Repository logo

Browsing by Author "Folkestad, James E., advisor"

Now showing 1 - 5 of 5
  • Thumbnail Image
    ItemOpen Access
    An investigation into the relationship between project managers' ambiguity tolerance and preferred project dimensions in healthcare: a quantitative exploratory study
    (Colorado State University. Libraries, 2020) Sullivan, Joanne Michelle, author; Folkestad, James E., advisor; Gloeckner, Gene W., committee member; Glick, Scott A., committee member; Timpson, William M., committee member
    With the advent of healthcare legislation beginning in 1996, information technology projects associated with the implementation of these regulatory projects were found to have ambiguous requirements, novel organizational relationships, and complex technology, requiring completion within stringent deadlines. Ambiguity tolerance is an emotional and perceptual personality variable (Frenkel-Brunswik, 1948) that reacts differently based on the situation including novel, complex, insoluble stimuli (Budner, 1962) and individuals may be attracted to or have an aversion of these stimuli (McLain, 1993). Healthcare project manager personality characteristics can be a critical success factor in the implementation of information technology projects. Performance resulting from ambiguity tolerance levels and preferred project dimensions, could contribute to the success or non-success of a project. Based on project manager to project (PM-P) fit theory (Malach-Pins et al., 2009), the purpose of this investigation was to test for a relationship between healthcare project managers' ambiguity tolerance (AT) levels and preferred project dimensions based on novelty, technology, and complexity (NTC). It was hypothesized that high AT would correlate to high levels of preferred project dimensions (NTC) and low AT would correlate to low levels of preferred project dimensions (NTC) and the results supported this hypothesis. Other variables tested, (such as years of experience and education level) along with others were not found to be predictor or moderator variables for AT or NTC. A quantitative, self-report measure was created using several demographic questions, McLain's (2009) MSTAT-II ambiguity tolerance measure, and Shenhar and Dvir's (2007) NTCP diamond framework model for preferred project dimensions. This study further extends project manager to project (PM-P) fit theory when a strong positive correlation was found, and possibly for the first time uses Shenhar and Dvir's (2007) NTCP (novelty, technology, complexity, and pace) diamond framework model as a quantitative measure. To increase the reliability coefficient for this measure to .78, the dimension of "pace" was withdrawn. A strong positive correlation with a large effect size (Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C., 2007, p. 94), was found for AT and NTC, r (22) = .49; p = .02 when p was found to be less than .05.
  • Thumbnail Image
    ItemOpen Access
    Experiences of students with visual impairments in adoption of digital talking textbooks: an interpretative phenomenological analysis
    (Colorado State University. Libraries, 2013) Hussin, Ahamad, author; Folkestad, James E., advisor; Makela, Carole J., committee member; Timpson, William M., committee member; Johnson, Thomas E., committee member
    Assistive technology devices have become essential tools for students with visual impairments. In 2009, the Malaysian Ministry of Education introduced Digital Talking Textbooks (DTTs) for selected subjects to facilitate learning. The purpose of this qualitative study was to explore, describe, and interpret the experiences of students with visual impairments in using DTTs to assist their learning. The study looked at what factors influence students with visual impairments to adopt or to reject DTTs. Data were obtained from 12 students' in-depth interviews. Tentative themes emerged, were refined, and became the six emergent super-ordinate themes for this research: (1) functionality of the innovation, (2) support to use the innovation, (3) knowledge of the innovation, (4) challenges for effective use of the innovation, (5) alternatives to the innovation, and (6) adaptation of the innovation. Providing in-house training for teachers and students, affordable tools, and sufficient trial and usage time for students are recommended to ensure DTTs are efficiently adopted.
  • Thumbnail Image
    ItemOpen Access
    Insights on learning behaviors in unsupervised online quizzing: the role of instructors in interlinking analytics and pedagogy
    (Colorado State University. Libraries, 2020) Harindranathan, Priya, author; Folkestad, James E., advisor; Carlson, Laurie A., committee member; Gloeckner, Gene W., committee member; Suchman, Erica L., committee member
    A major problem faced by instructors post-implementation of unsupervised online assessments is that they may lack real-time access to the students' actual learning behaviors. Limitations in student-feedback, limited know-how of accessing and analyzing log data, and large class sizes could restrict instructors' access to learners' behaviors. This study investigated how learning analytics (LA) can identify learners' actual behaviors within low-stake unsupervised online quizzing, the relationship between behaviors and performance in exams, and how the results can inform pedagogy. To achieve these goals, the present study used LA methods to analyze quiz-logs and qualitative interviews with instructors. Findings show that data-driven methods informed by learning theories can become a valuable tool in providing real-time insights into students' actual learning behaviors. Seven pedagogically meaningful variables related to learners' quiz-taking behaviors were designed and extracted from the quiz-logs. These variables provide evidence that if unsupervised, all students may not self-regulate their learning effectively to engage in productive learning behaviors and hence may need additional guidance from instructors. The instructors were actively involved in the study to interlink the implemented learning design and quiz-log analytics. We conclude that LA methods, when taken into account with instructors' input, may help plan timely pedagogic interventions such as providing the students meaningful and timely feedback, redesigning the existing quizzes, and educating students on the benefits of effective learning strategies.
  • Thumbnail Image
    ItemOpen Access
    Review of Lean Construction conference proceedings and relationship to the Toyota Production System framework
    (Colorado State University. Libraries, 2010) Jacobs, Gideon Francois, author; Folkestad, James E., advisor; Glick, Scott A., advisor; Carlson, Laurie A., committee member; Rademacher, Robert A., committee member
    The objective of this study was to align the International Group of Lean Construction (IGLC) conference proceedings against the Toyota Production System (TPS) to determine how well research themes in construction studies align with the TPS framework. Factories around the world that have implemented the TPS framework have experienced impressive production outcomes. Content analysis was chosen as the methodology in conducting the study of IGLC conference proceedings from 1996 through 2009. A total of 592 IGLC research studies were analyzed. The analysis revealed that lean research in construction did not align exclusively around the TPS framework. From 592 studies, 241 (40%) were classified within the four overarching TPS categories having the 14 TPS principles; 351 (60%) were classified outside the framework as fitting in one of 15 other important proxy lean related research categories. The findings were reflective of IGLC research studies between 1996 and 2009 and did not reflect lean research contributions outside this database. This study has particular implications in knowledge, practice, and teaching. Lean researchers are encouraged not to confine their research to a specific construction sector but rather conform to a broader research platform including the building, heavy, and civil engineering sectors so that these sectors can benefit from future lean research. Critical discussion on the preconditions for, and limits of, lean research initiatives promise to contribute to a stronger body of lean knowledge in the industry concerned with developing the built environment.
  • Thumbnail Image
    ItemOpen Access
    Technological literacy: design and testing of an instrument to measure eighth-grade achievement in technology education
    (Colorado State University. Libraries, 2007) Castillo, Mauricio, author; De Miranda, Michael A., advisor; Folkestad, James E., advisor
    This study was focused on the design and testing of an assessment instrument to measure eighth-grade student achievement in the study of technology. The instrument measured the impact of instruction in technology education to determine if technology education instruction guided by the Standards for Technological Literacy (STL) can enhance students' technological literacy. The assessment instrument designed lo measure technology literacy was reviewed by panel of experts in the field to attain content validity and was pilot-tested before being administered to two groups of eighth-grade students (N=272). The study utilized a two-group post-test only design, a treatment group who had received instruction in technology education in the form a modular instructional delivery classroom and a control group who had not received any formal education in the study of technology. The results of study found that eighth-grade participants taking a technology class performed better (M=15.42, SD=5.42) than those who had no previous technology class exposure (M=14.07, SD=5.25). In comparing the means of the eighth-graders' post-test, there was a significant difference F (1, 270) = 4.40, p=.037, p<.05 detected by the instrument designed and tested in this study. The findings in this study suggest that standards-based modular instruction in technology education enhances students technological literacy-an imperative for success in a world that is increasingly dependent on a technologically literate society.