Theses and Dissertations

Permanent link for this collectionhttps://hdl.handle.net/2022/20633

This collection contains theses and dissertations from students who have completed Master of Education (M.S.Ed.), Education Specialist (Ed.S.), and Doctor of Education (Ed.D.) degrees in the School of Education.

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Browsing Theses and Dissertations by Author "Anderson, Gina"

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    AN EXPLORATION OF MULTIMEDIA USE IN AN ONLINE RN-BSN PROGRAM
    ([Bloomington, Ind.] : Indiana University, 2015-05) Anderson, Gina; Brush, Thomas
    The purpose of this qualitative action research study was to determine what multimedia non-traditional RN-BSN nursing students’ used in the online classroom and in what ways they used it within the context of one problem-based and one project-based online course. Specifically, there was an interest in determining what aspects of multimedia were most useful to the nursing students’ learning by examining the differences across these instructional designs from a more sociocultural perspective. As part of this examination, the researcher compared views of authenticity as articulated by the designer, original subject matter expert (SME), instructors, and students. The goal was to use this data to formulate specific guidelines to inform the types of multimedia for future production. The participants were current online RN-BSN nursing students within a large Midwestern university and instructors who had taught at least one of the courses under study. To achieve the goal of this study, multiple data were gathered from three data types: (1) artifacts, (2) observational data, and (3) inquiry data. There were two parts to the study: artifact collection and interviews. A total of 460 student artifacts were collected. Artifacts were analyzed using thematic analysis (Braun & Clark, 2006; Shank, 2002) until saturation was reached from one problem- based learning course and one project-based learning course with enrollments of 16 and 20 respectively. In addition, data were collected from six instructors and five students. Results of this study revealed that instructors’ perspectives differed not only with regard to student uses of multimedia across the two different pedagogical designs, but also with regard to the benefits and constraints to student’s learning. Results suggested that students used multimedia in varied ways within the different designs to support their learning. Students and instructors reported the most useful attribute of multimedia was how it helped establish relevance to the real world. This study showed that the way students, instructors, and the designer defined real world or authenticity may be influenced by external factors that need to be taken into consideration. This has implications for the decades of research published on multimedia guidelines. Multimedia guidelines for the program under study are provided.