Browsing by Author "Daday, Jerry"

Now showing 1 - 6 of 6
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    Frustration in Technology-Rich Learning Environments: A Scale for Assessing Student Frustration with E-Textbooks
    (BERA, 2022-03) Novak, Elena; McDaniel, Kerrie; Daday, Jerry; Soyturk, Ilker; Sociology, School of Liberal Arts
    e-Textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible and customizable learning opportunities for students. However, the same technologies that support learning can serve as a source of frustration. Research on frustration with technology is limited, especially in educational settings. This study examined student frustration with e-textbooks and the factors contributing to the frustration within undergraduate general biology courses through the development of an E-Text Frustration scale (ETFS). Exploratory factor analysis of the ETFS revealed a three-factor structure that provides quantified support for frustration with (1) e-textbook interactions on the screen, (2) problems with technology and (3) e-text curriculum integration. This structure was supported by a confirmatory factor analysis. The construct validity of the scale was established using a correlation analysis that revealed significant relationships among the three e-text frustration measures, cognitive load and motivation variables. Furthermore, the measurement invariance analyses indicated that the scale measures the same construct in the same way in males and females. Overall, the study findings suggest that the ETFS is a useful instrument with high reliability and validity evidence that can be used by researchers and practitioners. Implications for future research on frustration in technology-rich learning environments are discussed.
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    The IUPUI Comprehensive Learner Record (CLR)
    (National Institute for Learning Outcomes Assessment, 2021-03) Daday, Jerry; Hahn, Thomas W.; Morrical, Erica
    In 2016, IUPUI began its participation in an effort led by the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA: Association of Student Personnel Administrators, to create and accelerate the development of Comprehensive Learner Records (CLR). While a traditional transcript reflects student performance in coursework over time and serves to document the award of specific credentials and degrees, it does not provide a mechanism for identifying applied and experiential learning within co-curricular programming and within various high-impact practices, such as undergraduate research and community engaged experiences. A CLR provides students with a record of these experiences so that they can appropriately articulate their learning with prospective employers or when applying for graduate and professional programs. With grant funding from the Lumina Foundation, AACRAO and NASPA selected IUPUI and eleven other institutions of higher education to develop and implement a CLR model.
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    Prevalence of Mental Health Challenges in College Student-Athletes
    (2022-06) Allen, Morgan Rae; Hensel, Devon J.; Daday, Jerry; Foote, Carrie E.
    Mental health concerns among NCAA student-athletes have increased in the past decade. Prior research demonstrates the intense environment student-athletes reside in and the negative impact it can have on one’s mental health. However, little is known about the prevalence of mental health symptoms and the choices student-athletes make in regard to their mental health. We aimed to demonstrate the prevalence of adverse mental health outcomes in this population and the subsequent consequences it can have on collegiate student-athletes. Additionally, we examined how the demographic characteristics and behavior factors can affect their mental health, mental health stigma, and help-seeking behavior. Our sample consisted of 236 student-athletes participating in NCAA institutions across the country, with a target audience of Horizon League competing institutions. We utilized descriptive statistics, linear regression, and ordinal regression to examine the prevalence of each predictor and outcome variable. The following scales were utilized to assess various mental health outcomes: Kessler Psychological Distress Scale (K6), Psychological Well-Being Scale (PWB), UCLA Loneliness Scale, and the Connor-Davison Resilience Scale (CD-RISC2). Data show that a higher cumulative GPA was associated with lower mental distress and significantly more likely to have higher resilience. Additionally, athletes who were injured, were significantly more likely to experience mental distress compared to their non-injured peers. Furthermore, cisgender females reported significantly higher mental distress compared to their cisgender male counterparts. Student-athletes reporting an increase in public stigma revealed lower mental well-being and higher levels of mental distress. These findings indicate that participant characteristics do impact the adverse mental health outcomes student-athletes experience. The public and/or self-stigma one experiences can impact the overall well-being of the individual when it comes to mental health. We recommend that future studies examine how stigma can affect the choices of how student-athletes navigate their personal mental health. Future research should investigate new ways to combat the negative consequences of mental health challenges to improve the overall student-athlete experience.
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    Service Learning Courses IU Indianapolis High-Impact Practice Taxonomy
    (Indiana University, 2024-08-09) Bishop, Charity; Brown, Lorrie; Daday, Jerry; Garrity, Karen; Hahn, Thomas; Hyatt, Susan; Lienemann, Charli; Price Mahoney, Jennifer; Shukla, Anubhuti; Zoeller, Aimee
    Service learning is identified as a high-impact practice: that is, a teaching and learning practice that shows “evidence of significant educational benefits for students who participate in them—including and especially those from demographic groups historically underserved by higher education” (AAC&U, 2023). The purpose of the IU Indianapolis Taxonomy for Service Learning Courses is to: 1. Support instructors by providing clear criteria for teaching high impact service learning courses. 2. Identify service learning course attributes, explore the relationship between the attributes and student outcomes, and provide assessment guidelines for the attributes. 3. Inform and advance a research agenda for service learning by identifying course attributes that may affect student outcomes, (e.g., civic learning, academic learning, personal growth), as well as outcomes for other stakeholders (e.g., faculty development, community impact, community partner collaboration and satisfaction). 4. Provide a tool to document evidence to support instructors’ promotion, tenure, and professional advancement. 5. Support institutional and multi-campus research on service learning courses with a common taxonomy. 6. Provide a framework and approach for other institutions to either adopt or adapt the taxonomy, depending upon how service learning is conceptualized within each institution’s mission and context.
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    The IUPUI Comprehensive Learner Record (CLR)
    (National Institute for Learning Outcomes Assessment (NILOA), 2021-03) Daday, Jerry; Hahn, Thomas W.; Morrical, Erica
    Indiana University Purdue University Indianapolis (IUPUI) was invited to write a case study because of its strong and rich history of using numerous forms of applied and experiential learning to promote student engagement along with its ongoing Comprehensive Learner Record (CLR) work. This case study provides institutional context, an explanation of CLR creation and implementation, the framework and process for tracking student participation, and a breakdown of the current data gathered. Recommendations for next steps improving student engagement include adding a web-based tool or interface and improving communication with campus stakeholders and end-users in order to education about the utility of the CLR.
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    Using a Mathematical Model of Motivation, Volition, and Performance to Examine Students’ E-Text Learning Experiences
    (Springer, 2018-10) Novak, Elena; Daday, Jerry; McDaniel, Kerrie; Sociology, School of Liberal Arts
    This empirical study used Keller’s (Technol Instr Cogn Learn 16:79–104, 2008b) motivation, volition, and performance (MVP) theory to develop and statistically evaluate a mathematical MVP model that can serve as a research and policy tool for evaluating students’ learning experiences in digital environments. Specifically, it explored undergraduate biology students’ learning and attitudes toward e-texts using a MVP mathematical model in two different e-text environments. A data set (N = 1334) that included student motivation and e-text information processing, frustration with using e-texts, and student ability variables was used to evaluate e-text satisfaction. A regression analysis of these variables revealed a significant model that explained 77% of the variation in student e-text satisfaction in both e-text learning environments. Student motivation and intrinsic cognitive load were positive predictors of student satisfaction, while extraneous cognitive load and student prior knowledge and background variables were negative predictors. Practical implications for e-text learning and generalizability of a mathematical MVP model are discussed.