{"id":{"repo_id":"athabasca","oai_identifier":"oai:dt.athabascau.ca:10791/63"},"canonical_url":"https://search.dev.ndltd.org/etd/athabasca/oai:dt.athabascau.ca:10791/63","repository":{"repo_id":"athabasca","name":"Athabasca University","base_url":"https://dt.athabascau.ca/oai/request"},"display":{"title":"A Framework for Promoting Teacher Self-Efficacy with Mobile Reusable Learning Objects","abstract":"2015-01","abstract_html":"2015-01","abstract_has_math":false,"creators":["Power, Robert Leo"],"institution":"Athabasca University","degree_name":"Doctor of Education (EdD) in Distance Education","degree_level":"doctoral","degree_discipline":"Centre for Distance Education","degree_department":null,"school":null,"contributors":["Ally, Mohamed (Centre for Distance Education, Athabasca University)","Koole, Marguerite (University of Saskatchewan)","Cristol, Dean (Ohio State University)","Ramnath, Rajiv (Ohio State University)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-02-01","date_published":"2015-02-01","updated_at":"2026-08-21T16:41:54Z","subjects":["Active Learning","Activity Theory","Collaborative Situated Active Mobile Learning Design","Collaborative Interaction","CSAM","Instructional Design","Mobile Learning","MLearning","Pedagogy","Reusable Learning Objects","RLOs","Self-Efficacy","Teacher Training"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["TC-AEAU-63"],"render_values":[{"text":"TC-AEAU-63","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10791/63","outbound_label":"Handle","outbound_source":"dc:identifier"},"source_record":{"url":"https://dt.athabascau.ca/oai/request?verb=GetRecord&metadataPrefix=oai_etdms&identifier=oai%3Adt.athabascau.ca%3A10791%2F63","prefix":"oai_etdms"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ally, Mohamed (Centre for Distance Education, Athabasca University)","Koole, Marguerite (University of Saskatchewan)","Cristol, Dean (Ohio State University)","Ramnath, Rajiv (Ohio State University)"]},{"key":"dc:creator","label":"Author","values":["Power, Robert Leo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-02-01"]},{"key":"dc:publisher","label":"Institution","values":["Athabasca University"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Centre for Distance Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD) in Distance Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Athabasca University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Active Learning","Activity Theory","Collaborative Situated Active Mobile Learning Design","Collaborative Interaction","CSAM","Instructional Design","Mobile Learning","MLearning","Pedagogy","Reusable Learning Objects","RLOs","Self-Efficacy","Teacher Training"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10791/63","https://dt.athabascau.ca/jspui/bitstream/10791/63/3/RobertPowerFinal.pdf","TC-AEAU-63"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2015-01","Recent calls have been made to shift the focus of mobile learning discussions from technical implementation to pedagogical strategies. However, a lack of a sense of self-efficacy amongst educators has been identified as a barrier to the successful integration of mobile learning resources into teaching practice (Ally, Farias, Gitsaki, Jones, MacLeod, Power & Stein, 2013). This research study outlines the distillation of the Collaborative Situated Active Mobile (CSAM) learning design framework, which represents the key pedagogical components of collaborative mobile reusable learning objects (RLOs). This study examined increases in teachers’ perceptions of self-efficacy with mobile learning after participating in an online professional development course focused on using CSAM to guide the design and development of mobile RLOs. A mixed-methodologies approach was used to measure changes in perceptions of self-efficacy, and to contextualize participants’ perceptions of the influence of the CSAM framework. After completing the professional development course, participants were motivated to integrate mobile RLOs into their teaching practice. Participants also felt more confident with using mobile RLOs, and they perceived the CSAM framework to be a useful tool for providing guidance for instructional design and reflective practice. The findings from this study are consistent with the rationale behind recent professional development policy recommendations (DeMonte, 2013; Koehler & Mishra, 2008; mdk12.org, 2014; National College for School Leadership, 2003), and add further support to calls to contextualize educational technology training in the context of supporting pedagogical decision-making. Findings from this study have resulted in recommendations for improvements for future iterations of the CSAM professional development course, as well as recommendations for future research into the use of pedagogical frameworks to help teachers increase their perceptions of self-efficacy with mobile learning."]},{"key":"dc:title","label":"Title","values":["A Framework for Promoting Teacher Self-Efficacy with Mobile Reusable Learning Objects"]}]}],"canonical_facts":{"dc:contributor":["Ally, Mohamed (Centre for Distance Education, Athabasca University)","Koole, Marguerite (University of Saskatchewan)","Cristol, Dean (Ohio State University)","Ramnath, Rajiv (Ohio State University)"],"dc:creator":["Power, Robert Leo"],"dc:date":["2015-02-01"],"dc:description":["2015-01","Recent calls have been made to shift the focus of mobile learning discussions from technical implementation to pedagogical strategies. However, a lack of a sense of self-efficacy amongst educators has been identified as a barrier to the successful integration of mobile learning resources into teaching practice (Ally, Farias, Gitsaki, Jones, MacLeod, Power & Stein, 2013). This research study outlines the distillation of the Collaborative Situated Active Mobile (CSAM) learning design framework, which represents the key pedagogical components of collaborative mobile reusable learning objects (RLOs). This study examined increases in teachers’ perceptions of self-efficacy with mobile learning after participating in an online professional development course focused on using CSAM to guide the design and development of mobile RLOs. A mixed-methodologies approach was used to measure changes in perceptions of self-efficacy, and to contextualize participants’ perceptions of the influence of the CSAM framework. After completing the professional development course, participants were motivated to integrate mobile RLOs into their teaching practice. Participants also felt more confident with using mobile RLOs, and they perceived the CSAM framework to be a useful tool for providing guidance for instructional design and reflective practice. The findings from this study are consistent with the rationale behind recent professional development policy recommendations (DeMonte, 2013; Koehler & Mishra, 2008; mdk12.org, 2014; National College for School Leadership, 2003), and add further support to calls to contextualize educational technology training in the context of supporting pedagogical decision-making. Findings from this study have resulted in recommendations for improvements for future iterations of the CSAM professional development course, as well as recommendations for future research into the use of pedagogical frameworks to help teachers increase their perceptions of self-efficacy with mobile learning."],"dc:identifier":["http://hdl.handle.net/10791/63","https://dt.athabascau.ca/jspui/bitstream/10791/63/3/RobertPowerFinal.pdf","TC-AEAU-63"],"dc:publisher":["Athabasca University"],"dc:subject":["Active Learning","Activity Theory","Collaborative Situated Active Mobile Learning Design","Collaborative Interaction","CSAM","Instructional Design","Mobile Learning","MLearning","Pedagogy","Reusable Learning Objects","RLOs","Self-Efficacy","Teacher Training"],"dc:title":["A Framework for Promoting Teacher Self-Efficacy with Mobile Reusable Learning Objects"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Centre for Distance Education"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education (EdD) in Distance Education"],"thesis:institution_name":["Athabasca University"]},"updated_at":"2026-08-21T16:41:54Z"}