Browsing by Author "Vareberg, Kyle Robert"

Now showing 1 - 2 of 2

"Cause You Don't Really Need a Teacher to Learn Stuff": Theorizing a ‘Lanes of Learning' Model of Informal, Self-Directed Learning
(North Dakota State University, 2021) Vareberg, Kyle Robert
The goal of this dissertation was to explore how self-directed learners assess their learning in informal contexts. Self-directed learners experience high intrinsic motivation and learner control, so studying these learners’ experiences provides valuable insights into learning. I pose four questions: 1) How do self-directed learners in informal contexts satisfy their need for a) autonomy, b) relatedness, c) competence, and d) prioritize the satisfaction of these needs? 2) How do self-directed learners in informal contexts self-regulate their learning? 3) What affordances are perceived by informal learners during self-directed learning? 4) What relationships exist between the satisfaction of learners’ basic needs, self-regulation, and perceived affordances during self-directed, informal learning? I employ multiple methodologies, including interviews (N = 19) and an open-ended survey (N = 154), and based on this evidence, theorize a Lanes of Learning model to explain how learners regulate learning, assess competence, involve others, and use tools to meet their needs. Participants’ needs also influenced which learning tools they integrated and, from those, what they perceived as possible, including accessibility, personalizability, and adaptability. Evidence shows learners in 1) Lane A prefer efficiency, collect confirming cues, involve others to meet a goal, and use tools that provide a set of correct steps; 2) Lane B prefer structure, collect confirming cues and add affirming cues, involve others for functional purposes, and used tool that resemble the real thing; 3) Lane C prefer depth and chase information as it becomes relevant, collect affirming cues, involve others for emotional reasons, and use tools that provides more information to chase; and, 4) Lane D prefer innovation, collect affirming cues and add confirming cues, involve others to build a network, and use tools that are inspirational, not educational. I argue people are motivated to learn when that learning is on their terms, and this motivation manifests in the strategies and processes taken by individuals during learning.
It's Easy Until It's Not: Elements Contributing to Rural Teachers' Technology Use
(North Dakota State University, 2016) Vareberg, Kyle Robert
Technology has become a prominent aspect of K12 education. Current research on technology integration focuses on the initiatives and trends available to teachers as well as the barriers preventing integration. Schools face challenges moving forward to keep up with the changes in technology, especially those schools considered rural. This study sought an understanding of teachers’ technology use and, through interviews with 20 rural teachers from a single district, identified elements that contribute to said use that align with the constructs of perceived usefulness and perceived ease of use from the Technology Acceptance Model. Results suggest participants in a rural district are eager to use technology but are restricted by various internal and external barriers. The goal of this research is to gain insight using teachers’ perceptions of technology use in order to provide training and guidance for future integration. Keywords: Technology Acceptance Model, perceived usefulness, perceived ease of use, rural, technology barriers, technology integration