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STUDENT PERCEPTIONS OF THE RELATIONSHIP BETWEEN WEB-BASED INSTRUCTIONAL TOOLS AND PERCEIVED ATTAINMENT OF
INTENDED LEARNING OUTCOMES
by
Melissa A. Parenti
_________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Melissa A. Parenti
Object Description
| Title | Student perceptions of the relationship between Web-based instructional tools and perceived attainment of intended learning outcomes |
| Author | Parenti, Melissa A. |
| Author email | maparen@hotmail.com;maparen@hotmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-03-16 |
| Date submitted | 2012-04-20 |
| Date approved | 2012-04-20 |
| Restricted until | 2012-04-20 |
| Date published | 2012-04-20 |
| Advisor (committee chair) |
Kaplan, Sandra Ephraim, Ronni |
| Advisor (committee member) | Keim, Robert |
| Abstract | With the advent of and continual adaptations related to distance learning, there is a recognized need for up to date research in the area of effectiveness of online education programs. More specifically, assessing the capacity to attain academic goals by use of asynchronous and synchronous learning management systems (LMS) that power distance learning platforms requires further evaluation. Therefore, this mixed methods study aimed to address perceptions of the LMS associated with the MAT@USC, the online Master of Arts in Teaching graduate program affiliated with the University of Southern California and their technology partner, 2tor. ❧ More specifically, research within this study was designed to assess student perceptions of the abilities of the various asynchronous and synchronous web-based tools found within the LMS to assist in the perceived attainment of academic outcomes. The study included 33 participants enrolled in the MAT@USC distance learning program and residing in locations around the United States and internationally. A post-only Likert scale survey was employed to collect quantitative data related to perceptions of the ability of various web-based instructional tools to assist in the perceived attainment of academic learning outcomes. Descriptive statistics revealed preference for the live synchronous Class Time sessions, live synchronous Chat Pod messaging, and asynchronous ongoing email communication. Two-tailed t-tests and ANOVA results indicated minimal significance related to prior online experience, attendance in technology trainings, and favored tools in core and pedagogy courses. ❧ Additionally, qualitative feedback related to each tool was gathered via an open-ended response portion of the survey, as well as through observations of twenty-one recorded Class Time sessions. The qualitative findings within this study were consistent with the research detailing the benefits of clarification and immediacy of feedback in the online learning setting. |
| Keyword | student perceptions; distance learning; online; web-based instructional tools; asynchronous; synchronous |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Parenti, Melissa A. |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume1/etd-ParentiMel-623.pdf |
Description
| Title | Page 1 |
| Full text | STUDENT PERCEPTIONS OF THE RELATIONSHIP BETWEEN WEB-BASED INSTRUCTIONAL TOOLS AND PERCEIVED ATTAINMENT OF INTENDED LEARNING OUTCOMES by Melissa A. Parenti _________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2012 Copyright 2012 Melissa A. Parenti |
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