A Grounded Theory Analysis of the Efficacy of Teaching Practices Used in the Design of Initiatives Intended to Engage Undergraduate Students in the Learning Process

Autor/in	Wells, Christopher Daniel
Titel	A Grounded Theory Analysis of the Efficacy of Teaching Practices Used in the Design of Initiatives Intended to Engage Undergraduate Students in the Learning Process
Quelle	(2018), (179 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-3892-4
Schlagwörter	Hochschulschrift; Dissertation; Grounded Theory; Self Efficacy; Teaching Methods; Learner Engagement; Undergraduate Students; Learning Processes; Student Attitudes; Technology Uses in Education; Instructional Design; Correlation; Teacher Student Relationship; Cooperative Learning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen
Abstract	This qualitative study used constructivist grounded theory to investigate the perceptions of 19 traditional-aged second-, third-, and fourth-year undergraduate students from six academic majors, for the purpose of developing a working model that contributes to an understanding of the efficacy of four teaching practices--field-based exploration or research, engagement with the natural environment, collaborative learning, and the use of technology--in the context of initiatives intended to engage undergraduate students at a Midwestern private university in the learning process. Data were collected through participant demographic sheets and individual semi-structured interviews, which were audio-recorded and transcribed verbatim. Data analysis consisted of coding text indicating (1) participants' perceptions regarding the efficacy of each of the teaching practices considered in this study, (2) examples of participants' experiences with each of the teaching practices, and (3) participants' perceptions regarding a relationship(s) between each of the teaching practices. These initial codes were organized into categories, using axial coding to identify relationships between the categories. The categories were analyzed and integrated to develop a working model. With very few exceptions, the 19 participants perceived the four teaching practices--field-based exploration or research, engagement with the natural environment, collaborative learning, and the use of technology--as efficacious in the context of initiatives intended to engage undergraduate students in the learning process. Additionally, 17 of the 19 participants perceived that the four teaching practices interact with each other to engage undergraduate students in the learning process. When the efficacy of the four teaching practices was considered along with the relationships between the four teaching practices, the resultant working model Constructivist Teaching Model for Undergraduate Student Engagement (CTMUSE) emerged: The four teaching practices--field-based exploration or research, engagement with the natural environment, collaborative learning, and the use of technology--interact to engage traditional-aged undergraduate students in the learning process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01