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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/63

Title: A Framework for Promoting Teacher Self-Efficacy with Mobile Reusable Learning Objects
Authors: Power, Robert Leo
Supervisor(s): Ally, Mohamed (Centre for Distance Education, Athabasca University)
Examining Committee: Koole, Marguerite (University of Saskatchewan)
Cristol, Dean (Ohio State University)
Ramnath, Rajiv (Ohio State University)
Degree: Doctor of Education (EdD) in Distance Education
Department: Centre for Distance Education
Keywords: Active Learning
Activity Theory
Collaborative Situated Active Mobile Learning Design
Collaborative Interaction
Instructional Design
Mobile Learning
Reusable Learning Objects
Teacher Training
Issue Date: 1-Feb-2015
Abstract: Recent calls have been made to shift the focus of mobile learning discussions from technical implementation to pedagogical strategies. However, a lack of a sense of self-efficacy amongst educators has been identified as a barrier to the successful integration of mobile learning resources into teaching practice (Ally, Farias, Gitsaki, Jones, MacLeod, Power & Stein, 2013). This research study outlines the distillation of the Collaborative Situated Active Mobile (CSAM) learning design framework, which represents the key pedagogical components of collaborative mobile reusable learning objects (RLOs). This study examined increases in teachers’ perceptions of self-efficacy with mobile learning after participating in an online professional development course focused on using CSAM to guide the design and development of mobile RLOs. A mixed-methodologies approach was used to measure changes in perceptions of self-efficacy, and to contextualize participants’ perceptions of the influence of the CSAM framework. After completing the professional development course, participants were motivated to integrate mobile RLOs into their teaching practice. Participants also felt more confident with using mobile RLOs, and they perceived the CSAM framework to be a useful tool for providing guidance for instructional design and reflective practice. The findings from this study are consistent with the rationale behind recent professional development policy recommendations (DeMonte, 2013; Koehler & Mishra, 2008; mdk12.org, 2014; National College for School Leadership, 2003), and add further support to calls to contextualize educational technology training in the context of supporting pedagogical decision-making. Findings from this study have resulted in recommendations for improvements for future iterations of the CSAM professional development course, as well as recommendations for future research into the use of pedagogical frameworks to help teachers increase their perceptions of self-efficacy with mobile learning.
Graduation Date: Jan-2015
URI: http://hdl.handle.net/10791/63
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