dc.contributor.author	King-Spezzo, Vincent M.
dc.coverage.spatial	United States--Georgia--Valdosta--Valdosta State University	en_US
dc.coverage.temporal	2015-2017	en_US
dc.date.accessioned	2017-05-02T14:57:21Z
dc.date.available	2017-05-02T14:57:21Z
dc.date.issued	2017-04-27
dc.identifier.other	8761B139-7C97-6A99-4ACE-5750AFCA5724	UUID
dc.identifier.uri	http://hdl.handle.net/10428/2720
dc.description.abstract	The purpose of this study was to discover what design elements students preferred in their ideal online classroom environment that might differ from their ideal physical classroom environment and to understand what differences might exist due to the demographics of age, gender, or race. In order to best uncover those differences, I utilized an already validated measurement called the Adult Classroom Environment Scale. Participants for this study consisted of 170 students of varying ages, genders, and races from Valdosta State University. These participants were provided a survey which consisted of three demographic questions and two versions of the Adult Classroom Environment Scale; one asked for ratings based on an ideal physical classroom environment and one asked for ratings based on an ideal online classroom environment. The dimensions associated with course design, involvement, affiliation, personal goal attainment, and organization and clarity, were analyzed. According to the results, students’ rated personal goal attainment significantly higher for their ideal online classroom environment (M = 3.01, SD = 0.53) than the physical one (M = 2.70, SD = 0.44); (t(169) = -9.04, p < 0.001). Additionally, female students (M = 3.53, SD = 0.46) rated organization and clarity significantly higher than male students (M = 3.28, SD = 0.67); [F(2,167) = 3.81, p = 0.024]. Finally, it was found that White students (M = 3.09, SD = 0.56) rated affiliation significantly higher than Other students (M = 2.68, SD = 0.58), [F(2,167) = 3.91, p = 0.022], and separately White students rated organization and clarity significantly higher than Black students (M = 3.37, SD = 0.57); [F(2,167) = 4.46, p = 0.013]. From these results, a foundation for a guide to the design of online classroom environments at Valdosta State University was established.	en_US
dc.description.tableofcontents	TABLE OF CONTENTS \| Chapter I: INTRODUCTION 1 \| Statement of the Problem 4 \| Purpose of the Study 6 \| Research Questions 6 \| Definitions of Terms 6 \| Chapter II: LITERATURE REVIEW 10 \| Introduction 10 \| Development of Adult Classroom Environment Scale 11 \| Adult Classroom Environment Scale Adoption by Other Researchers 15 \| Differences Between Physical and Online Classroom Environments 20 \| Design Versus Facilitation of Online Courses 25 \| Online Classroom Research and the Adult Classroom Environment Scale 27 \| The Four Dimensions of Design 28 \| Affiliation 28 \| Involvement 30 \| Personal Goal Attainment 31 \| Organization and Clarity 32 \| Importance of Demographics on Course Design 34 \| Age 35 \| Gender 36 \| Race 37 \| Summary 38 \| Chapter III: METHODOLOGY 40 \| Research Questions 40 \| Population and Sample 41 \| Selection of Participants 44 \| Instrumentation 45 \| Reliability 45 \| Validity 46 \| Online Version of the Instrument 47 \| Research Design 47 \| \| Variables 48 \| \| Data Collection Procedures 49 \| Approvals and Protection of Human Subjects 50 \| Data Analysis 51 \| \| Chapter IV: RESULTS 53 \| Research Question 1 54 \| Research Question 2 56 \| Summary 62 \| Chapter V: CONCLUSIONS 65 \| Overview 65 \| Design and Procedures 71 \| \| Summary of Results 74 \| \| Discussion and Implications 76 \| Research Question 1 76 \| \| Research Question 2 79 \| \| Limitations to the Study 82 \| Recommendations for Future Research 84 \| Conclusion 86 \| REFERENCES 88 \| \| Appendix A: Participant Solicitation Email 95 \| \| Appendix B: Adult Classroom Environment Scale as Used in This Study 98 \| Appendix C: Permission to Use Adult Classroom Environment Scale 111 Appendix D: Institutional Review Board Approval 113 Appendix E: Adult Classroom Environment Scale Scoring 115	en_US
dc.language.iso	en_US	en_US
dc.subject	Online learning and distance education	en_US
dc.subject	Adult Students	en_US
dc.subject	Adult education	en_US
dc.subject	Classroom Environment	en_US
dc.title	Using the Adult Classroom Environment Scale to Determine Developmental Focus for Online Course Instructors	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Wiley, Ellen W.
dc.description.committee	Wiley, Ellen W.
dc.description.committee	Dees, Dianne C.
dc.description.committee	Hull, Karla M.
dc.description.degree	Ed. D.	en_US
dc.description.major	Curriculum and Instruction	en_US