Course Selections
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| Foreword |
| EDD 7007 |
| EDD 8008 |
| EDD 8001 |
| EDD 9300 |
| EDD 7005 |
| EDD 8124 |
| ITDE 8010 |
| EDD 9100 |
| Additional Selections |
| Resume (PDF) |
| References & Suggested Readings |
| Contact Info |
As part of my EDD 9300 course reflection I mentioned that an unexpected result came from this course. As I progressed through each assignment, the course became less and less intimidating. By breaking the concept paper up into small chunks, the task became that much more achievable. At the end of the course I realized the advantage I now possessed. This foundational knowledge and somewhat practical experience completing a formal research experiment would make any future research experiment that much easier. Furthermore, it was this course which firmed up my decision to immediately continue onto a doctorate after completing the Masters Degree.
Coursework |
Topic |
Downloads |
Assignment 1: |
Purpose of Research The purpose of this research study is to investigate how web-based training, as an instructional technology, affects content self-efficacy, in the context of pre-existing learner self-efficacy, self-efficacy that is fostered by the web-based training, and compared self-efficacy of learners in instructor-led training classrooms among learners in a professional setting who are required to complete training using web-based courses. |
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Assignment 2: |
The amount of existing research in the field of content self-efficacy for learners in web-based training (WBT) environments seems to be limited, if not non-existent. Much of the existing research focuses on online education as part of an academic setting, despite the fact that WBT settings may be quite different than academic settings. Web-based training is typically more individual based, rather than collaborative (with a facilitator or instructor as part of an online classroom). Although the setting may differ, many of the principles of self-efficacy appear applicable to WBT in the same manner as they are for other learning settings. This research study will further the knowledge base already existing on learner content self-efficacy by expanding the research into WBT. |
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Assignment 3: |
To familiarize the class with SPSS and statistical data analysis, a sample data set was provided in the syllabus. Twelve questions were asked of us which, in part, required the use of SPSS. |
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Assignment 4: |
Self-efficacy has been the focus of much existing research. The instrument of choice has been a self-efficacy questionnaire. The current research study will also use a self-efficacy questionnaire as a means of preserving the line of inquiry. The questionnaire will be developed following Bandura’s (2006) guidelines for self-efficacy scales (Figure 1). Participants will respond using a 0-100 point scale where 0 represents no confidence and 100 represents full confidence. Higher scores on the assessment are an indication that that participant has high self-efficacy. |
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Assignment 5: |
Marcos County Public Schools (MCPS), in an effort to address and raise awareness of violence and sexual abuse prevention, is participating in a research program with the Fischler School of Education and Human Services (FSEHS), the Violence Prevention Network (VPN), and Safety Center (SC). Services to the school will be provided by VPN and SC with FSEHS providing oversight and conducting the program evaluation. The research program aims to achieve four goals, which are to: (1) promote pro-social behavior and conflict resolution skills in students, (2) augment parent and staff conflict resolution strategies and skills, (3) improve parental affiliation with schools, and (4) increase awareness in child sexual abuse issues. For this program, a sample population in a high need, underserved elementary school is desired. |
Page Selections
EDD 9300 Course Reflection | EDD 9300 Coursework
The information on this page represents that of Robert Daumer.
Robert Daumer takes full responsibility for the information presented.
This page last updated:
December 15, 2006