The CONCEPTUAL FRAMEWORK of the Lamar University undergraduate and graduate educator preparation ... more The CONCEPTUAL FRAMEWORK of the Lamar University undergraduate and graduate educator preparation programs illuminates the vision of the faculty. The programs prepare educators for a changing world by requiring as outcomes general education, pedagogical content knowledge, content proficiency, pedagogical strategies, communication skills, values, and analytical abilities. Critical thinking is required for responding to the diverse needs of P-12 students in myriad and changing settings. Lamar University educator preparation candidates also develop dispositions and habits of mind needed for “self-learning” and lifelong learning”, that will equip them to encounter problems and change with confidence.
... BibTeX | Add To MetaCart. @MISC{Harapnuik04developmentand, author = {Dwayne K. Harapnuik}, ti... more ... BibTeX | Add To MetaCart. @MISC{Harapnuik04developmentand, author = {Dwayne K. Harapnuik}, title = {Development and ... 115, The process of education Bruner - 1977. 106, The Nurnberg Funnel: Designing Minimalist Instruction for Practical Computer Skill Carroll - 1990. ...
This chapter introduces, Inquisitivism as an approach for designing and delivering web-based inst... more This chapter introduces, Inquisitivism as an approach for designing and delivering web-based instruction that shares many of the same principles of minimalism and other constructivist approaches. Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full credit university course. The results of a quasi-experimental design based study revealed that online students in the inquisitivism based course scored significantly higher on their final project scores, showed no significant difference in their satisfaction with their learning experiences from their F2F counterparts, and had a reduction in fear or anxiety toward technology. Finally, the results revealed that there was no significant difference in final project scores across the personality types tested. The author hopes that Inquisitivism will provide a foundation for creating effectiv...
The International Journal of Teaching and Learning in Higher Education, 2019
This study used grounded theory analysis to examine and analyze student perceptions of the influe... more This study used grounded theory analysis to examine and analyze student perceptions of the influence of choice, ownership, and voice on learning and the learning environment in an online M. Ed. program in the southeastern region of the United States. Choice, ownership, and voice make up three of the four components of the learner-centered approach called the COVA learning approach developed by Harapnuik, Thibodeaux, and Cummings. Literature related to constructivism, metacognition, and reflection confirms through years of research that choice, ownership, and voice through authentic learning opportunities have the potential to positively influence learning. Seventy-three graduate students in the M. Ed. program completed a survey indicating their agreement with statements that gave them choice, ownership, and voice in learning and the learning environment. The study further examined graduate students' candid perceptions for the purpose of identifying themes that related to choice, ownership, and voice in learning and the learning environment. Results showed that all three components positively influenced the learners' experience and that metacognitive practices and opportunities for reflection assisted students as they developed their voice as learners. To provide the context for this study, we will briefly relay the research results that preceded this investigation. In 2015, our research team explored why students stopped using their ePortfolios beyond the program of study. That study revealed that a perceived lack of choice and control over ePortfolio platform selection and tools, absence of personal interest, and the inability to use their own voice in sharing and restructuring ideas contributed to the decrease of ownership in learning. As a result, 82% of learners stopped using their ePortfolio after the program of study (Thibodeaux, Harapnuik, & Cummings, 2017a). These findings confirmed that students desired choice in the activities in which they engaged, ownership and agency over learning, and an authentic avenue to express their voice. These findings also confirmed that by consistently giving Digital Learning and Leading (DLL) M. Ed. students choice, ownership, and voice through authentic learning opportunities, we were creating a learning environment for our students that they could draw upon and apply to their own organizational settings. Based on our own research and a thorough review of the literature, it was clear that learners were not making the necessary connections with their learning experiences as evidenced by lack of retention and a reocognized disengagement using the information transfer model (Mazur, 2014). Our research led us to understand that learners needed to own the learning to bridge a deeper connection; as educators, we should create learning conditions (Dewey, 1916) that allow our learners these opportunities. We formalized the name "COVA" which stands for choice, ownership, and voice through authentic learning opportunities, and the approach is grounded in constructivism, social learning, and active learning. Giving our learners choice, ownership, and voice through authentic learning opportunities has also become the core proposition for the DLL program. To confirm the impact of the COVA approach, we investigated whether learners perceived the COVA learning approach as a positive influence on their learning experience. The initial results of the investigation into the influence of the COVA learning approach revealed that all the components were highly interrelated and had significant influence. The influence of ownership and authenticity were identified as having the most influence on learning in an earlier study; therefore, we decided to focus more closely on the influence of choice, ownership, and voice. The Digital Learning and Leading (DLL) Program The DLL program is a 36-hour master's degree program in the College of Education and Human Development at a southeastern regional institution. There are twelve 3-credit hour courses in the DLL program. At the time this study was conducted, there were eighty-five students enrolled full-time in the program. All courses in the DLL program require students to use a personal ePortfolios to display their ideas, interact with their peers, build collaborative learning networks, and share their projects and ideas with a global audience. Stated learning objectives for the DLL program include: a) learners will learn to use technology innovation as a catalyst for change, b) learners will learn to lead organizational change in their own institutional settings, and c) learners will create significant learning environments that set up effective conditions for maximizing learning. The ePortfolio is one of many authentic learning experiences woven into
Active learning pedagogies using digital technologies hold much promise. Yet over the past severa... more Active learning pedagogies using digital technologies hold much promise. Yet over the past several decades despite all the advances we see in how technology impacts most aspects of society, the advances in our educational institutions have been much smaller. Why? We have focused on the technology as a quick fix and have not focused on the learning. Rather than look to the latest teaching trend or hottest activity of the day, we must reimagine all aspects of our teaching and learning and purposefully build our programs as significant digital learning environments that inspire, foster, and facilitate deeper learning. This chapter reveals how we have built a Master's program that uses the active learning principles of choice, ownership, and voice through authentic learning (COVA approach) and how we have created a significant learning environment (CSLE) that fully engages and equips our learners to be digital leaders.
... BibTeX | Add To MetaCart. @MISC{Harapnuik04developmentand, author = {Dwayne K. Harapnuik}, ti... more ... BibTeX | Add To MetaCart. @MISC{Harapnuik04developmentand, author = {Dwayne K. Harapnuik}, title = {Development and ... 115, The process of education Bruner - 1977. 106, The Nurnberg Funnel: Designing Minimalist Instruction for Practical Computer Skill Carroll - 1990. ...
This study examined factors that contributed to persistent use, or discontinued use, of ePortfoli... more This study examined factors that contributed to persistent use, or discontinued use, of ePortfolios beyond the program of study, as perceived by former educational technology students in a graduate program. The related literature points to contemporary research that choice, ownership, voice, and authentic learning are growing trends emerging as persistent factors that contribute to ePortfolio learning. To research whether these elements were critical to students’ continued use of ePortfolios, a survey instrument was used that contained indicators related to choice, ownership, voice, and authentic learning. 141 former graduate students completed the survey and several students participated in semi-structured interview groups. Of the former graduate students, 17.7% of the students have continued to use their ePortfolio. Of those that are using the ePortfolio, the results of this study indicated that authentic projects, assessment of one’s own earning, receiving feedback, and managemen...
This paper describes "The Internet: Communicating, Accessing & Providing Information," ... more This paper describes "The Internet: Communicating, Accessing & Providing Information," a University of Alberta (Canada) credit course which is delivered over the Internet. The purpose of this course is to help students understand what the Internet is and to learn to use Internet tools. The paper: (1) discusses the primary development and delivery phases of this course, while also providing a general account of the time spent on each of the phases; (2) compares the costs of this course with those of similar face-to-face courses; and (3) offers an interpretation of these results and the possible implications for similar courses. Five tables present data on times for course development and pilot testing; total hours spent on operation and delivery of the course, number of interactions between students and instructors/teaching assistants, time spent in each area of the course by instructors/teaching assistants, and a summary of time spent on the course by instructors/teaching ...
In this paper we discuss the development and delivery of an award-winning credit course, The Inte... more In this paper we discuss the development and delivery of an award-winning credit course, The Internet: Communicating, Accessing, and Providing Information (Montgomerie & Harapnuik, 1996 http://www.quasar.valberta.ca/nethowto), which is delivered completely over the Internet. ...
... Technology & Teacher Education International Conference (SITE) 2010 San Diego, CA, USA Ma... more ... Technology & Teacher Education International Conference (SITE) 2010 San Diego, CA, USA March 29, 2010 ISBN 1-880094-78-9 David Gibson & Bernie Dodge AACE More Information on SITE Table of Contents. Authors. Kyle Dickson, Mike Wiggins, Dwayne Harapnuik ...
The CONCEPTUAL FRAMEWORK of the Lamar University undergraduate and graduate educator preparation ... more The CONCEPTUAL FRAMEWORK of the Lamar University undergraduate and graduate educator preparation programs illuminates the vision of the faculty. The programs prepare educators for a changing world by requiring as outcomes general education, pedagogical content knowledge, content proficiency, pedagogical strategies, communication skills, values, and analytical abilities. Critical thinking is required for responding to the diverse needs of P-12 students in myriad and changing settings. Lamar University educator preparation candidates also develop dispositions and habits of mind needed for “self-learning” and lifelong learning”, that will equip them to encounter problems and change with confidence.
... BibTeX | Add To MetaCart. @MISC{Harapnuik04developmentand, author = {Dwayne K. Harapnuik}, ti... more ... BibTeX | Add To MetaCart. @MISC{Harapnuik04developmentand, author = {Dwayne K. Harapnuik}, title = {Development and ... 115, The process of education Bruner - 1977. 106, The Nurnberg Funnel: Designing Minimalist Instruction for Practical Computer Skill Carroll - 1990. ...
This chapter introduces, Inquisitivism as an approach for designing and delivering web-based inst... more This chapter introduces, Inquisitivism as an approach for designing and delivering web-based instruction that shares many of the same principles of minimalism and other constructivist approaches. Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full credit university course. The results of a quasi-experimental design based study revealed that online students in the inquisitivism based course scored significantly higher on their final project scores, showed no significant difference in their satisfaction with their learning experiences from their F2F counterparts, and had a reduction in fear or anxiety toward technology. Finally, the results revealed that there was no significant difference in final project scores across the personality types tested. The author hopes that Inquisitivism will provide a foundation for creating effectiv...
The International Journal of Teaching and Learning in Higher Education, 2019
This study used grounded theory analysis to examine and analyze student perceptions of the influe... more This study used grounded theory analysis to examine and analyze student perceptions of the influence of choice, ownership, and voice on learning and the learning environment in an online M. Ed. program in the southeastern region of the United States. Choice, ownership, and voice make up three of the four components of the learner-centered approach called the COVA learning approach developed by Harapnuik, Thibodeaux, and Cummings. Literature related to constructivism, metacognition, and reflection confirms through years of research that choice, ownership, and voice through authentic learning opportunities have the potential to positively influence learning. Seventy-three graduate students in the M. Ed. program completed a survey indicating their agreement with statements that gave them choice, ownership, and voice in learning and the learning environment. The study further examined graduate students' candid perceptions for the purpose of identifying themes that related to choice, ownership, and voice in learning and the learning environment. Results showed that all three components positively influenced the learners' experience and that metacognitive practices and opportunities for reflection assisted students as they developed their voice as learners. To provide the context for this study, we will briefly relay the research results that preceded this investigation. In 2015, our research team explored why students stopped using their ePortfolios beyond the program of study. That study revealed that a perceived lack of choice and control over ePortfolio platform selection and tools, absence of personal interest, and the inability to use their own voice in sharing and restructuring ideas contributed to the decrease of ownership in learning. As a result, 82% of learners stopped using their ePortfolio after the program of study (Thibodeaux, Harapnuik, & Cummings, 2017a). These findings confirmed that students desired choice in the activities in which they engaged, ownership and agency over learning, and an authentic avenue to express their voice. These findings also confirmed that by consistently giving Digital Learning and Leading (DLL) M. Ed. students choice, ownership, and voice through authentic learning opportunities, we were creating a learning environment for our students that they could draw upon and apply to their own organizational settings. Based on our own research and a thorough review of the literature, it was clear that learners were not making the necessary connections with their learning experiences as evidenced by lack of retention and a reocognized disengagement using the information transfer model (Mazur, 2014). Our research led us to understand that learners needed to own the learning to bridge a deeper connection; as educators, we should create learning conditions (Dewey, 1916) that allow our learners these opportunities. We formalized the name "COVA" which stands for choice, ownership, and voice through authentic learning opportunities, and the approach is grounded in constructivism, social learning, and active learning. Giving our learners choice, ownership, and voice through authentic learning opportunities has also become the core proposition for the DLL program. To confirm the impact of the COVA approach, we investigated whether learners perceived the COVA learning approach as a positive influence on their learning experience. The initial results of the investigation into the influence of the COVA learning approach revealed that all the components were highly interrelated and had significant influence. The influence of ownership and authenticity were identified as having the most influence on learning in an earlier study; therefore, we decided to focus more closely on the influence of choice, ownership, and voice. The Digital Learning and Leading (DLL) Program The DLL program is a 36-hour master's degree program in the College of Education and Human Development at a southeastern regional institution. There are twelve 3-credit hour courses in the DLL program. At the time this study was conducted, there were eighty-five students enrolled full-time in the program. All courses in the DLL program require students to use a personal ePortfolios to display their ideas, interact with their peers, build collaborative learning networks, and share their projects and ideas with a global audience. Stated learning objectives for the DLL program include: a) learners will learn to use technology innovation as a catalyst for change, b) learners will learn to lead organizational change in their own institutional settings, and c) learners will create significant learning environments that set up effective conditions for maximizing learning. The ePortfolio is one of many authentic learning experiences woven into
Active learning pedagogies using digital technologies hold much promise. Yet over the past severa... more Active learning pedagogies using digital technologies hold much promise. Yet over the past several decades despite all the advances we see in how technology impacts most aspects of society, the advances in our educational institutions have been much smaller. Why? We have focused on the technology as a quick fix and have not focused on the learning. Rather than look to the latest teaching trend or hottest activity of the day, we must reimagine all aspects of our teaching and learning and purposefully build our programs as significant digital learning environments that inspire, foster, and facilitate deeper learning. This chapter reveals how we have built a Master's program that uses the active learning principles of choice, ownership, and voice through authentic learning (COVA approach) and how we have created a significant learning environment (CSLE) that fully engages and equips our learners to be digital leaders.
... BibTeX | Add To MetaCart. @MISC{Harapnuik04developmentand, author = {Dwayne K. Harapnuik}, ti... more ... BibTeX | Add To MetaCart. @MISC{Harapnuik04developmentand, author = {Dwayne K. Harapnuik}, title = {Development and ... 115, The process of education Bruner - 1977. 106, The Nurnberg Funnel: Designing Minimalist Instruction for Practical Computer Skill Carroll - 1990. ...
This study examined factors that contributed to persistent use, or discontinued use, of ePortfoli... more This study examined factors that contributed to persistent use, or discontinued use, of ePortfolios beyond the program of study, as perceived by former educational technology students in a graduate program. The related literature points to contemporary research that choice, ownership, voice, and authentic learning are growing trends emerging as persistent factors that contribute to ePortfolio learning. To research whether these elements were critical to students’ continued use of ePortfolios, a survey instrument was used that contained indicators related to choice, ownership, voice, and authentic learning. 141 former graduate students completed the survey and several students participated in semi-structured interview groups. Of the former graduate students, 17.7% of the students have continued to use their ePortfolio. Of those that are using the ePortfolio, the results of this study indicated that authentic projects, assessment of one’s own earning, receiving feedback, and managemen...
This paper describes "The Internet: Communicating, Accessing & Providing Information," ... more This paper describes "The Internet: Communicating, Accessing & Providing Information," a University of Alberta (Canada) credit course which is delivered over the Internet. The purpose of this course is to help students understand what the Internet is and to learn to use Internet tools. The paper: (1) discusses the primary development and delivery phases of this course, while also providing a general account of the time spent on each of the phases; (2) compares the costs of this course with those of similar face-to-face courses; and (3) offers an interpretation of these results and the possible implications for similar courses. Five tables present data on times for course development and pilot testing; total hours spent on operation and delivery of the course, number of interactions between students and instructors/teaching assistants, time spent in each area of the course by instructors/teaching assistants, and a summary of time spent on the course by instructors/teaching ...
In this paper we discuss the development and delivery of an award-winning credit course, The Inte... more In this paper we discuss the development and delivery of an award-winning credit course, The Internet: Communicating, Accessing, and Providing Information (Montgomerie & Harapnuik, 1996 http://www.quasar.valberta.ca/nethowto), which is delivered completely over the Internet. ...
... Technology & Teacher Education International Conference (SITE) 2010 San Diego, CA, USA Ma... more ... Technology & Teacher Education International Conference (SITE) 2010 San Diego, CA, USA March 29, 2010 ISBN 1-880094-78-9 David Gibson & Bernie Dodge AACE More Information on SITE Table of Contents. Authors. Kyle Dickson, Mike Wiggins, Dwayne Harapnuik ...
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