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You searched for +publisher:"Oklahoma State University" +contributor:("Ormsbee, Chris"). Showing records 1 – 2 of 2 total matches.

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Oklahoma State University

1. Campbell, Jennifer Elizabeth. Engaging Community College Students in Online Courses.

Degree: Education Leadership & Policy Studies, 2017, Oklahoma State University

The percentage of students enrolled in online courses is higher for community college students than it is for students attending four-year colleges and universities (National Center for Educational Statistics, 2017a). The trend is concerning as community college students who as a whole, are at risk for success are enrolling in courses that have low completion rates.The Kuh et al., (2007) Framework for What Matters to Student Success postulates that student engagement is a crucial factor in success. Engagement occurs when students spend time and effort on academic pursuits (Kuh et al. 2007). High-Impact Practices are those that institutions commit to which are proven to engage students and improve student outcomes (Kuh, 2008). The purpose of this study was to investigate whether the final grade in an online course is higher when the institution implements a program to engage online students. Participants in this study were divided into three experimental groups. One group received personalized emails from an experienced online faculty member with suggestions of study strategies and reminders of college services available to help students succeed. This group of participants was invited to contact the faculty member if they had any questions about online courses or the college. A second group received the same notes from the Online Learning Department, but the emails were generic, and the participants were advised to call the college help desk if they had any questions. The third group of students served as the control group. The final grades were analyzed to determine if there were differences between the groups as well as if a participant’s age or prior GPA influenced the reaction to the increased engagement. The findings did not show any significant relationships. However, a pattern emerged for students who were new to college. Participants who received generic support earned higher grades than those who received no additional support, and the participants who received personalized support achieved at an even higher level. Further study on students new to college might provide strategies to supports students new to college who enroll in online courses, increasing their chances of success. Advisors/Committee Members: Moore, Tami (advisor), Barnes, Laura (committee member), Foubert, John (committee member), Ormsbee, Chris (committee member).

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Campbell, J. E. (2017). Engaging Community College Students in Online Courses. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/300085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Campbell, Jennifer Elizabeth. “Engaging Community College Students in Online Courses.” 2017. Thesis, Oklahoma State University. Accessed April 20, 2019. http://hdl.handle.net/11244/300085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Campbell, Jennifer Elizabeth. “Engaging Community College Students in Online Courses.” 2017. Web. 20 Apr 2019.

Vancouver:

Campbell JE. Engaging Community College Students in Online Courses. [Internet] [Thesis]. Oklahoma State University; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/11244/300085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Campbell JE. Engaging Community College Students in Online Courses. [Thesis]. Oklahoma State University; 2017. Available from: http://hdl.handle.net/11244/300085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Oklahoma State University

2. McDaniel, Douglas Sean. Teacher Perceptions of Collective Faculty Trust in Charter Schools and Traditional Public Schools.

Degree: Education (all programs), 2014, Oklahoma State University

Research dedicated to understanding the effects of charter schools on student outcomes has yielded mixed results. Some findings indicate increased levels of student achievement in charter schools as compared with traditional public schools and some findings indicate lower levels of student achievement in charter schools as compared to traditional public schools. What is not known is teacher perceptions of cultural conditions in charter schools that could potentially influence student outcomes. This exploratory study compared teacher perceptions of collective faculty trust in the charter school where they are currently teaching and their perceptions of collective faculty trust based on previous teaching experience in traditional public schools. Paired samples t-tests were conducted to compare the means of each paired sample. Findings included statistical significance (2-tailed) at .000 for all four paired samples that were analyzed. These findings support the hypotheses that teachers who have taught in both charter schools and traditional public schools perceive higher overall collective faculty trust in charter schools and that perceptions of collective faculty trust of the principal, colleagues and clients is also higher in charter schools than in traditional public schools where they have taught. These findings may provide a foundation for further research investigating why some charter schools are successful and others are not. Additionally, the study may guide policy makers, law makers, and state department officials as they contemplate charter school expansion. Advisors/Committee Members: Krumm, Bernita (advisor), Curry, Kathy (committee member), Harris, Ed (committee member), Ormsbee, Chris (committee member), Mwavita, Mwarumba (committee member).

Subjects/Keywords: charter; public; trust

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McDaniel, D. S. (2014). Teacher Perceptions of Collective Faculty Trust in Charter Schools and Traditional Public Schools. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/14997

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McDaniel, Douglas Sean. “Teacher Perceptions of Collective Faculty Trust in Charter Schools and Traditional Public Schools.” 2014. Thesis, Oklahoma State University. Accessed April 20, 2019. http://hdl.handle.net/11244/14997.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McDaniel, Douglas Sean. “Teacher Perceptions of Collective Faculty Trust in Charter Schools and Traditional Public Schools.” 2014. Web. 20 Apr 2019.

Vancouver:

McDaniel DS. Teacher Perceptions of Collective Faculty Trust in Charter Schools and Traditional Public Schools. [Internet] [Thesis]. Oklahoma State University; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/11244/14997.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McDaniel DS. Teacher Perceptions of Collective Faculty Trust in Charter Schools and Traditional Public Schools. [Thesis]. Oklahoma State University; 2014. Available from: http://hdl.handle.net/11244/14997

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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