Mountain Scholar :: Browsing by Author "Quick, Don, advisor"

Browsing by Author "Quick, Don, advisor"

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Open Access
Factors affecting course satisfaction of online Malaysian university students
(Colorado State University. Libraries, 2014) Khalid, Nasir M., author; Timpson, William M., advisor; Quick, Don, advisor; Kaminski, Karen, committee member; Unnithan, N Prabha, committee member
Course satisfaction in online learning has grown into a concern among online educators, in order to prevent students from dropping, withdrawing, or otherwise leaving their course of study online. Researchers have established three main factors that have an influence on online students' course satisfaction: social, teaching, and cognitive presence. Adapting the Community of Inquiry (CoI) model, this study investigated the association between these presences and other possibly related factors, and their influence on students' course satisfaction with online courses just completed at a University in Malaysia. Concurrently, it also attempted to weigh these constructs and variables according to their impact on course satisfaction. Results show that all presences and age were significantly associated with course satisfaction. Also, course satisfaction was found to differ by gender, undergraduate and postgraduate students but was not by core and elective courses. Teaching presence, social presence, and age were found to be significant predictors of course satisfaction when statistically analyzed by a series of two-step hierarchical linear regressions.
Open Access
Global e-learning: a phenomenological study
(Colorado State University. Libraries, 2011) Rao, Sudendra R., author; Quick, Don, advisor; Banning, Jim, committee member; Venneberg, Don, committee member; Athey, Susan, committee member
There is a strong sense that the educational processes must change, if for no other reason than to keep up with a rapidly emerging information-based society. As the need for learning and knowledge has outstripped what is possible using conventional learning methods, e-Learning may allow us to respond more effectively. The new generations of e-Learning technologies that allow interactive knowledge construction and provide richer learning environments have been gaining increased global acceptance. This qualitative study with an interpretative phenomenological approach indicated the evolution, current status and anticipated future advances of e-Learning among academia, corporations and the governments across developed and developing countries. The data was collected through in-depth interviews with subject matter experts. With e-Learning interventions rapidly becoming organization's response to continuous learning and change in the new economy, this study provided evidence that e-Learning is a growing global phenomenon and if the potential is turned into reality, e-Learning will be transformative. The shortening product development cycle, lack of skilled workforce, increasing global competition and a shift from the industrial to the knowledge economy and the fast-paced advances with the related technology, e-Learning is here to stay and could be the answer to tomorrow's learning needs.
Open Access
Lived experiences of nontraditional African-American female students in a community college
(Colorado State University. Libraries, 2020) Mauney, Angela y., author; Timpson, William, advisor; Quick, Don, advisor; Austin, Miguelita, committee member; Tungate, Susan, committee member
The purpose of this study was to describe the phenomenon of nontraditional African-American women's experiences in community college. This research study included the Interpretative Phenomenological Analysis (IPA) methodology, which attempts to make sense of participants' major life experiences. Ten African-American women participants had in-depth face-to-face interviews. The study examined how their experiences and educational goals were affected by jobs, families, and educational barriers. Additionally, the study explored the participants perceptions of what community colleges were doing to address their concerns. Overall, the results showed that the nontraditional African-American women participants were determined and resilient in their educational pursuits. Primarily, many of the participants had been out of the educational environment for some time and this was one of the main obstacles they had to overcome. The participants were resigned to take non-credit remedial courses at the community college for several years, before taking credit hour courses. The findings suggest that although there were some educational support systems, several of the participants were not aware of the scope of benefits available at the community college. The study's findings show the importance for nontraditional African American females to understand the support of the community college, their own family support, and the support of their faith or belief system. This study fills a gap in the literature concerning grandparents' needs in classes, online mentors, and costs of remedial classes. Work Placement Program (WPP) for Community Colleges is one program that might foster a support system which would allow students a one-hour credit the first and second year at no cost. In addition, the WPP would allow community colleges to assist nontraditional students with additional financial resources.
Open Access
Millennial community college student: understanding their natural use of technology for learning
(Colorado State University. Libraries, 2014) Natali, Dennis J., author; Quick, Don, advisor; Timpson, Bill, committee member; Foley, Jeffrey, committee member; Luft, Greg, committee member
Students of the millennial generation are generally noted as being born between 1982 and 2002. For the purpose of this study, the term - Millennial - will be considered to be the proper generational title based on the work of Howe and Strauss (2000). This study explored the natural use of technology for academic learning through the interviewed experiences of millennial students who attend community college because one area missing from the literature is the millennial community college student's voice. There are several reports of demographic statistics, but rigorous qualitative research discovering the millennials self-description of why they use technology in academia is missing and has become the driving force for this study. Using the constructivist approach of grounded theory, this study proposed a realistic theory to academia for more effective content delivery. There were nine salient findings evinced from the interviews. The findings indicate a relationship between the requirements of classwork and their need for technology to fulfill those requirements. Findings also discovered that most millennial community college students have been using educational software since elementary school. Additionally, online education is quickly becoming an integral function of the twenty-first century collegiate landscape and the students are taking advantage of this capability because of the role-conflict that prevents full-time university attendance. An interesting finding reveals how the students use a variety of technology and a range of methods in how they access online classwork content. But to perform these required classwork assignments, the millennial community college student must have quality access to the internet. This study concluded with the recommendation that academia would achieve greater utility from reducing distractions and increasing bandwidth and nodes of their Wi-Fi access so that they will have a more reliable and stronger signal to accomplish their required online academic tasks.
Open Access
Operationalizing successful strategic planning processes in a high performing community college
(Colorado State University. Libraries, 2019) Garstecki, Marcus, author; Jennings, Louise, advisor; Quick, Don, advisor; Walters, Jack, committee member; Hall, Bruce, committee member
This study assessed the effectiveness of the strategic planning processes in a high performing community college. Lake Area Technical Institute (LATI) in Watertown, South Dakota was identified as a high performing institution based on earning the 2017 Aspen Prize for Community College Excellence. The study utilized a qualitative, single site, case study to provide insight into the elements that led to a successful strategic planning process. The data collection included interviews with twenty-three employees including faculty, staff, and administration. A document analysis of relevant planning documents was conducted, as well as an observation of the college's strategic planning session, and observation of the institution's strategic planning and Aspen Prize related artifacts. The results of this study provide strategic planners insight into how a high performing institution created and successfully implemented a strategic plan. Four a priori codes, or main themes, were developed prior to the study to guide my research. These four themes included: employee perceptions of strategic planning, employee participation in the strategic planning process, implementing the strategic plan, and linking budgets and resources to support the strategic plan. Within these themes, findings suggest that the following factors contributed to successful planning efforts at LATI. Theme One indicated that an inclusive planning process that values employee engagement and a positive culture throughout the institution generated extensive support for the planning process. Theme Two indicated support for a cross-represented group of employees and external stakeholders in the process and most importantly, valuing the input received from those participants. The results from Theme Three indicated several steps that led to successful implementation: conducting an annual planning process, assigning responsibility to the initiatives that comprise the plan, utilizing committees or teams implement the initiatives, communicating the details of the strategic plan to the campus community through multiple methods, and regularly assessing the plan. Theme Four discusses the ongoing resource allocation process that occurs throughout the fiscal year that supports the strategic plan. The research also explored the impact of winning the Aspen Prize for Community College Excellence on the institution and how the Aspen process impacted the strategic planning process.
Open Access
Predictors of strategic influence among college sports public relations directors in college athletic departments: the impact of managerial orientation and leadership personality trait, skill, and style
(Colorado State University. Libraries, 2011) Moore, Joseph H., author; Quick, Don, advisor; Hallahan, Kirk, advisor; Gloeckner, Gene, committee member; Champ, Joseph, committee member; Cunconan, Terry, committee member
The College Sports Information Directors (CoSIDA) noted the need for PR directors to be held in higher esteem and to have more strategic influence in their athletic departments. This dissertation sought to provide some information to help CoSIDA accomplish its goal. Participants were drawn from the entire membership of the College Sports Information Directors of America (CoSIDA). An online survey to which 273 college sports public relations directors responded investigated current demographic characteristics as well their perceptions of strategic influence within college athletic departments in the U.S. The survey was drawn from the works of Berger and Reber in 2006, Blake and Mouton in 1985, Broom and Smith in 1979, Northouse in 2007, Richmond and McCroskey in 1990, and Stoldt in 1998. The survey results suggested the modern college sports public relations director is male, 30-49 years old, has a bachelor's degree in journalism or communications, and most likely makes $35-$45,000. Participants identified most closely with the media relations role, had a responsive (versus assertive) personality, were more developed in technical (versus conceptual or human/relational) leadership skills, and possessed a task-oriented (versus relationship-oriented) leadership style. Respondents reported exercising moderate amounts of influence and that they rank second only to compliance officers in terms of their influence on athletic directors. Respondents varied in their opinions but generally thought their influence had increased and were largely satisfied with the influence they exert. The strongest predictors of strategic influence were serving in the manager (versus technician) role, being male, directly reporting to the athletic director, and having frequent contact with the AD. Assuming a publicity producer role (versus manager role) was negatively correlated with strategic influence. College sports public relations directors who are more assertive (versus responsive), who have developed conceptual leadership skills (versus technical or human/relational), and who have a relationship-oriented (versus task-oriented) leadership style believe they have more of a chance of gaining a seat at the decision-making table. The study concluded college sports PR directors who develop skills as strategic communicators and managers are more likely to gain influence in the future. Implications and suggestions for further research are discussed.
Open Access
To what extent do managers use transformational leadership practices in Yemeni governmental and financial audit organizations
(Colorado State University. Libraries, 2015) Sawie, Aish Ahmed Hussein, author; Davies, Tim, advisor; Quick, Don, advisor; Gloeckner, Gene, committee member; Hall, Bruce, committee member
The purpose of this study was to examine the managers' transformational leadership practices in Yemeni governmental and financial audit organizations. In addition, the study examined the manager-employee relationship as reflected by the comparison of managers and employees' perceptions of the managers' transformational leadership practices. Furthermore, the study attempted to determine whether or not there are differences between the technical and supportive work groups and among the five specialized divisions of the organization on managers and employees' perceptions of the managers' transformational leadership practices. A survey research design was employed to collect the data from 43 managers and their 206 employees using the Leadership Practices Inventory (LPI) survey instrument. Findings indicated that there was statistically significant difference between the scores of managers and employees on all their perceptions on the managers' five transformational leadership practices. The employees rated their managers at lower scores than the managers' scores. Findings indicated that managers and their employees scored the highest on managers' leadership practices of "Enabling Others to Act" and "Encouraging the Hear." The managers and employees scored the lowest on "Inspiring a Shared Vision" and "Challenging the Process." "Modeling the Way" score was in between the two ends. The study findings suggest that there is a gap between managers and employees on the managers' transformational leadership practices and that Yemeni government organizations should bridge the gap by providing a well-designed leadership development programs. This can provide managers with the awareness and importance of transformational leadership practices to create and promote a strong relationship between managers and employees.
Open Access
Using computer mediation, peer review, and a writing process in a Japanese second language writing class
(Colorado State University. Libraries, 2015) Kibler, Ronald L., author; Timpson, William, advisor; Quick, Don, advisor; Flahive, Douglas, committee member; Carlson, Laurie, committee member
The writing process approach has become an increasingly popular method of writing instruction in "English as a Foreign Language" (EFL) classrooms. However, in traditional, teacher fronted classrooms it is difficult to provide students with maximum opportunities and support to fully engage in the writing process approach. This quantitative study analyzed archival data collected from a Japanese university EFL composition course that used a combination of computer mediation and peer response and evaluation to maximize the amount of time the participants spent being engaged in the writing process approach. It was possible to examine four outcomes related to the course: writing improvement, engagement, motivation, and writing achievement. The analysis first addressed whether the methods of the course lead to writing improvement by looking at the differences between pre and post-tests to measure writing improvement in terms of the complexity, accuracy, and fluency (CAF) of students’ short essay writing. The results of paired t-tests showed that there was a statistically significant increase in complexity and fluency, but not accuracy. Then the analysis then looked at the association between writing improvement (CAF), engagement, motivation, and writing achievement, using correlations and a hierarchical multiple regression. The results showed that there was a statistically significant, positive correlation between accuracy and writing achievement, a statistically significant negative correlation between linguistic self-confidence motivation and writing achievement, and that accuracy was a statistically significant predictor of writing achievement. This study has practical implications for second language (L2) writing classrooms. Primary among these are the potential for using computer mediation to facilitate peer learning. It allowed for high levels of writing intensity and seamless, transparent movement through the various stages of the writing process approach. In this study the combination of computer mediation, peer work, and writing process made it possible for the teacher to step aside, allowing the students to engage in social constructivist learning that supported positive learning outcomes.
Open Access
Wunderkammers, photographs, and growing up Southern: a visual semiotic analysis of self-identity through autoethnography
(Colorado State University. Libraries, 2011) Ownby, Terry D., author; Quick, Don, advisor; Geiger, Wendy, committee member; Banning, James H., committee member; Anderson, Sharon K., committee member; Dickinson, Greg, committee member
By using the civil rights era within a segregated South as a cultural backdrop for this dissertation, I explored the construction of self-identity through narrative text and photographs in the form of a visual autoethnography. Specifically, this study had a two-fold mission: First to explore my self-identity in relation to my Southern culture through narrative text and photographs as primary data; and second, to apply a combined-methods approach in order to paint a complete and holistic portrait of my self-identity construction. Using an overarching notion of Barthesian visual semiotics, I have taken a combined-methods approach by using traditional ethnographic research techniques to produce an autoethnographic narrative with a critical visual methodology in order to draw meaning from a university gallery showing of my photographic exhibition titled: Wunderkammer: Specimen views of my postmodern life . The resultant analyses of narrative text and photographs revealed an underlying sub-text of significant racial encounters as well as several social and institutional ideological issues that contributed to my self-identity construction and acculturational journey. Implications from this particular methodological design indicate usefulness not only in photography programs, but also in allied disciplines such as communication, cultural and media studies, education, sociology, or anthropology. This study contributes its voice to the conversations about autoethnography and self-identity construction through researcher-participant generated photographs.

Browsing by Author "Quick, Don, advisor"

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