Faculty of Education Graduate Theses

Permanent URI for this collection

https://hdl.handle.net/1974/756

Browse

Now showing 1 - 5 of 499

Instructional Designers and Their Use of Self-Regulated Learning Practices in Higher Education
(2024-09-18) Stephens, Lynsee; Education; Stockley, Denise
Instructional Designers are informal leaders in higher education and play a critical role in maintaining the high quality of education expected from these institutions. Yet, there is minimal research on Instructional Designers and their integral role in higher education. The purpose of this study was to investigate how Instructional Designers use self-regulated learning (SRL) strategies in their practice. The study used a qualitative approach with multiple methods – semi-structured interviews and review of an online learning module. Five Instructional Designers at a university in Ontario, Canada were interviewed to gain insights about their perceptions of SRL and their use of SRL strategies in instructional materials. Participants reviewed an online learning module to demonstrate and apply their knowledge of SRL, identifying features within the module that would prompt SRL skills in students. Results of the study suggest that Instructional Designers have some form of declarative and procedural knowledge of SRL. Participants described SRL as critical for students in terms of designing personalized learning plans, becoming lifelong learners, and developing critical thinking and problem-solving skills. Participants incorporated SRL into their work through the design of courses and of online learning modules. In addition, participants were able to identify various features within the online learning module that would prompt SRL in students. However, this knowledge of SRL is not the result of instructional design training, but other educational and professional endeavors undertaken before entering the profession (e.g., Bachelor of Education, Master of Education, independent professional development). Most Instructional Designers use their professional experiences, intuition, observations of what they have seen others do, and past experiences as a learner in combination with learning theories and SRL strategies to design courses and instructional materials in higher education.
How Leaders Learn Through Work: A Case Study
(2024-08-29) Woodside-Duggins, Vicki; Education; Peter, Chin
Research has suggested that leader development is more complicated than expected (Day et al., 2021; Wallace et al., 2021; McCall, 2010). As a result, there have been recommendations to investigate the lived experience of leaders to enhance our understanding of how leaders develop through work. Using a conceptual framework inspired Stephen Billett (2002a, 2002b, 2006a, 2006b, 2006c, 2008a, 2011), Tara Fenwick (2006a, 2006b, 2010) and Per-Erik Ellström’s (2001, 2011), this study focused on the relational interdependence between the individual and the work environment. Through a qualitative case study this research sought to unmask the work dynamics experienced by commanding officers within the Canadian Armed Forces (CAF). Commanding officers were chosen as participants because the commanding officer role in the CAF is a key leadership position and aligned with the concept experience-driven leadership. As suggested by Stephen Billett, this case study progressed through three components known as workplace curriculum: intended, enacted, and experienced curriculum. First, a document analysis of CAF doctrine, policy, manuals, and white papers revealed the intended curriculum. The results showed that the CAF influences the development of leaders by establishing the continuum of work, delegating the learning through experience to the supervisor and subordinate, and by favouring positional leadership. Second, semi-structured interviews with 8 more senior ranking officers revealed the enacted curriculum. Results showed that these officers influence the development of leaders by making institutional decisions to cultivate talent and build relationships that support learning. Third, 12 commanding officers participated in the research were interviewed three times over a six-month period to reveal the experienced curriculum. Results showed that individuals advanced their own learning when they selected a focus, made decisions that impacted their access to knowledge, changed their philosophies through cumulative experiences, and participated in ongoing reflection. Workplace curriculum help illuminate the complexity and social dynamics of leader development through work. Though leaders learn through work as suggested by experience-driven leadership, the organization and members within the organization can facilitate learning by offering opportunities and support. This is consistent with current research and extends perspectives that can inform organizational strategies focusing on leveraging workplace learning.
Lives Shaped by English Tests of Young Learners
(2024-07-31) Guo, Jia; Education; Cheng, Liying
English proficiency tests for young learners have surged in importance, significantly influencing global English education (Butler, 2015; Cheng, 2008). Despite extensive research on test influence, the sociocultural dimensions of these tests have been overlooked (Carless & Lam, 2014). This dissertation explores the intertwined experiences of young test-takers and their parents in China from a sociocultural perspective, offering insights into the dynamic testing environment (Moss et al., 2006). The study examines the consequences of English tests of young learners by capturing both test-takers’ and parents’ perspectives through Hofstede et al.’s (2004) Layered Structure of Culture. It addresses three research questions to understand test-takers’ experiences, parents’ perceived uses and consequences of tests, and the sociocultural impacts on both groups. Methodologically, a two-phase qualitative approach was employed. Fourteen test-takers participated, illustrating their experiences through picture drawing and follow-up interviews, while their parents were interviewed about their perceived test uses and consequences. Data was thematically analyzed from a social-constructivist approach (Creswell & Creswell, 2018). The findings revealed five key aspects of test-takers’ testing experiences: (a) emotions behind test-taking, (b) family and community interaction, (c) efforts and supports, (d) barriers and challenges, and (e) motivation and aspiration. Parents’ perceived uses and consequences of the tests were also highlighted. Driven by sociocultural values of academic excellence and future success, parents played a crucial role in shaping their children’s testing practices and attitudes. The study concluded that English tests for young learners had profound sociocultural consequences, influencing educational trajectories and family dynamics within the Chinese context. Using the adapted Layered Structure of Culture framework, the interplay between test-takers’ and parents’ experiences showed that societal values and parental expectations significantly shaped emotional responses and family dynamics. Parents' perceived uses of the tests extended beyond immediate academic benefits, encompassing long-term educational goals and social validation. The findings extend beyond China, contributing to the global context where English proficiency is increasingly emphasized in diverse educational settings and policies. By integrating the experiences of test-takers and parents with broader sociocultural and familial dynamics, this study offers insights to inform and enhance educational practices and policies across diverse contexts.
Listening to Care: Understanding the Impacts of Ontario’s Canada-Wide Early Learning and Child Care System
(2024-07-22) Lee-Yow, Cheryl; Education; Timmons, Kristy
In response to the growing issue of childcare affordability, the significant shortage of registered early childhood educators, and the lack of early learning childcare centre availability, the federal government implemented the Canada-Wide Early Learning and Child Care (CWELCC) system. The purpose of this research was to investigate the implementation decisions and process of opting-in to the CWELCC system in Ontario, and to explore the experiences of early childhood education and care (ECEC) operators as they navigate the CWELCC objectives of affordability, accessibility, inclusivity, quality, and flexibility. A mixed-methods questionnaire was sent to Ontario ECEC operators and data was collected from September-October 2023. The quantitative data included responses from 68 participants and the qualitative data included responses from 53 participants. Their perspectives and experiences were analyzed both inductively and deductively to examine if the system objectives were being met in Ontario. The analysis of the responses revealed the perceptions of Ontario ECEC operators regarding the implementation thus far. These perceptions included: the responsibility to families, supporting the workforce, the uncertainty of the agreement, the fear of future impacts, the concerns and challenges of navigating the system, the critiques of the implementation process, and the acknowledgment for potential positive outcomes of the system. Overall, participants shared that the objectives of the system were not being met in Ontario as the agreement proposed. The thesis concludes with implications, how the operators are navigating the implementation process, and future research recommendations.
Supporting the development of senior secondary French Immersion students’ French as a second language and learner autonomy through self-directed form-focused metacognitive listening activities
(2024-06-04) Armstrong, Christine; Education; Morcom, Lindsay
This study examines the effect of teaching strategies in self-directed form-focused metacognitive listening exercises to Grade 11 French Immersion (FI) students. The objective is to prepare students to autonomously maintain their French as a second language (FSL) skills after leaving classroom instruction at graduation, thus preventing potential attrition of their FSL. A mixed-methods approach is used to examine development in FSL competency and learner autonomy. Principal theoretical frameworks are: L2 Input Processing Theory; Metacognitive Awareness; Sociocultural Theory; Complex Dynamic Systems Theory; and Self-directed Learning Theory. Study findings show senior FI students are interested in maintaining their FSL skills autonomously. Speaking French is an important part of their identity. Participants responded positively to the study intervention. Data analysis indicates that self-directed form-focused metacognitive listening exercises produced statistically significant increases in listening and reading, and statistically insignificant increases in writing and speaking. Participants noted significant development in their autonomy. Participants intend to continue to use the intervention strategies from this study into their future. Discussion links the findings to the literature review and offers suggestions for further research. It addresses considerations for the secondary FSL/FI classroom; Ontario FSL curriculum review; and additional FSL/FI stakeholders. Principal conclusions are that senior FI learners need and appreciate FSL form-focused instruction. They respond positively to instruction in metacognition and metacognitive listening and can combine their learning to successfully engage in self-directed form-focused metacognitive listening activities. Such activities support development of learner FSL and autonomy. This approach is appropriate as a potential remedy to the eventual attrition of FI graduates’ FSL skills. Overall, this study affirms the capacity of the late adolescent / senior FI learner to engage effectively in FSL self-directed learning and recognizes the unique character and variability of L2 learners in their experience of L2 acquisition.

Browse

Recent Submissions