Your search found 66 results.

Descriptors:
Administrator Education; Teaching Methods; Sustainability; Student Attitudes; Learning Strategies; Instructional Effectiveness; Business Administration Education; Educational Principles; Intermode Differences; Participant Satisfaction; Questionnaires

Abstract:
The authors offer an exploratory glimpse into the perceived effectiveness of learning approaches presently being used to teach students about sustainability in a business school setting. Sustainability is a topic of growing importance in business and business education. Using teaching approaches generated through self-reports related to the Principles for Responsible Management Education, a student population was used to determine which of these learning approaches are perceived as most effective. Students perceived sustainability to be important for businesses, and agreed that they would prefer to work for a company that embraces sustainability as a core value. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Engineering; Novices; Metacognition; Higher Education; College Students; Engineering Education; Mathematics Education; Science Education; Mathematical Models; Problem Solving; Technological Literacy; Mathematical Formulas; Evaluation; Protocol Analysis; Technology

Abstract:
A cognitive construct that is important when solving engineering design problems is executive control process, or metacognition. It is a central feature of human consciousness that enables one "to be aware of, monitor, and control mental processes." The framework for this study was conceptualized by integrating the model for creative design, which illustrates the co-evolution of the problem and solution spaces during engineering design problem solving, with executive control processes such as planning, monitoring, and evaluation. According to Maher, Poon, and Boulanger (1996), whenever engineers are solving design problems, their problem and solution spaces co-evolve with an interchange of information between the two mental spaces. This study investigates if there are differences in the cognitive process of mechanical engineering students and professional mechanical engineers as they use executive control processes (i.e., planning, monitoring, and evaluation) in the problem and solution spaces while solving an engineering design problem conceptually. The findings from this qualitative study confirm previous findings of other studies and provide useful insights about the executive control processes of student and professional mechanical engineer designers. Three conclusions were drawn from the findings: (1) That expert planning and monitoring is driven by propositions, while the novice planning and monitoring is influenced by analogical comparisons; (2) That mental representations are used mostly when the engineering student and professional engineers are monitoring their design solutions, and the professional engineers are more balanced than the students in their use of analogies and propositions; and (3) That evaluation plays a larger role in the solution space of professional engineers, while engineering students do more planning in the problem space. The findings indicate that the engineering students did more planning than the professional engineers. (Contains 4 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Masters Degrees; Graduate Students; Electronic Learning; Distance Education; Online Courses; Emotional Intelligence; Interaction; Computer Mediated Communication; Attachment Behavior; Peer Relationship; Correlation; Synchronous Communication; Multivariate Analysis

Abstract:
The purpose of the study was to investigate the relationship between students' emotional intelligence, social bond, and their interactions in an online learning environment. The research setting in this study was a 100% online master's degree program within a university located in the Midwest of the United States. Eighty-four students participated in the study. Using canonical correlation analysis, statistically significant relationships were found between students' emotional intelligence, social bond, and the interactions that occurred naturally in the educational setting. The results showed that students' ability to perceive emotion by facial expression was negatively related to the number of text and audio messages sent during synchronous interaction. Additionally, the ability of students to perceive emotion was positively related to peer bonding. Lastly, students' bond to their online program was associated with management type interaction during synchronous discussion sessions. Several implications for online learning practitioners and researchers are discussed. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Expertise; Novices; Engineering; Professional Personnel; College Students; Design; Cognitive Structures; Logical Thinking; Heuristics; Differences; Protocol Analysis

Abstract:
This study investigated the mental representations of student and professional engineers while they solved an engineering design problem. The intent was to gain a deeper insight into the differences that exist in the cognitive processes of engineering students and professional engineers as they use mental representations (i.e., propositions, metaphors, and analogies) to solve the engineering design problem. A comparative case study of engineering students and practicing engineers was conducted. A purposeful, maximum variation sampling process was used. Maximum variation sampling, a special type of purposeful sampling, entails the "selecting of cases that illustrate the range of variation in the phenomena to be studied". The results of this study paint a picture of how four professional engineers differ from six engineering students in their use of mental representations on a conceptual engineering design task. Three major conclusions are drawn from the findings: (1) The use of mental representations, such as propositions, analogies, and metaphors, in the different mental spaces is important in engineering design; (2) Different from novices, experts rarely employed propositions or analogies in their problem space; and (3) Expert engineering designers differ from novice engineering designers on their use of within-domain analogies, between-domain analogies, heuristics, and formulas. (Contains 8 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Distance Education; Dropouts; Online Courses; Surveys; Predictor Variables; Student Characteristics; Comparative Analysis; Human Resources; Academic Persistence; College Instruction; Graduate Study; Program Effectiveness; Program Descriptions; Computer Assisted Instruction; Electronic Learning; Web Based Instruction; Asynchronous Communication; Dropout Attitudes; Dropout Characteristics; Dropout Research

Abstract:
Although there are many reasons why students dropout of college courses, those reasons may be unique for students who are enrolled in an online program. Issues of isolation, disconnectedness, and technological problems may be factors that influence a student to leave a course. To understand these factors, an online survey was developed to collect data from students who dropped out of an online program. Logistic regression analysis was used to compare various factors between those who persist in the program and those who dropout. The results, based on the dropouts from three cohorts in an online graduate program, show that demographic variables do not predict likelihood of dropping from a program. Instead, the students' reasons for dropping out of an online program are varied and unique to each individual. Recommendations for further study are incorporated in the conclusions. (Contains 1 figure and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Styles; Teacher Characteristics; Online Courses; Educational Practices; Teaching Experience; Experienced Teachers; College Faculty; College Instruction; Conventional Instruction; Case Studies; Teaching Methods; Correlation; Classroom Environment; Educational Technology; Computer Assisted Instruction; Electronic Learning; Distance Education; Web Based Instruction; Virtual Classrooms; Asynchronous Communication; Synchronous Communication; Influence of Technology

Abstract:
The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether direct exposure to fully online teaching facilitates the integration of technology in traditional classrooms. This qualitative investigation examined the transfer of four experienced faculty members' pedagogical practices from online to face-to-face teaching. Results of this case study show that (a) the instructors' online teaching experience influenced their perceptions and understanding of online pedagogical strategies, and (b) the transfer of pedagogical strategies back to the classroom is a complex process influenced by the instructors' teaching style, satisfaction with working in the online environment, and the similarity of content and context between online and face-to-face courses. These findings have the potential to inform innovations in faculty training and development and to promote further research in this area. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Labor Force Development; Human Resources; Consortia; Program Descriptions; Institutional Mission; Educational History; Educational Development; Governance; Group Membership; Eligibility; Institutional Characteristics

Abstract:
This article features the University Council for Workforce and Human Resource Education, a nonprofit organization representing leading United States universities that offer graduate programs in career and technical education (CTE) and human resource development (HRD). The mission of the Council is to be a recognized force in shaping the future of CTE and HRD through improving the policy and practices of education in the United States toward the betterment of individuals and the larger society. The universities represented by UCWHRE are considered world leaders in the area of workforce development and human resource education. While they are natural competitors for students and external funding, they have traditionally worked closely together for over 30 years to collectively develop the next generation of leaders that are prepared to solve problems related to achieving a professional, productive, and competent workforce. The authors discuss the history, purpose and activities of the University Council for Workforce and Human Resource Education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Cooperative Learning; Group Behavior; Development; Content Analysis; Case Studies; Systems Approach

Abstract:
With the advancement of Internet communication technologies, distributed work groups have great potential for remote collaboration and use of collective knowledge. Adopting the Complex Adaptive System (CAS) perspective (McGrath, Arrow, & Berdhal, "Personal Soc Psychol Rev" 4 (2000) 95), which views virtual learning teams as an adaptive and self-organizing entity, this study examined group development processes of seven intact virtual learning teams over 12 weeks using the multiple case study design. Content analysis revealed seven temporal group development phases: orientation, scheduling, exploration, work and decision, progress check and evaluation, refinement and formatting, and termination. The development pattern of each virtual learning team could be described as either "Linear Progression," a straight movement through those phases, or "Adaptive Progression," a backward movement to a previous phase for adaptation before proceeding. We also identify the factors that caused each team to develop in one way or the other and conclude with the implications of conceptualizing virtual teams as a CAS. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Noncredit Courses; Community Colleges; Distance Education; Vocational Education; Computer Uses in Education; Postsecondary Education; Trend Analysis; Online Courses; College Credits; Questionnaires; Participation; Enrollment Trends; Institutional Characteristics

Abstract:
This article presents the results of a national study of distance learning in postsecondary career and technical education (CTE). The main purpose of this study was to identify the current status and future trends associated with distance learning in postsecondary CTE. The results show that community colleges are (a) actively involved in the delivery of CTE via distance learning for the purpose of meeting the needs of their diverse student body, (b) more likely to provide credit courses via distance than noncredit courses, and (c) offering few CTE programs fully at a distance. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Research; Research Methodology; Technology Education; Educational Quality; Scientific Methodology; Scientific Principles; Literature Reviews; Bibliometrics; Educational Development; Statistical Distributions; Information Technology; Primary Sources

Abstract:
The focus of research in technology education has evolved throughout its history as the field changed from industrial arts to technology education (Spencer & Rogers, 2006). With the move to technology education, the field has begun to broaden its focus to better understand the teaching, learning, curriculum, and policy implications of preparing the next generation of technological thinkers. Although a complete "paradigm shift" may not have occurred completely within all technology-oriented programs (Sanders, 2001), the current emphasis on engineering within technology education indicates a need to examine and assess the status of technology education research over the past 10 years to identify strengths and areas that need to be addressed in order to guide the field into the future. The purpose of this study was to assess the quality and characteristics of the research that has been published within the field of technology education between 1997 and 2007. More specifically, this study was designed to determine the types of research conducted within the technology education field, including the research focus, methods, primary data sources, and data types. The following questions were explored to accomplish this purpose: (1) What types of research have been conducted in technology education over the past 10 years?; (2) What research methods have been most commonly used in technology education research over the past 10 years?; and (3) What types of people and data have been the focus of research in technology education over the past 10 years? A driving motivation for this study was to explore the extent to which technology education research conforms to Shavelson and Towne's (2002) "guiding principles" of scientific inquiry, and to gauge the alignment of technology education research with the current national trend toward a "gold standard" for educational research methods. Answers to these questions provide insight into the degree to which recent technology education research aligns with the "gold standard" for educational research. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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