Dr. Tilisa Thibodeaux is an Assistant Professor in the Digital Learning and Leading Master’s Program at Lamar University in Beaumont, TX. Her work experience has been with the public school system in Florida and Texas for the past 11 years serving as a teacher, district trainer, district interventionist, and campus academic coach. She attended Valparaiso University for her B.S. in Elementary Education, Florida Gulf Coast University for her M. Ed. in Special Education, and Nova Southeastern University for her Ed.S in Leadership, and Ed. D. in Instructional Technology and Distance Education. She is primarily interested in making learning more personable for students by turning everyday challenges with learning into opportunities for exploration and growth. Furthermore, she is interested in how technology can offer solutions to those challenges through authentic engagement and creative learning in a digital learning environment.
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 m...
Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
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.
There has been much debate by and among federal and state education agencies, state legislatures,... more There has been much debate by and among federal and state education agencies, state legislatures, courts, and educators regarding the identification of school district expenditures that best facilitate effective and efficient schools. The issue of equitable funding is far from being resolved (Education Week, 2017). Contradictory studies associated with school district funding, expenditures, and student achievement have been used to substantiate varied opinions on the subject (Archibald, 2006; Gigliotti & Sorensen, 2017; Pan, Rudo, Schneider, and Smith-Hansen, 2003). While much of the existing research is focused on overall school revenue and/or expenditures, research is needed that provides information specific to instructional expenditures and student performance. The purpose of this study was to test the relationship between instructional related expenditures and student performance on a state mandated exam in small, mid-size, and large school districts in Texas. This correlationa...
This study explored pre-service teachers’ knowledge and awareness of dialectical code switching i... more This study explored pre-service teachers’ knowledge and awareness of dialectical code switching in classroom settings. A Likert-type scale survey and semi-structured interviews were conducted as part of an embedded, mixed-methods research design. Twenty-two undergraduate students responded to the online survey and 28 volunteered to be interviewed by the researchers. Results indicated that pre-service teachers have limited knowledge of code switching but felt that nurturing a relationship with students, understanding their cultural backgrounds, and paying careful attention to linguistic differences can help students feel empowered and ultimately lead to successful learning experiences in the classroom.
This study explored pre-service teachers’ knowledge and awareness of dialectical code switching i... more This study explored pre-service teachers’ knowledge and awareness of dialectical code switching in classroom settings. A Likert-type scale survey and semi-structured interviews were conducted as part of an embedded, mixed-methods research design. Twenty-two undergraduate students responded to the online survey and 28 volunteered to be interviewed by the researchers. Results indicated that pre-service teachers have limited knowledge of code switching but felt that nurturing a relationship with students, understanding their cultural backgrounds, and paying careful attention to linguistic differences can help students feel empowered and ultimately lead to successful learning experiences in the classroom.
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
This study examined perceptions of the influence of the COVA learning approach on authentic proje... more This study examined perceptions of the influence of the COVA learning approach on authentic projects and the learning environment by Digital Learning and Leading students in an online graduate program. Related literature points to an array of learner-centered pedagogies and learning environments that offer choice, ownership, voice, and authentic (COVA) learning opportunities. To research the influence that choice, ownership, voice, and authenticity had on authentic projects and the learning environment, 85 graduate students participated in an online survey and their perspectives were extracted out of open-ended narratives. Results from this study suggest that when learners are given choice, ownership, voice, and authentic learning opportunities, deep and meaningful learning can result. Additional analysis revealed nine themes that suggest that the COVA learning approach complemented student learning preferences and styles for authentic projects and the learning environment.
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 management of the ePortfolio during the learning process had significant influence on the continued or discontinued use of the ePortfolio after students graduated from the educational technology program. Open-ended interviews revealed that student participants preferred to create ePortfolios that allowed them some control, ownership, and agency over the learning process in various developmental aspects of ePortfolio learning. ePortfolios as a learning tool are gaining recognition and momentum in higher education (Bryant
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 m...
Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
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.
There has been much debate by and among federal and state education agencies, state legislatures,... more There has been much debate by and among federal and state education agencies, state legislatures, courts, and educators regarding the identification of school district expenditures that best facilitate effective and efficient schools. The issue of equitable funding is far from being resolved (Education Week, 2017). Contradictory studies associated with school district funding, expenditures, and student achievement have been used to substantiate varied opinions on the subject (Archibald, 2006; Gigliotti & Sorensen, 2017; Pan, Rudo, Schneider, and Smith-Hansen, 2003). While much of the existing research is focused on overall school revenue and/or expenditures, research is needed that provides information specific to instructional expenditures and student performance. The purpose of this study was to test the relationship between instructional related expenditures and student performance on a state mandated exam in small, mid-size, and large school districts in Texas. This correlationa...
This study explored pre-service teachers’ knowledge and awareness of dialectical code switching i... more This study explored pre-service teachers’ knowledge and awareness of dialectical code switching in classroom settings. A Likert-type scale survey and semi-structured interviews were conducted as part of an embedded, mixed-methods research design. Twenty-two undergraduate students responded to the online survey and 28 volunteered to be interviewed by the researchers. Results indicated that pre-service teachers have limited knowledge of code switching but felt that nurturing a relationship with students, understanding their cultural backgrounds, and paying careful attention to linguistic differences can help students feel empowered and ultimately lead to successful learning experiences in the classroom.
This study explored pre-service teachers’ knowledge and awareness of dialectical code switching i... more This study explored pre-service teachers’ knowledge and awareness of dialectical code switching in classroom settings. A Likert-type scale survey and semi-structured interviews were conducted as part of an embedded, mixed-methods research design. Twenty-two undergraduate students responded to the online survey and 28 volunteered to be interviewed by the researchers. Results indicated that pre-service teachers have limited knowledge of code switching but felt that nurturing a relationship with students, understanding their cultural backgrounds, and paying careful attention to linguistic differences can help students feel empowered and ultimately lead to successful learning experiences in the classroom.
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
This study examined perceptions of the influence of the COVA learning approach on authentic proje... more This study examined perceptions of the influence of the COVA learning approach on authentic projects and the learning environment by Digital Learning and Leading students in an online graduate program. Related literature points to an array of learner-centered pedagogies and learning environments that offer choice, ownership, voice, and authentic (COVA) learning opportunities. To research the influence that choice, ownership, voice, and authenticity had on authentic projects and the learning environment, 85 graduate students participated in an online survey and their perspectives were extracted out of open-ended narratives. Results from this study suggest that when learners are given choice, ownership, voice, and authentic learning opportunities, deep and meaningful learning can result. Additional analysis revealed nine themes that suggest that the COVA learning approach complemented student learning preferences and styles for authentic projects and the learning environment.
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 management of the ePortfolio during the learning process had significant influence on the continued or discontinued use of the ePortfolio after students graduated from the educational technology program. Open-ended interviews revealed that student participants preferred to create ePortfolios that allowed them some control, ownership, and agency over the learning process in various developmental aspects of ePortfolio learning. ePortfolios as a learning tool are gaining recognition and momentum in higher education (Bryant
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