozeman, College of Education, Health & Human Development, 2001) O'Malley, Lynis AnnItem Relationships between the types and levels of instructors' stated expectations for student participation in threaded discussions and actual student participation outcomes(Montana State University - Bozeman, College of Education, Health & Human Development, 2003) Lacy, Kirk PatrickThe purpose of this ex-post facto study was to examine the relationships between the types and levels of an instructor's expectations for student participation in threaded discussions and the density and intensity of student participation in learner interactions occurring within the discussions. To address this purpose, a conceptual framework was introduced for analyzing different types and levels of an instructor's stated expectations for student participation in threaded discussions and the density, average level of participation, and degree of persistence of student participation occurring within the discussions. Guided by this conceptual framework, descriptive quantitative analyses including frequencies, comparison of means, and one-way analysis of variance tests were used to answer the following five research questions considered in this study: What relationships exist between the types and levels of an instructor's stated expectations for student participation in threaded discussions and the discussion's overall density of student participation? What relationships exist between the types and levels of an instructor's stated expectations for student participation in threaded discussions and the discussion's density of student participation in each discussion level? What relationships exist between the types and levels of an instructor's stated expectations for student participation in threaded discussions and the overall discussion's average level of participation in learner interactions? What relationships exist between the types and levels of an instructor's stated expectations for student participation in threaded discussions and the average level of participation in learner interactions in each discussion level? What relationships exist between the types and levels of an instructor's stated expectations for student participation in threaded discussions and the overall discussion’s degree of persistence? In the results of this study, a number of relationships were shown to exist between the types and levels of an instructor's stated expectations for student participation in threaded discussions and the density and intensity of student participation in learner interactions within the discussions. The specific findings and respective conclusions are discussed in detail within the study. The study concludes with a discussion of contributions to theory, research and practice and a number of recommendations for further research are presented.Item Determining teachers' perceptions of self empowerment through professional development facilitated by asynchronous distance delivery instruction in classroom-based action research(Montana State University - Bozeman, College of Education, Health & Human Development, 2002) Graves, Carl JohnstonItem Success factors and factors that made completion difficult for 12 American Indian elementary education graduates in the Distance Education Program at Rocky Mountain College(Montana State University - Bozeman, College of Education, Health & Human Development, 2002) Folgert, Joyce PlazaItem Faculty development for electronic technology-based distance education in public two-year institutions of higher education with allied health programs(Montana State University - Bozeman, College of Education, Health & Human Development, 2001) Mueller, Irene Louise ElizabethItem The relationship of cognitive question levels to student response patterns in computer mediated instruction(Montana State University - Bozeman, College of Education, Health & Human Development, 2000) Obbink, Kimberly K.Item Analysis of group problem-solving tasks in a geometry course for teachers using computer-mediated conferencing(Montana State University - Bozeman, College of Education, Health & Human Development, 2000) Beaudrie, Brian PatrickItem Construction of knowledge about teaching practice and educating students from diverse cultures in an online induction program(Montana State University - Bozeman, College of Education, Health & Human Development, 2005) Bice, Lawrence Raymond; Chairperson, Graduate Committee: Elisabeth SwansonBeginning teachers in both urban areas and geographically isolated rural areas often do not have access to a mentor teacher of the same content area or grade level in their school or district. This project is a study of learning in the online e-Mentoring for Student Success (eMSS) program, which provides induction for science and mathematics teachers in Montana and California. The study centered on a particular segment of eMSS called the Diversity Module. Two examinations were conducted: 1) Analysis of discourse by all participants in the Diversity Module, and 2) case study of five beginning teachers with diverse student populations. Analysis of learning by cases was conducted by examining discourse in the Diversity Module, private online discussions with their assigned mentors during a two-year period, and pre and post Diversity Module interviews and interviews of their mentors. Three frameworks were developed to aid understanding of findings: 1) discourse analysis, 2) competencies of multicultural teachers, and, 3) competencies of pedagogical and pedagogical content knowledge. Cases developed their knowledge of teaching along a continuum of needs over two years of participation in the eMSS program. Initial needs expressed by mentees were in areas such as classroom management and general methods of instruction. Cases increased their knowledge in virtually all aspects of pedagogical knowledge, changing their expressed needs to pedagogical content knowledge concerns such as adapting and differentiating instruction for particular content and individual students, and building their repertoire of instructional representations. Through online discussion, teachers developed or advanced awareness of student culture and learning characteristics, and adapted their practice to foster a climate of student respect. Findings provided little evidence of adapting instruction for diverse student learning. Teachers who had a strong awareness of their own and their student's cultures advanced their understanding of multicultural teaching competencies further than those who did not. Interview results indicated that learning sometimes takes place in a non-visible manner. Growth in multicultural teaching knowledge, as well as several aspects of pedagogical and pedagogical content knowledge, was clearly evident for participants who posted few messages, but read and actively reflected on thoughts of others.Item Learning tactics of successful online learners(Montana State University - Bozeman, College of Education, Health & Human Development, 2005) Besich, Marilyn Ann; Chairperson, Graduate Committee: Richard Howard.The relationship between locus of control and academic performance has been documented in numerous studies. However, there are very few studies that have been designed to investigate that relationship with online learners. Individuals with a strong internal locus of control are said to use resources in unique ways, are persistent, and generally reach the goals that they set for themselves. However, it is not known what specific tactics these individuals utilize in order to succeed. The purpose of this study was twofold. The first was to explore the relationship between internal locus of control as measured by Rotter's Locus of Control Inventory and academic performance measured by course grade among online learners, the second was to investigate the unique learning tactics of successful online learners. Students enrolled in fall semester 2004 online courses at Montana State University Great Falls College of Technology were asked to participate in an online study of their learning tactics. Though there was no statistically significant difference between the sample (n = 122) and the population (N = 595) with regard to age, gender, and grade distribution in this study, a preponderance of high grades and strong internal locus of control scores within the sample resulted in a nonstatistically significant relationship between locus of control and academic performance. The sample was predominately successful in online courses and reflected an internal locus of control. Ten of the students in the sample were interviewed to explore the learning tactics that they used to navigate within the online learning environment. Three themes or learning tactics emerged from the oneonone interviews. The first tactic focused on the amount of time required in online courses, the second focused on the necessary commitment of the student to attend to the online course, and the third tactic related to the resistance of the students to engage in group work and projects within their online courses. It is recommended that these tactics be further investigated as related to student success in online delivered courses.