Browsing by Author "Rose, Kevin"

Now showing 1 - 4 of 4
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    A Comparison of Cognitive and Social Presence in Online Graduate Courses: Asynchronous vs. Synchronous Modalities
    (OLC, 2023-06-01) Presley, Regina G.; Cumberland, Denise M.; Rose, Kevin; Technology Leadership & Communication, Purdue School of Engineering and Technology
    Over the last decade, online courses have continued to expand, and students in higher education are being offered increased access to technology and communication tools in online learning programs. This action research study analyzed the impact of two distinct types of online course instruction (100% asynchronous and weekly online synchronous meetings) on learning outcomes, including cognitive and social presence, knowledge gained, and student perceptions. Study participants consisted of graduate students enrolled in online sections of a course on program evaluation. Four sections of the course were available: two included a synchronous meeting using web-conferencing, and two used an asynchronous format. A quasi-experimental design was used and included a pre-post test knowledge assessment, a modified version of the Community of Inquiry questionnaire (CoI), and end-of-course student evaluations. The mean ratings of the CoI in this study ranged from 3.75–4.60 out of 5. There was a significant difference in the cognitive presence scores for synchronous (M=4.26, SD=.529 asynchronous (M=4.47, SD=.454) conditions; t(97)=-2.07, p =.041. Our results suggest when students learn in an asynchronous format, they have a higher cognitive presence. The average scores on the knowledge pre-test were the same for both sections but post-test scores were slightly higher in the asynchronous section. Instructor ratings were high for all courses. These findings may offer valuable implications to higher education programs that have recently transitioned to online teaching modalities.
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    Defining the Presence of Misrecognition in Multilingual Organizations: A Literature Review
    (IGI Global, 2022) Mires, Erin; Bergman, Matt; Green, Ehren R.; Rose, Kevin; Technology and Leadership Communication, School of Engineering
    Research indicates the multilingual aspects of organizations can create power divisions and rules that drive workplace practices. From an international human resources development perspective, language management is strategic and planned through the headquarters of the organization. Yet the rational ideas of organizational members are what are truly valued in multilingual workplaces. These rational ideas create power struggles and biases that are formed against individuals who possess certain linguistic capabilities, regardless of the individual’s other traits or accomplishments. These biases have been labeled the phenomenon of misrecognition. This literature review explores the presence of misrecognition in multilingual organizations. A need to determine how the phenomenon of misrecognition exists in multilingual organizations was discovered.
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    Organizational Supports and Developing a Healthy Workforce: A Case Study of Wellness Factors and Leadership
    (IGI Global, 2022) McCart, Andrew; Bergman, Matt; Green, Ehren R.; Rose, Kevin; Technology and Leadership Communication, School of Engineering
    This case study seeks to understand workplace wellness activities in organizations in Southern Indiana and Greater Louisville. Utilizing the Center for Disease Control (CDC) Workplace Wellness Health Scorecard, a 125-question survey that covers a diverse set of workplace wellness initiatives, twenty-four organizations participated in the study, with one to four participants from each organization. This study looks at the question of context and how an organization’s supports impacts the health of their workforce. The results found that leveraging the knowledge of experts, implementing a variety of wellness programs, removing obstacles to wellness, and having a caring attitude toward employees lead to a higher score regarding organizational supports on the CDC Health Scorecard.
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    Post-Pandemic Faculty Motivation: Causes for Burnout Offset by Motivation or Hygiene Factors
    (ASEE, 2023-06-25) Ray, Veto Matthew; Sorge, Brandon; Hughes, Katrenia Reed; Rose, Kevin; Rownd, Carol; Technology Leadership & Communication, Purdue School of Engineering and Technology
    This is a reach paper based on motivational theory as it relates to faculty members in higher education. The Covid-19 Pandemic had many devastating effects worldwide, specifically across the United States. The Pandemic not only impacted physical health, safety, and the economy, but as a result, many suffered from mental instability stemming from depression and stress. Faculty in Higher Education, like many others serving our communities, were not shielded from the effects of Covid-19. They had no choice but to adapt and continue serving students. Traditional in-person classes seemed to move to an online platform overnight, placing an additional workload on faculty acclimating to new methodologies and technology associated with online delivery. Many colleges and universities were also struck with financial concerns, a consequence of diminished enrollment, having to reduce overall budgets impacting the availability of resources. Now that the immediate danger has subsided, colleges, universities, and their faculty members are left with the residual effects and looking to understand the new norm. This study endeavored to answer the question, of what motivates faculty members in higher education and to assess, given the current post-pandemic conditions, whether or not those motivational factors are in place. To identify motivators and assess the perception of current conditions within an urban university, a survey was sent out across multiple schools targeting 12 key areas: • Financial Rewards (pay and benefits) • Fair and Equitable Promotion Opportunities (process and support) • Continuous Development • Administration Support (management and resources) • Recognition • Work-Life Balance • Operating Conditions • Inclusion/Sense of Belonging • Meaningful Work • Job Security • Professional Achievement • Status A total of 52 questions modeling employee motivational theories and Maslow’s Hierarchy were included in the survey resulting in 65 respondents. The accumulated data was used to rank the motivators based on their level of importance established by participants and to demonstrate if the needs of faculty were being met.