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Technology-enhanced curriculum in a ...

Walden University., Education.

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Technology-enhanced curriculum in a community college fitness program: Measuring the impact on commitment and student course satisfaction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Technology-enhanced curriculum in a community college fitness program: Measuring the impact on commitment and student course satisfaction./
Author:	Trohalides, Siobhan M.
Description:	309 p.
Notes:	Adviser: Nan Adams.
Contained By:	Dissertation Abstracts International70-04A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3355063
ISBN:	9781109130195

Technology-enhanced curriculum in a community college fitness program: Measuring the impact on commitment and student course satisfaction.
Trohalides, Siobhan M.

Technology-enhanced curriculum in a community college fitness program: Measuring the impact on commitment and student course satisfaction. - 309 p.

Adviser: Nan Adams.

Thesis (Ed.D.)--Walden University, 2009.

While research indicates that enhancing a course with technology related activities improves student learning, no inquiry relating directly to enhancement of fitness and wellness courses has been found. The purpose of this quasi-experimental study was to test the relationship of the treatment, a technology-enhanced curriculum, to student satisfaction in course content, student evaluations of college faculty, and fitness program commitment for participants in the required Fitness and Wellness course at a mid-sized community college in central New Jersey. Theoretical framework focused on adult learning principles regarding the learning process and life experience. The research question was to investigate if there a significant difference in student satisfaction of course content, student evaluations of faculty, and fitness program commitment for students who receive traditional curriculum delivery as compared to students who receive technology-enhanced curriculum delivery. This study tracked 244 freshman and sophomore community college students. The experimental group was exposed to the technology-enhanced curriculum; the control group received the traditional curriculum. Both groups were measured using a posttest design on the Student Evaluation Form, using a pretest and posttest design on the Fitness Program Commitment Questionnaire. Data analysis included the independent-measures t statistic and the correlated (repeated measures) t statistic. Results indicated that the technology-enhanced curriculum delivery was significant to improved student satisfaction in course content, higher student ratings of professors, and greater fitness program commitment. Positive social change resulted through technology-enhanced curriculum delivery, as credible innovative instruction and learning practices have positively changed the nature and structure of the required fitness and wellness course, and in turn enhanced students' educational experience and technological skills necessary in the beginning of the 21st century.

ISBN: 9781109130195Subjects--Topical Terms:

1018008
Education, Community College.

Technology-enhanced curriculum in a community college fitness program: Measuring the impact on commitment and student course satisfaction.
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100 1 $a Trohalides, Siobhan M. $3 1064698
245 1 0 $a Technology-enhanced curriculum in a community college fitness program: Measuring the impact on commitment and student course satisfaction.
300 $a 309 p.
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500 $a Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1146.
502 $a Thesis (Ed.D.)--Walden University, 2009.
520 $a While research indicates that enhancing a course with technology related activities improves student learning, no inquiry relating directly to enhancement of fitness and wellness courses has been found. The purpose of this quasi-experimental study was to test the relationship of the treatment, a technology-enhanced curriculum, to student satisfaction in course content, student evaluations of college faculty, and fitness program commitment for participants in the required Fitness and Wellness course at a mid-sized community college in central New Jersey. Theoretical framework focused on adult learning principles regarding the learning process and life experience. The research question was to investigate if there a significant difference in student satisfaction of course content, student evaluations of faculty, and fitness program commitment for students who receive traditional curriculum delivery as compared to students who receive technology-enhanced curriculum delivery. This study tracked 244 freshman and sophomore community college students. The experimental group was exposed to the technology-enhanced curriculum; the control group received the traditional curriculum. Both groups were measured using a posttest design on the Student Evaluation Form, using a pretest and posttest design on the Fitness Program Commitment Questionnaire. Data analysis included the independent-measures t statistic and the correlated (repeated measures) t statistic. Results indicated that the technology-enhanced curriculum delivery was significant to improved student satisfaction in course content, higher student ratings of professors, and greater fitness program commitment. Positive social change resulted through technology-enhanced curriculum delivery, as credible innovative instruction and learning practices have positively changed the nature and structure of the required fitness and wellness course, and in turn enhanced students' educational experience and technological skills necessary in the beginning of the 21st century.
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