- Plaintext email only
Marianne Justus, Ph.D.
- Member for
- 6 years 5 months
My most recent presentation was based on my ongoing interest in working with and mentoring doctoral students to ensure they achieve success in completing their degree.The title of my paper was Scaffolding Knowledge from Research to Writing: The Role of Reflection in Turning Doctoral Candidates into Graduates. Other areas of ongoing interest are E-learning implementation and the diffusion of innovative practice in teaching and learning; qualitative data analysis; cultural diversity and the influence of cultural and social contexts in education; the impact of culture on interaction and engagement with social media; web-based resources that support knowledge construction and the emergence of community; pedagogical beliefs surrounding the integration of emerging technology.
Technology plays a major role in online learning beyond the delivery of virtual content. Emerging technologies (often referred to as advanced technologies or Web 2.0 technologies) have the capacity to connect and communicate, to create content and to construct new knowledge. Making use of instructional strategies and technological tools to encourage interaction and enhance motivation support a student centered, student directed, interactive learning environment and may increase retention and student engagement. Providing emergent learning paths for students through innovative pedagogies facilitates preferred learning and communication styles and is an expressed goal of educational institutions seeking to increase enrolment and enhance retention. The problem is that faculty remain unconvinced of the pedagogical value of Web 2.0 technologies despite research demonstrating its impact on student engagement, motivation and retention. Without faculty champions, the benefits of collaborative and socially connected technologies will remain unrealized. The purpose of this qualitative case study will be to investigate faculty attitudes related to technology implementation and the conditions most likely to promote technology integration with a focus on a) pedagogical models based on the integration of learning theory related to technology acceptance; b) learning strategies and Web 2.0 tools based on actual practice or on behavioral intent, and c) conditions that support implementation. Participants will include a purposeful sample of 10 to 15 faculty members from a population of higher education faculty who are implementing or intend to implement advanced technologies. This study will contribute to the current gap in research related to the complexity of instructor views and beliefs in higher education regarding the extent that advanced technologies can make a positive contribution to transforming pedagogical practices and impact student success.