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dc.contributor.advisorSchifter, Catherine
dc.creatorLewis, Amy Lynne
dc.date.accessioned2020-10-27T15:14:09Z
dc.date.available2020-10-27T15:14:09Z
dc.date.issued2016
dc.identifier.other965642616
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1729
dc.description.abstractUniversities and colleges are embracing and utilizing technology to a rapidly increasing extent, responding to its cost-effectiveness and efficiency as well as the regularity with which 21st century students rely upon it in their everyday lives. Chief amongst the technology used in higher education are Learning Management Systems (LMS), such as Blackboard, Sakai, and CANVAS. Urban community colleges have also embraced LMS, but with student bodies that often lack regular access to or extensive experience with using technology for socio-economic or generational reasons, the outcomes from using LMS can be very different to those experienced at four-year institutions that generally serve a more affluent, traditionally-aged demographic. In particular, students in developmental courses, or those courses designed for individuals who could not test into college-level courses, can be particularly challenged when it comes to using LMS in their studies as it is an additional component to which they must acculturate in higher education whilst attempting to rectify their skills deficiencies. For faculty teaching developmental students, this can raise the question of whether it is important to acclimate students to the technology they will be called upon to use in the 21st century classroom or whether the sole focus should be remediating students’ lacking academic skills. This qualitative, interpretivist, constructivist-activist/pragmatic study uses interviews with urban community college professors who use or reject the college’s LMS (i.e. CANVAS) to varying extents in their classrooms, non-participant observations of the course components those professors who use CANVAS post online, and course artifacts to examine and reflect upon professors’ experiences with employing or eschewing such technology with their students.
dc.format.extent240 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectEducational Technology
dc.subjectPedagogy
dc.subjectCommunity College
dc.subjectFaculty
dc.subjectLearning Management System
dc.subjectLms
dc.subjectProfessors
dc.subjectUrban
dc.titleDEVELOPMENTAL ENGLISH PROFESSORS’ EXPERIENCES WITH LEARNING MANAGEMENT SYSTEMS AT AN URBAN COMMUNITY COLLEGE: CHALLENGES, BENEFITS, AND OTHER PERCEPTIONS
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberEnglert, Richard M.
dc.contributor.committeememberJordan, Will J.
dc.contributor.committeememberGoldblatt, Eli
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1711
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-27T15:14:09Z


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