20101013 - Hollins, ...Instrument to assess Usability of courseware

The development of an instrument to assess the usability of courseware by Hollins, Louvenia D., Ed.D., Northern Illinois University, 2008 , 270 pages; AAT 3324334 My Interest: 1) UET = Instructional Design Usability Survey (IDUS). 2) Heuristic evaluation. 3) Empirical usability testing. 4) Walkthroughs. 5) Field observations. 6) Theoretical framework. 7) Three-phases approach. 8) ANOVA. 9) Validity & reliability of UET/Survey. Action: To read the Dissertation in future. Research Goal This study describes the development and initial validation of a survey designed to measure students' perceptions of the usability of instructional design of educational courseware. Motivation There is a lack of measuring instruments to conduct this kind of research. The present study attempts to take steps to provide educators and researchers with a useful tool to facilitate their studies of this aspect or courseware creation and use. Methodology A three-phase approach is taken in this study to develop the Instructional Design Usability Survey (IDUS) instrument. Expert evaluators from the field of educational technology, research and assessment were involved in Phase I to establish content and face validity. During Phase II, student focus groups were formed from the population of courseware users to establish content validity and clarity of the instrument. In Phase III, students examined the usability of the instrument, and reliability and validity tests were conducted. Comments: This dissertation ought to be read in detail. Because a UET is developed. Second reason is to benchmark how she validated the UET. Results Discussion Reliability and validity of scores from the IDUS were assessed through statistical procedures performed on the data collected from 206 student participants. Internal consistency reliability was assessed for each construct using Cronbach's alpha. The internal consistency for the six constructs ranged from .73 to .92. Confirmatory factor analysis (CFA) was conducted to establish construct validity by examining the overall fit of the models as well as the magnitude of the factor loadings for each proposed construct. Results of the study show the IDUS is reliable but does not yet show strong enough evidence of validity. 1. INTRODUCTION TO THE STUDY 1 Statement of the Problem 3 Purpose of the Study 4 Theoretical Framework 5 Research Questions 9 Definition of Terms 9 Significance of the Study 10 Organization of the Study 10 2. REVIEW OF RELATED LITERATURE 12 CAI and User ID Guidelines 12 HCI and UEM 26 Empirical Usability Testing 29 Heuristic Evaluation 29 Field Observations 30 Walkthroughs 30 Analytical Modeling Methods 31 User-Centered Design (USD) 32 Survey Development and Validity 33 Summary of the Literature Review 41 3. RESEARCH METHODOLOGY 43 Research Methodology 44 Three-Phase Approach Overview 44 Research Site and Student Target Population 44 Instrument Development 46 Phase I: Expert Evaluation 49 Expert Target Population 49 Data Collection 50 Data Analysis 52 Phase II: Student Focus Group 56 Data Collection 56 Findings of Phase II 60 Phase III: Student Pilot Test 61 Data Collection 62 Data Analysis 63 Chapter Page Missing Data 65 Summary 66 4. FINDINGS OF THE STUDY 68 Demographic Data Analysis 68 Research Question 1 73 Research Question 1A 73 Research Question IB 88 Research Question 2 97 Posttest Reading Levels ANOVA 98 Posttest Math Levels ANOVA 100 Summary 105

20101002 - Amer, ...Learners' usage of Mobile Learning applications...idioms..

Idiomobile for learners of English: A study of learners' usage of a mobile learning application for learning idioms and collocations by Amer, Mahmoud Atiah, Ph.D., Indiana University of Pennsylvania, 2010 , 188 pages; AAT 3413155 My Interest: 1) Mobile learning. 2) Context. 3) Descriptive statistics. 4) Inferential statistics. 5) ANOVA. 6) Independent and Dependent Variables. Action: To read specific parts of Dissertation in future. Research Goal This study explored how four groups of English learners used a mobile software application developed by the researcher for learning idiomatic expressions and collocations. Methodology A total of 45 learners in the study used the application for a period of one week. Data for this study was collected from a questionnaire, the application, and follow-up interviews. Findings Findings in the study show that idiomatic expressions and collocations are particularly difficult for English language learners. All learners in this study averaged less than 70 percent on the quizzes they took during the study, which echoes reported findings in the field regarding the difficulty of idiomatic expressions and collocations for English language learners. In addition, findings show that learners' usage of the application correlated with their average scores on the quizzes. The more learners used the application, the higher they scored on the quizzes in the application. Learners' usage focused mainly on the quiz and game sections of the application. In a week, learners in all groups answered 8,654 quiz questions with an average of 60 questions for each learner. In addition, findings show that usage of mobile devices in general can predict how English learners used the application. Findings also underscore the importance of providing language learners with resources to help them learn idiomatic expressions and collocation. Learners strongly indicated that even within a short period of time, they felt they knew more idioms and collocations since they started using the application. Data from the application show that learners had difficulty understanding idiomatic expressions relating to feelings, such as a chip on your shoulder, or hot under the collar. Findings also show that learners in this study seem to recognize longer idiomatic expressions than shorter idiomatic expressions. Findings also show that learners' have strong positive opinions toward the use of mobile technology in language learning. THREE – METHODOLOGY Research Design Variables in the Study Independent Variables Dependent Variables Participants ALI Participants Participants from the Composition and TESOL Program EFL Learners of English ESL Students not Majoring in English Participants' Confidentiality Procedure Data Elicitation Methods Questionnaire Design Preliminary Questionnaire Experimental Material: Mobile Data Collected Time Spent Sections Used Games and Quizzes Follow-up Interviews Pilot Study Initial Results Preliminary Questionnaire Data Data from Idiomobile Data from the Interviews Data Analysis Descriptive Statistics Measures of Frequency Measures of Dispersion Probability Inferential Statistics Parametric Tests Multiple Regression Analysis of Variance (ANOVA)

20100930 - Yaw, Evaluation of E-Learning...Kirkpatrick model

An evaluation of e-learning in industry at Level Three based upon the Kirkpatrick model by Yaw, Dorothy Carole, Ph.D., Indiana State University, 2005 , 136 pages; AAT 3199443 My Interest: 1) E-Learning. 2) Effectiveness. 3) Kirkpatrick evaluation model. 4) Phillips evaluation model. 5) E-Learning vs Classroom Learning. 6) ANOVA. 7) t-test. Action: To read the Dissertation in future. Research Goal In this study, the researcher examined the effectiveness of e-learning in the industrial setting at Level 3 based upon the Kirkpatrick model and compared e-learning to traditional classroom learning. Methodology An experimental research study was conducted at a Midwestern manufacturing facility with the researcher designing, developing, and evaluating an OSHA safety training program. The Human Resource/Safety Manager facilitated the training for all employees with one-half taking the training as e-learners and one-half taking the training as classroom learners. After the training was completed, the evaluations were analyzed by the researcher using the Windows ® version 13 of the Statistical Package for the Social Sciences ( SPSS). Statistical analysis of the data collected consisted of an analysis of variance (ANOVA) and an Independent Sample t-test. The results were reported in chart and graphical form. Level 3 evaluation was conducted one month post-training using a Supervisor focus group. Results Discussion The statistical analysis of the data indicated that e-learners were transferring the training 79.63% of the time while classroom learners were transferring the training 80.46% of the time. The statistical analysis further indicated that there was no significant difference in transfer of training at Level 3 between e-learners and classroom learners. 2. LITERATURE REVIEW E-Learning Defined Benefits of E-Learning …… Barriers to E-Learning Learning Management Systems …… Standards for E-Learning E-Learning Models A Basic E-Learning Needs Analysis Model ADDIE Model Four Tier Learning Model Evaluation of E-Learning Return of Investment Kirkpatrick Evaluation Model Phillips Evaluation Model …… 3. METHODOLOGY

20100927 - Shih, ...comparing Mobile Language Learning with Online Language Learning

Dynamic language learning: Comparing mobile language learning with online language learning by Shih, Yuhsun E., Ph.D., Capella University, 2007 , 178 pages; AAT 3263159 My Interest: 1) Mobile language learning. 2) ANOVA. Action: To read the specific parts of Dissertation in future. Problem Statement The abundant features and availability of mobile technologies enhance the feasibility of mobile language learning. However, the question of how foreign, second language learning results are impacted remains unanswered. Research Goal / Background The proposed research project was based on learning Chinese using a randomized experimental research design; two second language learning groups; two learning environments; and included data collection, analysis, and comparison of learning results in two groups. Methods for learning included mobile learning with Smart phones, and online learning with personal computers. Data Analysis An ANOVA analysis of language learning results plus surveys of learning experiences provided measurable results and will contribute to new guidelines for the application of mobile technologies in foreign, second language learning. CHAPTER 2. LITERATURE REVIEW 11 Introduction 11 Mobile Technology and Learning 12 Mobile Learning Theory and Instructional Strategies 26 Language Learning With Technology 40 Second Language Learning With Mobile Technologies 46 Summary 54 CHAPTER 4. DATA COLLECTION AND ANALYSIS 71 Introduction 71 Demographic Information 72 Quantitative Performance Information 73 Qualitative Survey Information 86

20100926 - O'Dell, ..Differences in Satisfaction with E-Learning...

Generational differences in satisfaction with e-learning in a corporate-learning environment by O'Dell, Toni, Ed.D., University of Houston, 2009 , 135 pages; AAT 3358097 My Interest: 1) ELS – E-Learning Satisfaction online cross-sectional survey. 2) ANOVA. Action: To read specific parts of Dissertation in future. Research Goal This study examined the perceived differences in satisfaction among employees of various age groups in corporate learning environments. Motivation / Background Kulik (1994) found that learners reported higher satisfaction when elearning is an element of the-learning process, and the literature shows a relationship between learner characteristics and measures of satisfaction. However, the relationship of these factors to the individual age groups is an area that has warranted further examination. Learner-satisfaction in relation to e-learning has been found to be of importance in the development of computer-based training (Soles & Moller, 2001). To examine the relationships among training, technology, and age, this study looked at such demographic variables as type of organization, job, age, and e-learning experience. This study was based on Wang's (2003) theoretical construct of e-learner satisfaction (ELS), which he defined as, ...a summary affective response of varying intensity that follows elearning activities, and is stimulated by several focal aspects, such as content, user-interface, learning community customization and learning performance. (p. 77) Methodology One research question guided this study and one hypothesis was tested. Research Question 1 was, Are older participants in corporate training sessions more or less satisfied with e-learning than younger participants? Hypothesis 1 was, Younger participants would report significantly higher levels of satisfaction with e-learning than will older participants. To maximize the sample size, the study focused on the overall responses to e-learning as a medium, not responses to a single example. This quantitative study used both descriptive and inferential statistics to analyze the data. An on-line, cross-sectional survey of E-Learning satisfaction (ELS) developed by Wang (2003) was used to gather data. The 24-item instrument was designed as a closed form and divided into two main sections: demographic and e-learner satisfaction questions. The satisfaction questions were divided into four sections: learner interface, content, learner community, and personalization. The sample was 237 English-speaking employees who have taken e-learning format courses for training within a corporate training environment. The results were analyzed using analysis of variance to determine what, if any, significant differences existed. Analysis of variances (ANOVA) for e-learning satisfaction (ELS) mean scores and generational group were calculated. Results Discussion The ANOVA test for the ELS mean scores revealed no significant mean differences with a mean squares of 0.460, f = 1.31 and p = 0.121, ( p < .05). Based on these findings the hypothesis was not supported. II. LITERATURE REVIEW 10 E-LEARNING 28 SATISFACTION 35 LEARNER SATISFACTION 37 E-LEARNING SATISFACTION 41 SURVEY 47 III. METHODOLOGY 49 RESEARCH DESIGN 49 POPULATION/SAMPLE 51 INSTRUMENT 52 PILOT TEST 54 DATA COLLECTION 54 ANALYSIS 55 LIMITATIONS OF STUDY 56 SUMMARY 56 IV. REPORT OF FINDINGS 58 PILOT STUDY 58 SAMPLE SELECTION 60 DATA ANALYSIS AND CLEANING 60 VALIDITY OF MEASURES 62 SAMPLE CHARACTERISTICS 63 DESCRIPTIVE STATISTICS 65 FREQUENCY DATA 76 INFERENTIAL STATISTICS 92