The use of technology for enhancing the learning experiences of undergraduate students: From online education to the use of mobile devices and web-based programs.

摘要

This three article dissertation is the culminating requirement for the Professional Practices Doctorate, resulting in a terminal Ed.D. degree at the University of Idaho. As such, it consists of three articles specifically relating to educational concerns at Brigham Young University-Idaho. The goal was to address specific situations or needs observed at that campus. This dissertation specifically explores the use of technology in undergraduate education, from online classes to the use of mobile devices and web-based programs for enhancing learning. In addition to the three research articles (Chapters 2-4) mentioned, two more chapters, consisting of an introduction and a concluding discussion are included. Based on the research results of these studies, recommendations were made that may positively affect all related stakeholders.;The first chapter is an introduction to this dissertation, including a history of the educational doctorate degree (Ed.D.) and a comparison with the traditional Ph.D. The Professional Practices Doctorate is also discussed along with its value and practicality. The second chapter consists of a group study researching the correlation between online remote instructors' self-efficacy in areas of online pedagogy, subject matter expertise and technology use and student satisfaction levels. While this study found no significant correlation, other interesting findings, may prove valuable to the BYU-Idaho online stakeholders.;Chapter Three is a multiphase mixed-method study employing a phenomenological approach including in-depth interviews with five undergraduate students to discover how mobile devices are being used to enhance their learning. Frequently used web-based programs were identified through the process along with the most popular resources undergraduate students connect to with their mobile devices to find the information needed. The effectiveness of instructor-generated text message reminders was also tested in three undergraduate classes and found that 88.6% of the students surveyed believed text reminders had a positive effect on overall course performance.;The fourth chapter is a concept paper summarizing the studies and making recommendations for practice, based on the findings. The last chapter is a concluding discussion, which also includes recommendations for future research.