PRISM :: Browsing by Author "Jacobsen, Michele"

Browsing by Author "Jacobsen, Michele"

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Open Access
A Case Study Using the Community of Inquiry Framework to Analyze Online Discussions in WordPress and Blackboard in a Graduate Course
(2013-01-09) Norman, D'Arcy; Jacobsen, Michele
Online discussions in a graduate level education course were compared using the Community of Inquiry framework and a Classroom Community survey within a mixed methods case study with concurrent triangulation of data sources. Discussion posts were published in two separate software applications: WordPress and Blackboard. Data collected included online discussion metadata, Community of Inquiry coding of online discussion content, survey responses from students, and an interview with the instructor to identify pedagogical decisions made in the design of the course. Content analysis of the discussion archives described differences in posts published to the two platforms, as well as differences in simultaneous indications of Community of Inquiry presences over time. Five new online discussion timeline visualization methods are presented. Key findings include an emphasis on pedagogical design over software selection in facilitating rich online discussions in the context of a graduate level course, although selection of software may provide signals to participants regarding the instructor’s expectations. Recommendations for reproducing similar research, identification of areas for future research, and recommendations for practice are provided.
Open Access
A Comparative Assessment of Non-tenure Stream Faculty Members’ Perceived Organizational Support and Organizational Commitment at Two Canadian Universities
(2016) Burge, Robert; Mendaglio, Salvatore; Jacobsen, Michele; Patterson, Margaret Edna; Kawalilak, Colleen; Jones, Glen Alan
This study explored the employee-organizational relationship of non-tenure stream faculty teaching at two research-intensive Canadian universities through an examination of faculty members’ perceived organizational support, organizational commitment, and organizational exchange relationship. Through a survey of 146 non-tenure stream faculty teaching at two institutions in the 2013-14 academic year, the study examined their composition, characteristics, career aspirations, and views about working as a non-tenure stream teacher at their institution, from a comparative perspective. Five research questions were addressed. The closed- and open-ended survey question results were analyzed and presented for both the pooled and individual institutional samples. The measures of perceived organizational support, organizational commitment, and organizational exchange relationship were analyzed and scale reliability results are reported. Key findings include: one third of study participants are teaching in a non-stream position because they could not find a tenure stream position; three quarters of participants had other employment (whether it was full-time or part-time, at or external to the university); participants feel emotionally attached to their institution (affective commitment) and believe that their institution supports them and values their work (perceived organizational support); part-time non-tenure stream faculty were less ‘emotionally attached’ than were full-time non-tenure stream faculty; full-time non-tenure stream faculty associate greater ‘costs’ to leaving their institution of employment (continuance commitment) than part-time non-tenure stream faculty; over four fifths of participants were satisfied working at their institution and would recommend the institution as a good place to work; participants identified job security and stability, a greater respect, sense of belonging, recognition, being undervalued, and better compensation and career related issues, as concerns; working with students, learners, colleagues, and teaching were what participants liked best about working at their university.
Open Access
A Descriptive and Explorative Case Study of a Scratch Programming Experience Involving the Creation of a Lunar Simulation/Model with Grade Six Learners
(2016-02-08) Martin, Stephen; Jacobsen, Michele; Sengupta, Pratim; Kremer, Rob
This mixed methods descriptive and exploratory case study examined the experiences of two classes in an elementary school (39 students) using the Scratch programming language to create a lunar simulation of the Earth/Moon System over six days. Using the Computational Thinking Framework developed by Brennan and Resnick (2012) the researcher examined the computational thinking (CT) concepts and practices students were exposed to. This study finds that all of the student groups experienced at least partial success in building their simulation. The researcher found that all of the groups explored the CT concepts of sequence, events, parallelism, conditionals and operators while building their simulation and more than 80% of the groups used data and loops. There is evidence that the students were involved in three of the computational practices: incremental and iterative, testing and debugging and, abstracting and modularizing. This study offers recommendations for practice and for future research.
Open Access
A Descriptive Case Study of Meaningful Online Learning Experiences in the 3D Virtual Game “Quest Atlantis”
(2013-10-02) Louis, Robert; Jacobsen, Michele
In this case study, the relationship between middle school student engagement, motivation and development of 21st century competencies through a 3D virtual online digital game “Quest Atlantis” was examined. Data collection included surveys, focus groups interviews, and classroom observations. Participants were 12 to 13 years old grade 7 students and their classroom teacher. This research found that seventh grade students were motivated, were engaged and displayed 21st century competencies during game play in the Quest Atlantis environment. Quest Atlantis provided students with an interactive, technology enabled learning environment in which to engage with Mathematics concepts of statistics that was facilitated by the teacher who provided support and guidance. No significant gender differences in terms of performance in statistics were found. Findings from this study can enrich our understanding about the use of digital game based learning for learning Mathematics in schools.
Open Access
A Phenomenological Case Study of Nigerian Graduate Students’ Experiences Using Mobile Learning Technologies in a Faculty of Education
(2024-09-12) Amaechi, Emmanuel Chukwunenye; Jacobsen, Michele; MacGregor, Stephen; Preciado-Babb, Armando Paulino
This study investigates the experiences of Nigerian graduate students using mobile learning technologies at a faculty of education at a University in Western Canada. and highlights the potentials of mobile technologies as tools to enhance teaching and learning. For this thesis research, I employed a phenomenological case study approach, to provide a comprehensive understanding of how mobile learning technologies are integrated into the academic lives of international graduate students from Nigeria, the benefits they derive, and the challenges they face. Data was collected through in-depth interviews to capture the nuanced experiences and perceptions of the participants. Data was analyzed using reflexive thematic analysis to generate findings and themes. The findings reveal that mobile learning technologies significantly enhance accessibility, allowing students to access educational content and resources anytime and from anywhere. Unfettered access provides flexibility that is crucial for students in balancing academic, professional, and personal commitments. The interactive and multimedia features of mobile learning platforms are shown to increase student engagement and motivation, fostering a more dynamic and engaging learning environment. Mobile learning supports personalized learning experiences, enabling students to learn at their own pace and according to their individual preferences. This study also identifies several challenges, including technical issues such as device compatibility with research tools such as NVivo. Some students identified their inability to use some mobile learning technology well because they were not adequately oriented on how to use it. These challenges underscore the need for a more inclusive infrastructure, continuous technical support, and effective orientation programs to help graduate students maximize the benefits of mobile learning technologies. The implications of these findings suggest that while mobile learning technologies can offer substantial benefits, the successful implementation of these technologies requires graduate students and programs to address the associated challenges. Recommendations for educators include integrating mobile learning into the curriculum in ways that complement existing teaching methods and to provide ongoing support for graduate students’ optimal use of technology for learning.
Open Access
A prelude to an educational technology octet
(The Canadian Network for Innovation in Education, 2008) Jacobsen, Michele
Open Access
A Special Issue of the Canadian Journal of Learning and Technology on Knowledge Building
(The Canadian Network for Innovation in Education, 2010) Jacobsen, Michele
In a pervasive media and technology landscape that is increasingly global, participatory and connected, one in which learners and teachers can increasingly become creators of knowledge rather than mere consumers of prepared messages and ideas, it is vital for the field of educational technology to take stock of the latest research on knowledge building. Marlene Scardamalia and Carl Bereiter, innovative pioneers in the area of Knowledge Building in education, define the construct of Knowledge Building as having several characteristics that distinguish it from constructivist learning in general. Two key characteristics of Knowledge Building are intentionality and community knowledge. Intentionality captures that people engaged in knowledge building know they are doing it and that advances in knowledge are purposeful. Community knowledge captures that while learning is a personal matter, knowledge building is done for the benefit of the community. Scardamalia and Bereiter emphasize that in contrast to being spontaneous, a knowledge building culture requires a supportive learning environment and teacher effort and artistry to create and maintain a community devoted to ideas and to idea improvement. Distinct from improving individual students’ ideas and understanding, the collective work of Knowledge Building is explicitly focused on the creation and improvement of knowledge of value to one’s community – advancement of the knowledge itself.
Open Access
A special issue shift from dual medium to open access academic publishing
(The Canadian Network for Innovation in Education, 2008) Jacobsen, Michele
Open Access
Action research for graduate program improvements: A response to curriculum mapping and review
(Canadian Society for the Study of Higher Education, 2018) Jacobsen, Michele; Eaton, Sarah Elaine; Brown, Barb; Simmons, Marlon; McDermott, Mairi
There is a global trend toward improving programs and student experiences in higher education through curriculum review and mapping of degree programs. This paper describes an action research approach to program improvement for a course-based MEd degree. The driver for continual program improvement came from actions and recommendations that arose from an institutionally mandated, year-long, faculty led curriculum review of professional graduate programs in education. Study findings reveal instructors’ perceptions about how they enacted the recommendations for program improvement, including (1) developing a visual conceptualization of the program; (2) improved connections between the courses; (3) articulation of coherence in goals and expectations for students and instructors; (4) an increased focus on action research; (5) increased ethics support and scaffolding for students; and (6) the fostering of communities of practice. Study findings highlight strengths of the current program and course designs, action items, and research needed for continual program improvement.
Open Access
An exploration of IPAC educational intervention research: What do we mean by education?
(Infection Prevention and Control Canada, 2018) Meyers, Gwyneth; Jacobsen, Michele; Henderson, Elizabeth
Background: Education is considered an important component of Infection Prevention and Control (IPAC) practice. A shift has occurred from exploring how education plays a role in changing healthcare provider infection control practices to increased interest in the use of multimodal interventions. However, several comprehensive systematic literature reviews have identified theoretical, conceptual and methodological challenges in IPAC educational intervention research. Methods: To gain deeper insight into the challenges, a qualitative review was conducted using a content analysis of 122 papers published between 1989 and 2017. Results: IPAC educational practice and research is predominantly informed by the traditional educational paradigm of knowledge acquisition, with a commitment to quantitative research methodologies that treat education as a static tool. Limited attention is given to educational theories, teaching and learning concepts and instructional design processes. Conclusions: IPAC educational practice is constrained by implicit philosophical assumptions about education as information delivery. This paper proposes a paradigm shift from transmission educational practices to those more attuned to the concepts of teaching and learning. By making this shift, IPAC can begin to address the challenges identified in the literature and explore educational theories, contemporary active and engaged teaching and learning processes, instructional design frameworks, and using innovative educational research methodologies.
Open Access
An investigation of computer generated knowledge retention activities in computer-based training with adult learners
(Queensland University of Technology, 2005) Reid, Doug; Jacobsen, Michele; Katz, Larry
The goal of this investigation was to evaluate the impact of training and the effectiveness of different types of knowledge retention activities delivered by computer-based training programs. This study focused on a computer-based learning system called the Profound Learning Delivery System (PLS). PLS is an application designed to improve the content knowledge retention of adult learners who are completing computer-based training. This study used a pretest-posttest experimental design to compare adult learners’ knowledge of Microsoft Outlook ("Outlook," 1997) before and after a computer-based training session. Participants were trained using two different computer-based instructional programs; a commercially available software program matched for comparison purposes and PLS. This comparison involved three different formats for post-instruction retention activities that were; no review activities, user generated review activities, and program generated retention activities. Results indicate, there was a significant difference between the groups 60 days after training. This result demonstrated that PLS has potential worth exploring.
Open Access
Barriers to Systemic, Effective and Sustainable Technology Use in High School Classrooms
(The Canadian Network for Innovation in Education, 2014) Daniels, Jason; Jacobsen, Michele; Varnhagen, Stanley; Friesen, Sharon
The purpose of the Technology and High School Success (THSS) initiative was to encourage innovative strategies focused on improving provincial high school completion rates, using technology and student-centered learning to engage student interest. The primary purpose of this paper is to report on barriers that impede systemic, effective and sustainable technology integration within schools. Even with teacher and administrative support and commitment for THSS, evaluative research indicated minimal change in system capacity as a result of the initiative. Three primary barriers to program sustainability were: 1) schools and school districts did not leverage the opportunity to revisit their existing vision(s), 2) schools and school districts did not use data to make changes, and 3) limited access to technology. Le but de l’initiative « Technology and High School Success (THSS) » était d'encourager des stratégies novatrices visant à améliorer le taux d’achèvement des études secondaires dans la province de l’Alberta en utilisant la technologie et un apprentissage centré sur l'élève afin de susciter l'intérêt des élèves. L'objectif principal de cet article est de rendre compte des obstacles entravant l'intégration systémique, efficace et durable de la technologie dans les écoles. La recherche évaluative a révélé des changements minimes dans la capacité systémique à la suite de l'initiative, et ce, malgré l’appui et l’engagement des enseignants et des administrateurs envers le THSS. Les trois obstacles principaux à la viabilité du programme sont les suivants: 1) les écoles et les districts scolaires n'ont pas profité de l’occasion pour revoir leur(s) vision(s), 2) les écoles et les districts scolaires n'ont pas utilisé les données pour effectuer des changements, et 3) l'accès limité à la technologie.
Open Access
Becoming a Maker Teacher: Designing Making Curricula That Promotes Pedagogical Change
(Frontiers Media SA, 2020-07-28) Becker, S.; Jacobsen, Michele
In this article, we focus on the case of a Canadian teacher and her students who engaged with a researcher in a year-long design-based research study exploring the implementation of curriculum within a makerspace context. Together, the grade six teacher and researcher co-designed, co-enacted, and co-reflected on three curricular making cycles, one related to sky science, another to mathematical transformations, and a third focused on core concepts of democratic systems. The two-fold purpose of this DBR was to promote pedagogical change through designs for making and to articulate design principles that could be utilized when engaging with curriculum for making. Findings show that the makerspace as learning environment and design-based research as methodology provided a double helix scaffold that compelled the teacher to reconsider her frame when enacting curriculum. For this teacher, collaboration on design-based research and designs for learning in the makerspace promoted a shift in pedagogy and led the teacher and her students to rethink notions of curriculum while questioning what is important to know. An expansion of the intervention to engage multiple teachers in multiple sites to determine scalability is recommended. Study findings point to the makerspace as a promising design frame for rethinking curriculum and pedagogical practice. © Copyright © 2020 Becker and Jacobsen.
Open Access
Branch Campus Classroom Expectations: An Ethnographic Study of Transnational Faculty and Students in Qatar
(2014-09-04) Botting, John; Jacobsen, Michele
Few studies have deeply and empirically described and analyzed the teaching and learning dynamic in branch campus classrooms in the Middle East, and fewer still have focused on educational technology. The purpose of this ethnographic study is to examine whether any gaps in expectations between transnational Canadian faculty and students in Qatar might be present because teacher and student participants come from different cultural backgrounds. The three research questions guiding this study pertain to a priori expectations, gaps in expectations and acculturation of expectations. Current literature on globalization, internationalization, branch campuses, transnational education, Orientalism, Cosmopolitanism, culture, fundamental attribution error, and teaching and learning and educational technology in Arab Gulf nations is critically reviewed for this study. The study had four phases of data collection: (1) an initial online questionnaire about cultural differences in teaching and learning based on Hofstede’s (1986) work (faculty n = 20, students n = 20), (2) classroom observations of six faculty members over a semester, (3) semi-structured interviews (faculty n = 6, students n = 15) and, (4) a final online summary-feedback questionnaire (faculty n = 13, students n = 17). Findings suggest that Holliday’s (1999) proposition of a small culture approach specific to classrooms is more relevant to research in this context than Hofstede’s (1986) large, national/ethnic culture approach. Classroom activities and participant comments mostly concerned the fundamentals of teaching and learning and not large national/ethnic cultural concerns and issues. Large culture appeared more relevant to participants’ confidence than to the quality of teaching. Classrooms at the research site tend to have an oversupply of instructional technology for which faculty have received little or no training. This readily available technology was also not well supported. Classrooms on this campus are largely set up for lecture style instruction and do not easily accommodate constructivist approaches. Analyses of study findings suggest that the notions of heterogeneity, homogeneity, small culture and large culture are an apt framework for describing and analyzing transnational classrooms. Based on study findings, it is recommended that appropriate educational technology can be determined for the site by following a normal, systematic instructional design process.
Open Access
Building Digital Video Games at School: A Design-Based Study
(University of Calgary, 2015-06) Lambert, Deborah; Jacobsen, Michele; Werklund School of Education
Teachers and administrators in many Canadian schools are especially concerned about developing innovative ways that can intellectually engage their students in deep learning of core curriculum content, while equipping them with 21st century competencies. In this paper, we discuss some key ideas on how an intervention, a video game design and building process, was implemented as an innovative practice in four grade 6 social studies classes at a Calgary charter school. Utilizing a design-based research approach, the research design team explored and evaluated the effectiveness of the design in addressing the intervention and learning goals, and list some key findings and implications from the study.
Open Access
Building Digital Video Games at School: A Design-Based Study of Teachers’ Design of Instruction and Learning Tasks to Promote Student Intellectual Engagement, Deep Learning and Development of 21st Century Competencies
(2016-01-13) Lambert, Deborah; Jacobsen, Michele; Jacobsen, Michele; Friesen, Sharon; Kim, Beaumie; Woiceshyn, Jaana; Morrison, Dirk
With the continuous impact of advancing technologies on learning environments and today’s students, one of the challenges faced by K-12 educators in some Canadian schools is to find innovative pedagogies to intellectually engage students in deep learning of curriculum content and to promote the development and use of 21st century competencies. In an attempt to address this challenge, an intervention, the design and building of digital video games, was collaboratively implemented and explored by a research design team—the researcher, two grade 6 teachers, their students (100) and a professional development leader at a charter school in Calgary, Alberta. This intervention taps into the interest that many students already have in video games and tends to support the learning styles of today’s students. Employing one macro-cycle of the design-based research process, this intervention was adopted into the educational context, explored through the implementation of three learning tasks: game concept development, storyboarding and programming, and assessed as a potential innovative pedagogy to address the problem. This study was guided by two research questions, which focused on: (1) the ways in which teachers’ design of instruction and learning tasks need to shift to implement the intervention; and (2) the impact of the intervention on students’ intellectual engagement, deep learning of curriculum content and the development and use of 21st century competencies. Findings revealed that (1) teachers needed to employ more interaction modes to collaborate and communicate during these tasks; use extensive coaching and scaffolding; continuously use various forms of assessments with feedback loops to assess students’ progress; and use extensive conceptual and divergent thinking; and (2) as students/groups participated in these tasks’ activities, the storyboarding task seemed to represent the area of deepest learning of the curriculum content and highest intellectual engagement, and students seemed to become more proficient in all the 21st century competencies. An assessment of the findings also revealed that the intervention qualifies as a potential and developing effective innovative pedagogy for deep learning, and that findings are significant for informing K-12 educators, school jurisdictions and Alberta Education on the impact and implications of game design-based learning, in school.
Open Access
Building upon the CJLT / RCAT legacy
(The Canadian Network for Innovation in Education, 2005) Jacobsen, Michele
Open Access
Canadian Research on Online Learning and Teaching from Kindergarten to Graduate School
(Canadian Association for Teacher Education, 2022-12-04) Jacobsen, Michele; Smith, Cathryn
This book is the eleventh in a series of peer-reviewed publications originating from working conferences organized by the Canadian Association for Teacher Education (CATE). A CATE working conference is hosted at a Canadian university every 2 years with support from the Canadian Society for Studies in Education (CSSE). CATE working conferences are guided by a theme and several provocations that are presented to the CATE membership in advance of a call for proposals that is open to academics and graduate students in the field of teacher education. Prospective authors submit chapter proposals several months prior to the CATE Working Conference, which are reviewed by the CATE president and past president who then led the conference and served as editors for the book. The CATE working conferences serve as communities of practice that bring academic writers together to collaborate on scholarship with a shared purpose and focus for inquiry. In July 2021, prospective authors were invited to consider Online Learning and Teaching from Kindergarten to Graduate School in positioning their initial chapter proposal and research in teacher education as a response to one or more of these questions: 1. What lessons can we draw upon from our rich history and experience with online education as we navigate our way forward in K-12? In pre-service education? In teacher professional learning? In graduate education? 2. What innovations and new possibilities open up in curriculum, pedagogies, learning designs, and assessments with the global shift to online education? 3. What are the many ways in which we create the conditions for meaningful, authentic, and respectful learning and teaching relationships and engagements when we connect, collaborate, and communicate online? In this introductory chapter, the editors outline the knowledge engagement and writing support provided by the working conference, offer an overview of the significance of the theme, describe inquiry into online learning and teaching, and outline the organization of the book with short overviews of the research highlighted in these 22 chapters. Finally, the editors present a synthesis of the outcomes that emerged from the working conference conversations and ongoing engagements, before suggesting several recommendations for the future of teacher education in diverse online contexts.
Open Access
A Case Study of High School Leadership Teams Managing Team Turnover
(2022-05-27) van der Meer, Keith; Brown, Barbara; Chua, Catherine; Jacobsen, Michele
School leaders and leadership teams can positively impact a school environment. The reality of persistent leadership turnover in schools, however, challenges the capacity of school leaders to sustain learning improvement and change. Turnover on leadership teams has been linked with negative impacts on student performance and can have deleterious effects on school growth and progress. Given the paucity of research on leadership team effectiveness in response to turnover, and in consideration of the potential negative impact leadership turnover can have in schools, it is important to look more closely at teams that are effectively negotiating this change. This study focused on school leadership team actions in response to turnover. The researcher utilized a thematic cross-case analysis of three senior high leadership teams in three different school divisions in Southern Alberta that had experienced turnover within the last five years. Perception surveys were used to select leadership teams who identified their leadership actions as successful. Each team member selected for the study participated in semi-structured interviews to determine which specific actions were resultant in effective leadership practice. Five elements of leadership team coherence were considered as part of the study: mission and vision, culture, trust, instructional leadership, and distributed leadership. Results of the research highlighted the importance of leadership team coherence and the establishment of trust. Additionally, it was found that the context of the school played an important role in determining what aspects of leadership were most important for team function. Considering the elements of leadership team coherence and the importance of trust and context, results of the study offer implications for current senior high leadership teams and make further recommendations for ongoing research surrounding effective actions of leadership teams.
Open Access
CJLT: a fully online journal with roots in its history
(The Canadian Network for Innovation in Education, 2009) Jacobsen, Michele