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

Linked to FindBook

Google Book

Amazon

博客來

Impacts in the Classroom when Students Take Ownership of Cellphone Usage Policies : = An Investigation Using a Project-Based Learning Design.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Impacts in the Classroom when Students Take Ownership of Cellphone Usage Policies :/
Reminder of title:	An Investigation Using a Project-Based Learning Design.
Author:	Diehl, Melynda Elaine.
Description:	1 online resource (231 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29255854click for full text (PQDT)
ISBN:	9798352955109

Impacts in the Classroom when Students Take Ownership of Cellphone Usage Policies : = An Investigation Using a Project-Based Learning Design.
Diehl, Melynda Elaine.

Impacts in the Classroom when Students Take Ownership of Cellphone Usage Policies :An Investigation Using a Project-Based Learning Design. - 1 online resource (231 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2022.

Includes bibliographical references

The purpose of this action research study was to investigate by using a PBL design if giving student more ownership in classroom cellphone policies has positive outcomes. This study looked at not only the behavioral aspect of classroom cellphone usage, but also the impacts of using a PBL design on student engagement, ownership, and knowledge construction. This study was also framed on constructivism. Students built on their own prior knowledge and worked collaboratively to solve a real-world problem. The research focused on answering three questions. The first question looked at how students synthesize and evaluate the literature to construct knowledge and create a cellphone policy. The second question asked how a PBL design engages students in that process. The third question asked how ownership impacted student distractibility, anxiety, and academic performance. Both quantitative and qualitative data collection instruments were used and showed that student knowledge construction, and engagement increased as the study progressed. The instruments also revealed a high level of ownership as students were highly invested in their artifacts. Once the student created policy was in place there was a slight decrease in the number of cellphone related behaviors, and the number of warnings that I was giving to students. Importantly, half of the students in the study who were not turning in assignments and had other behavior concerns, had a decrease in the number of cellphone related incidents when the student policy was in place. Also, a larger decrease of three fourths of the types of behaviors that were observed during the trial period was recorded. Over half of the students reported a decrease in their own distractibility after the student policy was in place and felt that cellphones had a positive impact on their academic performance. When asked what they liked most about this intervention, several students reported that they liked having a voice in cellphone policies. An action plan was developed to take the principles of student voice and ownership used in this study and apply them on a larger scale to help increase positive impacts related to student cellphone usage in the classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352955109Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

CellphonesIndex Terms--Genre/Form:

542853
Electronic books.

Impacts in the Classroom when Students Take Ownership of Cellphone Usage Policies : = An Investigation Using a Project-Based Learning Design.
LDR:03609nmm a2200385K 4500 001 2358712
005 20230824071953.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798352955109
035 $a (MiAaPQ)AAI29255854
035 $a AAI29255854
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Diehl, Melynda Elaine. $3 3699253
245 1 0 $a Impacts in the Classroom when Students Take Ownership of Cellphone Usage Policies : $b An Investigation Using a Project-Based Learning Design.
264 0 $c 2022
300 $a 1 online resource (231 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisor: Tamim, Suha.
502 $a Thesis (Ed.D.)--University of South Carolina, 2022.
504 $a Includes bibliographical references
520 $a The purpose of this action research study was to investigate by using a PBL design if giving student more ownership in classroom cellphone policies has positive outcomes. This study looked at not only the behavioral aspect of classroom cellphone usage, but also the impacts of using a PBL design on student engagement, ownership, and knowledge construction. This study was also framed on constructivism. Students built on their own prior knowledge and worked collaboratively to solve a real-world problem. The research focused on answering three questions. The first question looked at how students synthesize and evaluate the literature to construct knowledge and create a cellphone policy. The second question asked how a PBL design engages students in that process. The third question asked how ownership impacted student distractibility, anxiety, and academic performance. Both quantitative and qualitative data collection instruments were used and showed that student knowledge construction, and engagement increased as the study progressed. The instruments also revealed a high level of ownership as students were highly invested in their artifacts. Once the student created policy was in place there was a slight decrease in the number of cellphone related behaviors, and the number of warnings that I was giving to students. Importantly, half of the students in the study who were not turning in assignments and had other behavior concerns, had a decrease in the number of cellphone related incidents when the student policy was in place. Also, a larger decrease of three fourths of the types of behaviors that were observed during the trial period was recorded. Over half of the students reported a decrease in their own distractibility after the student policy was in place and felt that cellphones had a positive impact on their academic performance. When asked what they liked most about this intervention, several students reported that they liked having a voice in cellphone policies. An action plan was developed to take the principles of student voice and ownership used in this study and apply them on a larger scale to help increase positive impacts related to student cellphone usage in the classroom.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 516579
650 4 $a Educational technology. $3 517670
650 4 $a Education policy. $3 2191387
650 4 $a Instructional design. $3 3172279
653 $a Cellphones
653 $a Ownership
653 $a Project-based learning
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0515
690 $a 0710
690 $a 0447
690 $a 0458
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of South Carolina. $b Curriculum and Instruction. $3 1682098
773 0 $t Dissertations Abstracts International $g 84-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29255854 $z click for full text (PQDT)