Three Doctoral Dissertations

Hello. This post will introduce three doctoral dissertations from Athabasca University as requested in Assignment 5, EDD802. You will find the title, year of publication, abstract, link, paradigm, and theoretical framework

1 - Design Guidelines for a Mobile-Enabled Language Learning System Supporting the Development of ESP Listening Skills, by Aga Palalas (2012)

Abstract: This dissertation presents, describes and discusses an interdisciplinary study which investigated the design and development of a language learning instructional solution to address the problem of inadequate aural skills acquisition for college ESP (English for Special Purposes) students. Specifically, it focused on the use of mobile technology to expand learning beyond the classroom.

The eighteen-month process of data collection and analysis resulted in a conceptual model and design principles for a Mobile-Enabled Language Learning (MELL) solution. Mobile-Enabled Language Learning Eco-System was thus designed, developed and trialled in the real-life learning context. Through the iterative process of the design, development and evaluation of the MELL system and its components, design principles were also generated. These design recommendations were refined and reformulated in a cyclical fashion with the help of more than 100 students and ten experts. The resulting MELLES design framework encompasses guidelines addressing the essential characteristics of the desired MELL intervention as well as procedures recommended to operationalize those features.

The study also resulted in a better understanding of the broader context of ESP learning using mobile devices and the role of elements of environment, ultimately contributing to real-life praxis of the Ecological Constructivist framework and the complementary approach of Design-Based Research (DBR) methodology.

Paradigm: Design-Based Research method, with foundations on Constructivism and Ecological Constructivism.

Theoretical framework: As Palalas points out, “Constructivist pedagogy provided an overarching framework to govern the proposed multidisciplinary frameword” (p.16). She also included themes such as listening and language learning, second language acquisition, Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL) and its design principles, and Constructivism “as the basis for the Ecological Constructivism paradigm which melds together the various principles of second language learning and mobile learning” (p.47).

Link:

Palalas, A. (2012, May 8). Design Guidelines for a Mobile-Enabled Language Learning System Supporting the Development of ESP Listening Skills. Retrieved from https://dt.athabascau.ca/jspui/handle/10791/17

2- The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story, by Joyce M. Helmer (2012).

Abstract: The goal of this study was to examine Indigenous Teaching Circles and their applicability in an online Distance Education setting. The objectives were twofold (1) to define Aboriginal Teaching Circles as a formal method of instruction for cultural teaching in a post-secondary environment, and (2) to identify what elements of Indigenous Teaching Circles would be possible to translate into an online environment. In order to gain a better understanding of the aforementioned I interviewed seven Indigenous Knowledge Keepers who worked in post-secondary institutions and were keepers of the traditional Indigenous values and beliefs.

Drawing on the stories from the participant Knowledge Keepers I define the various Indigenous Circle pedagogies and their subsequent compositions. This thesis confirms that Indigenous Teaching Circles can be conducted in a computer mediated environment with specific instructional design strategies. The most compelling finding in this thesis was the exploration of the inclusion of spiritual entities as participants in the Circles. These presences are referred to as unseen “helpers” and each of the participants interviewed commented on their existence in various ways. This concept is particularly important as these helpers were identified as residing in a virtual world therefore making teaching and learning that much more significant if one believes in this phenomenon. There is no doubt from the data collected that cultural teaching requires a shift in planning and implementation and this thesis offers some suggestions for planning and designing culturally accurate teaching and learning activities.

Paradigm: Aboriginal Pedagogy (Circle Approach), “decolonization of educational practices” (p.56).

Theoretical framework: The overarching themes are Sacred Spaces and Cyberspace. The literature review includes institutional environment, Indigenous Pedagogy, deficit thinking, (indigenous) spirituality, isolation and access to electronic technology, demographics, cultural reproduction, applicability of (indigenous) Circle Approach in Distance Education.

Link:

Helmer, J. M. (2012, February 29). The Hollow Bone Hunter’s Search for Sacred Space in Cyberspace: A Two World Story. Retrieved from https://dt.athabascau.ca/jspui/handle/10791/14

3- A Framework for Promoting Teacher Self-Efficacy with Mobile Reusable Learning Objects, by Robert Leo Power (2015).

Abstract: Recent calls have been made to shift the focus of mobile learning discussions from technical implementation to pedagogical strategies. However, a lack of a sense of self-efficacy amongst educators has been identified as a barrier to the successful integration of mobile learning resources into teaching practice (Ally, Farias, Gitsaki, Jones, MacLeod, Power & Stein, 2013). This research study outlines the distillation of the Collaborative Situated Active Mobile (CSAM) learning design framework, which represents the key pedagogical components of collaborative mobile reusable learning objects (RLOs). This study examined increases in teachers’ perceptions of self-efficacy with mobile learning after participating in an online professional development course focused on using CSAM to guide the design and development of mobile RLOs. A mixed-methodologies approach was used to measure changes in perceptions of self-efficacy, and to contextualize participants’ perceptions of the influence of the CSAM framework. After completing the professional development course, participants were motivated to integrate mobile RLOs into their teaching practice. Participants also felt more confident with using mobile RLOs, and they perceived the CSAM framework to be a useful tool for providing guidance for instructional design and reflective practice. The findings from this study are consistent with the rationale behind recent professional development policy recommendations (DeMonte, 2013; Koehler & Mishra, 2008; mdk12.org, 2014; National College for School Leadership, 2003), and add further support to calls to contextualize educational technology training in the context of supporting pedagogical decision-making. Findings from this study have resulted in recommendations for improvements for future iterations of the CSAM professional development course, as well as recommendations for future research into the use of pedagogical frameworks to help teachers increase their perceptions of self-efficacy with mobile learning.

Paradigm: Mixed methodologies approach and the “first phases of ongoing design-based research (DBR)” (p. viii).

Theoretical framework: Included in both the Introduction and the Literature Review, cognitive load, collaborative learning, learning, mobile learning, mobile reusable learning objects (RLOs), model versus framework, self-efficacy, and the Collaborative Situated Active Mobile learning design framework (CSAM) are discussed.

Link:

Power, R. L. (2015, February 1). A Framework for Promoting Teacher Self-Efficacy with Mobile Reusable Learning Objects. Retrieved from https://dt.athabascau.ca/jspui/handle/10791/63