Browsing by Author "Lock, Jennifer Vivian"

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    Applying Activity Theory: Instructor Design and Development Experiences with Online Distance Learning in the Electrical Apprenticeship Trades Programs
    (2013-09-24) Sochowski, Robert William; Lock, Jennifer Vivian
    Apprenticeship training historically has been the entry point for employment in the trades in Canada. However, with increasing shortages of qualified trades workers in Canada, it is timely to explore the affordances of online distance learning (ODL) education for this post-secondary education sector. The Internet has provided students with access to distance learning in many fields, but very little research has been conducted regarding online ODL activities for apprenticeship trades training. Thus, the benefits of ODL in electrical apprenticeship trades education remain largely experimental or anecdotal. In general, the apprenticeship trades industry has determined that learning apprenticeship trades skills requires practical, physical components, but scholars must determine whether online electrical apprenticeship trades activities meet these physical, hands-on requirements for constructing objects and assimilating skill-oriented knowledge. To examine the impact of online technologies in ODL environments for the electrical apprenticeship trades, a case study approach was used in this research in order to understand instructors’ experiences in designing, developing, and delivering electrical apprenticeship trades programs in an ODL environment. The study participants were six instructors from three different public institutions in two provinces. Each case was developed from an interview with the ODL electrical apprenticeship instructor, document analysis, and a review of online materials such as the institution’s website and the program and course shells. To analyze the data collected from the case studies, five activity theory principles were applied: the hierarchical structure of activities; the social and physical aspects of the online learning environment; the learning, cognition, and articulation of online activities; the development of online activities; and the zone of proximal development (ZPD) of online activities. The results from the data analysis indicated that the potential of ODL was not fully realized because of local accessibility issues as well as instructors’ unfamiliarity with the technologies employed. The culture of apprenticeship trades focuses on hands-on learning of practical skills from a master, and the idea that technology can provide equivalent experiences is not yet fully accepted. But the shift is underway, with a number of institutions in Canada now offering ODL in the electrical apprenticeship trades as well as in other trades such as welding and plumbing. The research findings would be valuable to the apprenticeship trades industry because they supported the efficacy of ODL which provided options that were anticipated to increase the number of qualified trades workers. Academic administrators would benefit as the findings would assist them with their strategic, long-term planning of ODL for the apprenticeship trades. Policy makers (typically governments, both federal and provincial) would benefit from the study as it would help to provide policy direction for apprenticeship trades education. Instructors would benefit from gaining a better understanding of the impact of changing roles and responsibilities and of what is involved in designing, developing, and delivering ODL apprenticeship trades programs.
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    Building Educational Practice and Culture in Infection Prevention and Control: A Design-Based Research Study
    (2017) Meyers, Gwyneth Louise; Jacobsen, Michele DM; Henderson, Elizabeth Ann; Friesen, Sharon L.; Lock, Jennifer Vivian; Seneviratne, Cydnee Christine; Reeves, Thomas Charles
    Emerging antibiotic resistant organisms and diseases such as Ebola pose significant public health threats. Infection Prevention and Control (IPAC) programs are charged with educating healthcare workers (HCWs) to prevent the spread of such microorganisms and infections. Despite ongoing education by Infection Control Professionals (ICPs), HCWs’ adherence to IPAC practice remains low. While education is an expected core competency for ICPs, they are not prepared for this educator role and opportunities for educational professional development are limited. This gap leads to a narrow conceptualization of education, limited application of theory, and research challenges. Relying on conventional teaching methods, ICPs are frustrated with the poor results and are disengaged from their educational efforts. Using Design-based research as an interventional change methodology, the purpose of this research was to begin addressing these problems by designing, developing and implementing an innovative professional development experience in education for a group of ICPs in the Alberta Health Services IPAC program. This professional development experience was situated in the context of a community of learning (CoL) located in the ICPs’ workplace practice. Learning in the CoL was mediated through use of collaborative teaching and learning activities over a one year timeframe. The core interventionist strategy was to have the ICPs create a flipped learning experience the ICPs could use to teach HCWs. Drawing on contemporary constructivist concepts and principles from the Learning Sciences, this research resulted in the creation of an innovative design framework for the educational professional development of ICPs that successfully changed ICPs educational understanding and practice by building their pedagogical expertise and developing their identity as educators through the acquisition of knowledge, language and experience with which to reflect on and explore their teaching and learning practices. This study demonstrated the value of using DBR to explore teaching and learning in the context of a healthcare workplace setting where the focus is on the production and delivery of activities other than teaching and learning. The application of DBR to IPAC practice, whose focus is often to create change, suggests that DBR has potential use beyond the design and improvement of teaching and learning environments.
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    Course Design and Interpersonal Relationship Development Among Students in a Post-Secondary Online Context
    (2021-06-22) Rakitskaya, Elena; Kawalilak, Colleen; Bohac Clarke, Veronika Elizabeth; Winchester, Ian S.; Lock, Jennifer Vivian; Badenhorst, Cecile; Kawalilak, Colleen
    When taking online courses in post-secondary institutions, students find themselves in an environment that is based on collaboration. To collaborate effectively, students need to maintain an optimal level of interaction. The interaction may be compromised because, in post-secondary education, students’ age, life, and educational experiences vary greatly in addition to students’ various learning preferences, technological skill, and personality. In this study, I employed a qualitative case study methodology and collected data from undergraduate students enrolled in online courses, instructors teaching online courses, and instructional designers developing online courses. I asked a series of questions: How are interpersonal relationships among students in post-secondary education experienced in the online learning environment? Why is exploring this topic important? What are the course design elements and features that contribute to the development of interpersonal relationships among undergraduate students in online studies? The data revealed that opinions on the need for student relationships vary but all participants expressed a desire to be connected with online classmates and be understood by them. Most participants believed that course design elements and features could be used to develop relationships between online students.
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    Examining Critical Thinking Development in Undergraduate Nursing Students Utilizing Online and Face-to-Face Technology-Enhanced Learning Environments
    (2015-06-29) Swart, Ruth; Lock, Jennifer Vivian
    This research study examines the utilization of technology-enhanced learning environments, in face-to-face and online settings, to engage undergraduate nursing students in critical thinking. Critical thinking is highly acclaimed in today’s educational and professional arenas -- a valuable asset for graduating students from higher education programs. Technology has advanced in quantity and quality; similarly, educational technology is growing in use, diversity, and prevalence recognizing potential requirements of 21st century learners. A blended learning approach comprising of two technology-enhanced environments was used in supporting development of critical thinking: a classroom response system face-to-face in-class and an online discussion forum out-of-class. The Community of Inquiry framework that structures the study captured constructivist collaborative inquiry to facilitate the development of critical thinking, while building a supportive environment for learning. This mixed methods study used pre- and posttesting to assess changes in students’ critical thinking, as well as surveyed students with closed and open-ended questions to gather their perspectives about developing critical thinking, and engagement in learning through both technology-enhanced learning environments. Qualitative content analysis was used to assess the quality of the online discussion forum exchange for indications of critical thinking. These various data source and analyses have the potential to provide a comprehensive understanding of how nursing students develop of critical thinking and engage with technology-enhanced learning environments. The findings show that students were positive towards the incorporation of technology-enhanced learning. They were appreciative of its use in delivering course information and in supporting their development of critical thinking. The two forms of technology used offered students different means to actively participate in learning, thereby meeting different needs and preferences, which was deemed beneficial by the students. From their perspective, they considered that aligning critical thinking instruction and inquiry with subject-specific content facilitated understanding and application of course material engendering relevance to their learning. While the findings are limited to students who participated in the research study, the instructional strategies and technology-enhanced learning identified as beneficial provides the basis for course design and implementation for the development of critical thinking.
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    In Our Hands: Designing for Mobile Devices
    (2018-01-17) Caissie, Belina; Friesen, Sharon L; Jacobsen, Michele DM; Lock, Jennifer Vivian; Dyjur, Patti; Stordy, Mary Margaret
    Two significant impacts on K–12 learning environments are the increasing diversity of learners and one-to-one learning environments. Over the last two decades, several large-scale, provincially-funded projects have supported one-to-one technology in education and equity in Alberta’s education system. For example, the iPad was appropriated by education at an unprecedented rate. This participatory action research study engaged fifth-grade students and their teacher in an exploration of their science learning and teaching with iPads as the one-to-one mobile device used. Two main types of action research cycles occurred: 1) technology and 2) teaching and learning. Multiple action research cycles were carried out concurrently to investigate: In what ways does the design of technology-enabled, inclusive learning environments impact teacher and student learning and agency in middle school? Data collection methods included focus groups, individual interviews, observations, researcher journaling, a survey, documents, and artifacts. Three process findings emerged through the student focus groups: challenges, customization, and choice. Seven impact findings were evident from the classroom observations and individual interviews: increased collaboration, improved student engagement, student empowerment, teacher empowerment, technology-enhanced learning environment, shifts in teachers’ perceptions of learners, and shifts in students’ perceptions. This study revealed that a technology-rich classroom does not automatically create a technology-enhanced learning environment. Systemic barriers mute the potential of one-to-one access. When the design of technology integration at both the school and school authority level creates significant barriers to effective student and teacher use of mobile devices as pedagogical tools, the ability of both teachers and students to act in new and innovative ways is thwarted. The inability to act in new and innovative ways makes it difficult for teachers and students to develop and exert their agency. The findings of this study imply that the potential of iPads is not being fully realized in the context of learning and teaching as well as provides insight on how iPads can be leveraged as pedagogical devices. Ten recommendations for educational stakeholders, including the Department of Education, educational leaders, teachers, and Faculties of Education, are presented to support a shift from technology-rich classrooms to technology-enhanced learning environments.
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    Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching
    (2021-09) Kunnel, Johnson; Roessingh, Hetty; Boz, Umit; Eaton, Sarah Elaine; Lock, Jennifer Vivian; Kawalilak, Colleen; Abbott, Marilyn
    Researchers have examined the benefits of employing a complex set of assessment rubrics as a framework for course development, teaching, learning and assessments in language programs. However, no research has explored ways to mitigate challenges faced by adult international and immigrant second language learners new to learner-centered and rubric guided curriculum that requires critical thinking and self-regulation. To raise awareness about writing task assessment rubric criteria, this qualitative study through iterative cycles of practitioner action research used Community of Inquiry (CoI) as a framework and a writing task assessment rubric as a hook to facilitate asynchronous written peer feedback in task-based English as Additional Language (EAL) learning environment. During the seven-week long intensive language course at a post-secondary institute in Western Canada, 20 adult multi-lingual participants from didactic learning environments completed 28 tasks in the class and engaged in providing peer feedback using an institutionally mandated Canadian Language Benchmark (CLB) rubric in nine asynchronous forums. Sources of evidence from asynchronous feedback transcript, writing tasks completed by learners, and the instructor’s observation notes and journals was analyzed for themes using NVIVO regarding cognitive presence, teaching presence and social presence elements in CoI framework. Results showed: (1) learners had low level of rubric awareness at the beginning of the course (2) intervention facilitated scaffolding (3) learners re-conceptualized writing and the role of rubric, and (4) asynchronous peer feedback increased rubric awareness and competency in writing. Implications are discussed in relation to adult international and immigrant language learners, task-based language teaching, and the interface between automatized explicit and implicit knowledge of rubric criteria in rubric based second language curriculum.
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    Supporting Teachers to Thrive: Exploring the Impact of School Climate and Teacher Self-efficacy on Teacher Stress
    (2024-07-10) Fernandez Conde, Cristina; Nordstokke, David William; Lock, Jennifer Vivian; Wilcox, Gabrielle
    In this explanatory sequential mixed methods study, I explored the relationship between school climate, teacher self-efficacy (TSE), and teacher stress in a sample of high school teachers in Western Canada. I collected quantitative (Phase 1) and qualitative (Phase 2) data. For the quantitative phase, 61 teachers completed questionnaires that measured the variables under study. I sought to understand the relationship between teacher stress, school climate, and TSE through correlations, moderation, and multiple regression. Quantitative results suggested no significant moderation effect of TSE between school climate factors (i.e., collaboration, student relations, school resources, decision-making and instructional innovation) and stress. However, when controlling for school climate, teachers’ self-efficacy had a significant negative effect on stress. Post hoc analyses also identified that teachers’ sense of student relations, instructional innovation, and collaboration predicted higher levels of TSE. The quantitative results informed the qualitative phase through the creation of a semi-structured interview. I interviewed five teachers by asking questions that explored their stress appraisal process (positive and negative) from a Cognitive Theory of Stress and Coping perspective and the role school climate and TSE played in this appraisal process. Consistent with quantitative findings, themes I identified through reflexive thematic analysis (TA) suggested that TSE acts as a protective factor against teacher threat appraisals by fostering a sense of control within an environment of collaboration and support. Teachers perceived various contextual factors as sources of threat appraisals, such as the unpredictable demands of addressing student needs and meeting instructional and assessment benchmarks in the context of the COVID-19 pandemic. My study’s findings may inform policy and teaching practice to support educators in schools. By gathering quantitative and qualitative insights into how teachers appraise stressful situations and the transactions that they find challenging or harmful in a Canadian school context, this information can help school psychologists and school leaders foster TSE as a protective factor against stress.