http://hdl.handle.net/10791/1 2026-05-03T14:19:51Z 2026-05-03T14:19:51Z Patel, Bhavik http://hdl.handle.net/10791/518 2026-04-28T21:25:21Z 2026-04-28T06:00:00Z

Title: NURSES LEARNING TO COPE USING A MOBILE MEDITATION APPLICATION Authors: Patel, Bhavik Supervisor(s): Dr. Agnieszka Palalas (Athabasca University) Examining Committee: Dr. Pamela Walsh (Athabasca University); Dr. Keith Williams (Athabasca University) Degree: M.Ed.(DE) Department: Centre for Distance Education Abstract: This phenomenological study explored the effectiveness of the mobile meditation app Insight Timer© in supporting nurses’ learning of new habits -habit formation and coping strategies during the COVID-19 pandemic. Four participants were purposively selected, and data was collected through GAD-7 and PSS scales, alongside pre- and post-intervention interviews. Findings indicated that regular mobile app use significantly reduced stress and anxiety, while promoting mindfulness development, regulation of emotions and acquiring new skills in the management of their stress during the study. Several themes emerged from this study of mobile learning supports; these include pandemic-related stress, fear of infection, mental health challenges, and evolving coping mechanisms. The study highlights the app’s role as a valuable resource for nurses, fostering resilience, alleviating isolation, and enhancing mental well-being. Overall, this research study offers meaningful insight into the potential of mobile learning to support frontline healthcare workers’ mental health during times of crisis. Graduation Date: 2026-06

2026-04-28T06:00:00Z McGilvay, Heather Anne http://hdl.handle.net/10791/517 2026-04-27T21:52:09Z 2026-04-27T06:00:00Z

Title: FACTORS AFFECTING THE ONLINE LEARNING EXPERIENCES OF FRONTLINE COMMUNITY SERVICE WORKERS IN ALBERTA Authors: McGilvay, Heather Anne Supervisor(s): Dr. Martha Cleveland-Innes (Athabasca University) Examining Committee: Dr. Brad Mahon (Great Plains College); Dr. Eliana El Khoury (Athabasca University); Dr. Paul Prinsloo (University of South Africa,Unisa) Degree: Doctor of Education (EdD) in Distance Education Department: Centre for Distance Education Abstract: The training and education of frontline workers in Alberta’s Persons with Developmental Disabilities sector are critical given the sector’s complexity, workforce pressures, and high-risk service environment. This study used a pragmatic mixed-methods exploratory case study design to examine frontline workers’ online learning experiences within community-based service-providing agencies in Alberta’s PDD sector. Guided by Lewin’s Force Field Analysis, data from 103 frontline workers were used to identify the micro-, meso-, and macro-level factors shape online learning under real-world workforce conditions. The findings show that online learning experiences were shaped not by technology alone, nor by individual motivation in isolation, but by the interaction of structural pressures, organizational conditions, and personal capacity. At the micro level, education, digital confidence, and language proficiency functioned as enabling forces, while mental health strain, disability-related barriers, financial precarity, and workload burden acted as restraining forces. At the meso level, leadership support, professional development structures, innovation culture, and delivery design influenced whether online learning was experienced as accessible and worthwhile. At the macro level, accreditation, COVID-19, funding pressures, and increasing caseload complexity shaped the broader conditions within which learning occurred. This study extends Force Field Analysis by showing that these forces interact across the field of frontline workers’ online learning experiences. It also identifies a solution–burden paradox in which online learning can function as both enabling and constraining depending on surrounding conditions. Overall, the study offers an evidence-based foundation for policy, practice, and future research. Graduation Date: 2026-06

2026-04-27T06:00:00Z Boyle, David http://hdl.handle.net/10791/516 2026-04-27T17:51:26Z 2026-04-27T06:00:00Z

Title: MEASURING AND USING THE HOFSTEDE DIMENSION SCORES OF INUIT (NUNAVUT) CULTURE Authors: Boyle, David Supervisor(s): Dr. Alex Kondra (Athabasca University) Examining Committee: Dr. Jocelyn Grira (Athabasca University); Laura Mackenzie (Government of Nunavut); Dr. Michael Bender (Tilburg University) (External) Degree: Doctor of Business Administration (DBA) Department: Faculty of Business Abstract: This study examines the boundary conditions of Hofstede’s national culture model in the Nunavut Inuit context. It explores how measured scores might support intercultural understanding. Using the Value Survey Module 2013, data were collected from Inuit (n = 222), non-Inuit (n = 244), and first-generation Canadian (n = 57) employees of the Government of Nunavut (GN) (n = 523). The six Hofstede dimensions were calculated using Hofstede’s method with demographically matched samples (n = 64, both groups)(power distance [8], individualism [61], masculinity [26], uncertainty avoidance [44], long-term orientation [65], and indulgence [66]) and compared to predictions based on generational Inuit emic knowledge captured in Inuit Societal Values, Inuit Qaujimajatuqangit Principles, and Maligarjuaq Laws. The findings showed considerable alignment between the predicted and measured scores. This suggests that the Hofstede model might still be helpful in cultural training, organizational development, intercultural communication, and negotiation by the GN, despite the growing criticisms of the model, its limitations, and the availability of other models. Some of the study’s statistics were of concern. These included sample sizes based on Cohen’s d (for all except power distance and masculinity) as well as the Yamani equation, which found that the matched sample sizes (n = 64 for Inuit/non-Inuit groups) would only result in an 87.7/87.8% confidence interval. Cronbach’s alphas were also very low or negative, which is a concern if the ecological fallacy is discounted (the VSM 2013 is not an isomorphic instrument). Although there was no significant difference in response styles between the two groups, some differential item functioning (DIF) was flagged, especially for the masculinity (3 items) and indulgence dimensions (2 items). Measurement invariance was completed despite the inadequate sample size (n = 64), showing overall poor results. The GN's continued use of the model should acknowledge these issues. At the same time, it would be desirable to have an iterative emic study to create a possibly broader and more specific model for Nunavut, ideally by an Inuk scholar who would bring their cultural lens to the research. Graduation Date: 2026-06

2026-04-27T06:00:00Z Soosay, Twylla http://hdl.handle.net/10791/515 2026-04-25T01:58:20Z 2026-04-24T06:00:00Z

Title: THREADING TRADITION WITH TECHNOLOGY: USING VR TO TEACH RIBBON SKIRT MAKING Authors: Soosay, Twylla Supervisor(s): Dr. Stella George (Athabasca University) Examining Committee: Dr. Constance Blomgren (Athabasca University) Dr. Vivekanandan Suresh Kumar (Thompson Rivers University) Dr. Tracey Louis (Maskwacis Cultural College) Degree: Master of Science, Information Systems (MScIS) Department: Faculty of Science and Technology Abstract: While Virtual Reality (VR) is increasingly acknowledged as a significant tool for cultural learning and language revitalization, it currently lacks empirical support and a unified theoretical framework in Indigenous contexts. This research investigates the application of immersive VR in Indigenous teachings, particularly focusing on passive seated experiences. Through various theoretical lenses, including Behaviourism, Constructivism, and the Cognitive Affective Model of Immersive Learning (CAMIL) it analyzes learner interactions in digital cultural spaces. Findings indicate strong Cognitive Presence and low cognitive load when VR design aligns with learners’ cultural contexts and self-directed Humanistic engagement. The study emphasizes Two-Eyed Seeing (Etuaptmumk) as a pedagogy that integrates Western instructional strengths with Indigenous knowledge, concluding that VR, when based on dual-perspective pedagogy, can empower Indigenous sovereignty and promote cultural continuity. Graduation Date: 2026-06

2026-04-24T06:00:00Z