Technically Speaking
Asynchronous Session
A Phenomenological Study of First-time Online Learners at the Master's Level at a Private University in Minnesota View Digital Media
Paper Presentation in a Themed Session Charles Eltonga
This phenomenological study examined the lived experiences of first-time online learners enrolled in a fully online master’s program, all at the same private and nonprofit University in Minnesota. Each of these student participants had taken at least two full online courses, with some of them nearing the end of their program. The students who participated in this study were recruited from a variety of online programs. They encompassed different age groups and levels of experience with online learning. A phenomenological analysis of the interview and focus group transcripts provided a thorough set of results to code the prevalent categorical themes. This included flexibility and independence in online learning, as well as the development of engagement with instructors, peers, and technology. Results helped identify ways of adapting to online learning and the opportunities or challenges these participants faced in their online courses. These aspects were delineated into themes that further illuminate the lived experiences of the student participants. From the analysis, the researcher uncovered the appreciation of learners for the flexibility that online learning brings in their lives. Despite the benefits, the learners indicated that they miss personal and face-to-face interactions with their instructors and peers. This theme highlighted the importance of interactions and relationships for the student participants. The researcher found that the participants were pushed to increase their capabilities through online learning by utilizing different resources. Finally, the student participants reported how online learning has permitted them to develop skills that are practical and applicable in the real-world setting.
How Do Hybrid/Interactive Performance Concepts Change the Ways We Teach Directing? View Digital Media
Paper Presentation in a Themed Session Jeannine Russell, Judith Babnich
“The Show Must Go On; Directing Student Driven College Productions in a hybrid, interactive performance style,” by Professor Jeannine Saunders Russell and Dr. Judith Babnich This paper examines the approach of an instructor/director regarding pandemic theatre at the University level. It examines the challenges of both continuing to provide students with the education they expect to receive while also keeping them safe. This case study is presented through an interview by the second author of the first author’s experience with staging an original script, entitled THE MONTY HALL PROBLEM, by Benjamin Connor.
The Nisotak App as an Example of Flexible Design for Language Learning Apps Across Cultures View Digital Media
Paper Presentation in a Themed Session Marguerite Koole, Randy Morin, Julita Vassileva, Kristine Dreaver Charles
The nisotak project was developed in response to the need for the preservation of Indigenous languages and to support reconciliation amongst all peoples in Canada. In this paper, we discuss the technological aspects of the project as well as the less tangible decision-making that helped us to navigate software development in ways that support and honour Indigenous languages, Indigenous knowledge, and both Indigenous and non-Indigenous peoples. The key decisions that guided this project included considerations for privileging the target language(s), accommodating multiple dialects within the context, creating an easy-to-use and engaging interface for non-technical users, designing for easy transfer of ownership and management, choosing an appropriate license to ensure free access to the code, and adhering to First Nations principles of ownership, control, access, and possession of their own knowledge. During a small pilot study, students studying nêhiyawêwin (an Indigenous language in Canada) were asked to design their own mobile lessons for delivery on their smartphones. We first discuss the key decisions made during development. Second, we share the outcomes of a pilot study, the questions of which were based on the Frame Model (Koole, 2009) of mobile learning.
Video Games Aimed to Enhance and Motivate Academic Learning: Learning Through Fun and Engagement View Digital Media
Paper Presentation in a Themed Session Dr. Kenneth Jones
My research examines how effective video games motivate students to learn through cognitive, motivational, behavioral, and social-cultural interactions. My study centers on African American males who have statistically ranked at the bottom of academic achievements and to understand the emotions and behaviors of why African American males have continuously performed below average in public education. My study implemented situated learning as a theoretical framework to examine how individuals receive direct knowledge through peer interactions. The data from my research indicate that video games can motivate and enhance anyone to learn through their ability to allow individuals to collaborate while participating in a task. Individuals demonstrated principles of learning through critical thinking, strategy, logical determinations, discovery, and exploration.
Cultivating Inclusion: Using Remote Tutors to Enhance Literacy Learning in Primary Grades View Digital Media
Paper Presentation in a Themed Session Paula Saine
Today, remote environments are a common alternative space for teacher candidates to engage in meaningful online teaching and learning with students in primary grades. Thus, the focus of this study is to highlight teacher candidates’ use of remote and best practices for cultivating inclusion of diverse students with diverse literacy learning needs.
