東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Adaptive Learning Systems Training o...

Holden-McGee, Toni.

Linked to FindBook

Google Book

Amazon

博客來

Adaptive Learning Systems Training of Library Technical Instructors: An Exploratory Single Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Adaptive Learning Systems Training of Library Technical Instructors: An Exploratory Single Case Study./
Author:	Holden-McGee, Toni.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	144 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28093994
ISBN:	9798672192673

Adaptive Learning Systems Training of Library Technical Instructors: An Exploratory Single Case Study.
Holden-McGee, Toni.

Adaptive Learning Systems Training of Library Technical Instructors: An Exploratory Single Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 144 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (D.I.T.)--Capella University, 2020.

This item must not be sold to any third party vendors.

As adaptive learning systems in library organizations in the United States are continuously changing, it is critical to remain current with technologies and processes, providing a quality adaptive learning training program for library technical instructors. In past decades, various issues concerning adaptive learning technology have attracted the attention of scholars and researchers. With the increasing changes in technology and the changing needs of students, library staff, and library technical assistants, the increased demand for instructional training has become an issue for library technology professionals, as they must be ready to meet the educational needs of students. The purpose of this exploratory qualitative case study was to examine the challenges of adaptive learning systems training for library technical instructors and to make recommendations for establishing a training program that prepares them to teach adaptive learning courses. The study specifically examined the factors involved in developing such a training program, and the factors that will benefit student-learning outcomes. The technology organization environment (TOE) framework served as a basis for this research study. The TOE framework determined instructor training requirements, curriculum design, and student learning outcomes in the classroom. The research question guiding this study was as follows: What factors go into creating an effective adaptive learning program for library staff to prepare them for teaching adaptive learning courses effectively? The population for this study was library technology instructors who teach and/or implement adaptive learning curriculums at schools in the relevant district and/or the community public library. The researcher interviewed 22 participants for this study, each of whom taught and/or supported adaptive learning systems platforms. The researcher used NVivo along with manual processes to analyze the data from focus group discussions and interviews. The researcher used thematic analysis to identify and classify key themes. The findings of this study provided the necessary information to discuss further adaptive learning systems training for all library technical instructors and support staff to promote beneficial learning outcomes for students. Despite ongoing teaching on adaptive learning, many of the participants were not sure exactly which adaptive learning systems platforms to use or whether there were any streamlined platforms that they should adopt across the board.

ISBN: 9798672192673Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Adaptive learning systems training

Adaptive Learning Systems Training of Library Technical Instructors: An Exploratory Single Case Study.
LDR:03689nmm a2200349 4500 001 2233011
005 20210628081324.5
008 210928s2020 ||||||||||||||||| ||eng d
020 $a 9798672192673
035 $a (MiAaPQ)AAI28093994
035 $a AAI28093994
035 $a 2233011
040 $a MiAaPQ $c MiAaPQ
100 1 $a Holden-McGee, Toni. $3 3480612
245 1 0 $a Adaptive Learning Systems Training of Library Technical Instructors: An Exploratory Single Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 144 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: Ali, Azad.
502 $a Thesis (D.I.T.)--Capella University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a As adaptive learning systems in library organizations in the United States are continuously changing, it is critical to remain current with technologies and processes, providing a quality adaptive learning training program for library technical instructors. In past decades, various issues concerning adaptive learning technology have attracted the attention of scholars and researchers. With the increasing changes in technology and the changing needs of students, library staff, and library technical assistants, the increased demand for instructional training has become an issue for library technology professionals, as they must be ready to meet the educational needs of students. The purpose of this exploratory qualitative case study was to examine the challenges of adaptive learning systems training for library technical instructors and to make recommendations for establishing a training program that prepares them to teach adaptive learning courses. The study specifically examined the factors involved in developing such a training program, and the factors that will benefit student-learning outcomes. The technology organization environment (TOE) framework served as a basis for this research study. The TOE framework determined instructor training requirements, curriculum design, and student learning outcomes in the classroom. The research question guiding this study was as follows: What factors go into creating an effective adaptive learning program for library staff to prepare them for teaching adaptive learning courses effectively? The population for this study was library technology instructors who teach and/or implement adaptive learning curriculums at schools in the relevant district and/or the community public library. The researcher interviewed 22 participants for this study, each of whom taught and/or supported adaptive learning systems platforms. The researcher used NVivo along with manual processes to analyze the data from focus group discussions and interviews. The researcher used thematic analysis to identify and classify key themes. The findings of this study provided the necessary information to discuss further adaptive learning systems training for all library technical instructors and support staff to promote beneficial learning outcomes for students. Despite ongoing teaching on adaptive learning, many of the participants were not sure exactly which adaptive learning systems platforms to use or whether there were any streamlined platforms that they should adopt across the board.
590 $a School code: 1351.
650 4 $a Educational technology. $3 517670
650 4 $a Library science. $3 539284
653 $a Adaptive learning systems training
653 $a Library technical instructors
653 $a Library organizations
690 $a 0710
690 $a 0399
710 2 0 $a Capella University. $b School of Business and Technology. $3 1673949
773 0 $t Dissertations Abstracts International $g 82-04A.
790 $a 1351
791 $a D.I.T.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28093994