MROAR: Mount Royal Open Access Repository

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Title: The Development of the Higher Education Relationship Marketing Model
Contributor(s): Stephanie Ross (author); David Finch (thesis advisor)
Date issued: 2019-12; 2019-12
Description: Over the past several decades, higher education in Canada has expanded dramatically. Postsecondary institutions (PSIs) have struggled to both respond to this competitive environment, while simultaneously generating value for its core stakeholders – students – which align with its mission and vision. Comprehending the underlying relational dynamics between a student and their PSI will aid in improving retention rates, satisfaction levels, shared values, advocacy, loyalty, and efficiency overall. The current project will investigate what variables contribute to the creation of relational value between students and a PSI. Relationship marketing (RM) is the theoretical foundation of this...
Appears in collection(s): Undergraduate Student Research

Title: Walking Backwards in to the Future: Ensuring the Success of Games for Learning
Contributor(s): Becker Katrin (author)
Date issued: 2014
Description: "Most of us prefer to walk backward into the future, a posture that may be uncomfortable but which at least allows us to keep on looking at familiar things as long as we can." ~ Charles Handy Formal education moves at geological speeds, and that's lucky for us, because games for learning really aren't ready for prime time, and it's not for the first time. During the 'Edutainment Era' of the late 1980's and early 1990’s computer games were proclaimed as the modern solution to all our educational ills. In order to take advantage of this great technology, all we needed to do was wrap a game around a lesson, and it would magically become fun. This, of course, is not true, and the resultant...
Appears in collection(s): Health, Community and Education

Title: Openly Obsessed: Open Educational Resources Policy in Western Canada & Conceptualizing Openness in Higher Education
Contributor(s): Christiansen Erik G. (author)
Date issued: 2017
Description: This lightning talk was given during an afternoon event hosted by the MRU Library Scholarship Sub-Committee on December 12, 2017. It discusses the progress of two research projects on open educational resources (OER) - one of OER policy in Western Canada and the other on the challenges introduced by openness in higher education.
Appears in collection(s): University Library

Title: Early research and reporting coming out of the literature about the future of higher education
Contributor(s): Sandra L. Braun (author)
Date issued: 2020; 2020
Description: This is a discussion of the review of current literature surrounding the future of higher education in light of COVID-19, globally. A scan of about 550 scholarly and trade articles yielded some pre-dominant themes by scholars, leaders and industry experts. Major themes centred around the acceleration and relative permanence of online learning, what is the purpose of the university, a re-examination of the role of brick and mortar, a re-envisioning of the traditional university campus spaces and emerging skills for the post-pandemic world.
Appears in collection(s): Business and Communication Studies

Title: The Digital Native Debate in Higher Education: A Comparative Analysis of Recent Literature
Contributor(s): Smith Erika E. (author)
Date issued: 2012
Description: More than a decade after Prensky’s influential articulation of digital natives and immigrants, disagreement exists around these characterizations of students and the impact of such notions within higher education. Perceptions of today’s undergraduate learners as tech-savvy “digital natives” (Prensky, 2001a), who both want and need the latest emerging technologies in all learning situations, continue to dominate the discourse in educational technology research and practice. Popular yet controversial conceptions of digital natives continue to be embedded within the assumptions of several contemporary research studies on student perceptions of emerging technologies, seemingly without regard...
Appears in collection(s): Teaching and Learning

Title: Exploring Undergraduate Perceptions of Meaning Making and Social Media in their Learning
Contributor(s): Smith Erika E. (author)
Date issued: 2016
Description: Those concerned with teaching and learning in higher education and the Net generation’s perspectives on and uses of technology must address calls to move beyond the digital native debate (Bennett & Maton, 2010; Kennedy, Judd, Dalgarno, & Waycott, 2010) by asking students directly what they see as a meaningful part of their learning. This study aims to move beyond the digital native debate by developing research-informed understandings of the ways in which Net generation students may perceive technologies, specifically social media, to be a meaningful part of their undergraduate learning. The research questions guiding this study include: (RQ1) In what ways do undergraduate learners from...
Appears in collection(s): Teaching and Learning

Title: From Digital Natives to Digital Literacy: Anchoring Digital Practices through Learning Design
Contributor(s): Erika E. Smith (author); Renate Kahlke (author); Terry Judd (author)
Date issued: 2018
Description: While the academic community and the general public often refer to learners today as inherently tech-savvy digital natives, those in the educational technology community have long advocated for a move away from digital native stereotypes in favour of fostering digital literacy. As such, the educational technology community can play a vital role in shifting from popular conceptions of digital natives and toward developing digital literacy for the benefit of all learners. In this paper, we provide a comparative analysis of search data from Google Trends showing continued use of the term digital natives and the rising interest in digital literacy. In order to help educators move away from...
Appears in collection(s): Teaching and Learning

Title: Social media in undergraduate learning: categories and characteristics
Contributor(s): Smith Erika E. (author)
Date issued: 2017
Description: This study investigates the core categories and characteristics of the social media technologies (SMTs) that undergraduate students choose to use in their own learning, outside of the formal curriculum. Within a mixed method research methodology, this inquiry employed 30 semi-structured interviews and an online survey (N = 679) to explore why and how undergraduates across disciplines view SMTs to be a meaningful part of their own university learning. Together, the qualitative and quantitative results demonstrate that several contextual relationships exist, including an important relationship between the particular ways of meaning making students identified and the specific social media...
Appears in collection(s): Teaching and Learning

Title: "A Real Double-Edged Sword:" Undergraduate Perceptions of Social Media in their Learning
Contributor(s): Smith Erika E. (author)
Date issued: 2016
Description: This study investigates undergraduate perceptions of the social media technologies (SMTs) they use in their learning. This mixed methods inquiry employed 30 semi-structured interviews and an online survey (N = 679) to explore why and how undergraduates from across disciplines view SMTs to be a meaningful part of their university learning. Findings shed new insights into student perspectives on and uses of social media, and the variety of ways in which undergraduates intentionally choose (or, choose not) to incorporate social media into their university learning in meaningful ways. Student perceptions formed an overarching theme of social media as a double-edged sword that both informs and...
Appears in collection(s): Teaching and Learning

Title: Decision Making and Problems of Evidence for Emerging Educational Technologies
Contributor(s): Smith Erika E. (author); Hayman Richard (author)
Date issued: 2016
Description: With the ever-expanding range of emerging educational technologies that could be introduced to learning environments, making evidence-informed decisions about whether and how to effectively use e-learning tools for pedagogical purposes is a critical yet challenging task. How can educators, learners, and administrators make informed decisions about the use of particular emerging technologies to achieve desired pedagogical transformation when, due to their relative newness, there is often a perceived lack of available and “up-to-the-minute” research on the latest technological trends that may impede evidence-based educational practice? This is a key problem of evidence for technology use in...
Appears in collection(s): Teaching and Learning; University Library

Title: Transdisciplinary or Pedagogically Distinct? Disciplinary Considerations for Teaching Certificates in Higher Education
Contributor(s): Smith Erika E. (author); Kanuka Heather (author)
Date issued: 2018
Description: This research provides an analysis of disciplines and disciplinary differences regarding the pedagogical value and content of post-graduate teaching certificates in higher education. Findings and recommendations are based upon a survey (N = 450) of department heads and doctoral students at Canadian research-focused universities. Participants were surveyed regarding their perceptions of the value of a credentialed teaching certificate for new academics seeking employment, as well as whether they believe the pedagogical knowledge and skills that typically comprise teaching certificates are valuable. Examining whether a strongly held disciplinary identity in more senior academics contributes...
Appears in collection(s): Teaching and Learning

Title: Global citizenship in a Canadian context
Contributor(s): Lexier Roberta (author); Rathburn Melanie (author)
Date issued: 2016
Description: Global citizenship is frequently identified by industry, government, and universities in Canada as an important outcome of education. However, there is significant debate about the meaning of this term. The goals of this report are: to explain the roots of this debate, identify some of the key terms frequently used by universities as proxies for global citizenship, uncover discrepancies among universities in their understanding and approach to global citizenship, propose a unifying framework for global citizenship, and offer some methods through which institutions can evaluate their efforts. A shared understanding of how our education system discusses global citizenship is necessary to...
Appears in collection(s): Teaching and Learning

Title: The Impact of Open
Contributor(s): Coolidge Amanda (author)
Date issued: 2016
Appears in collection(s): Teaching and Learning

Title: Alberta OER Toolkits
Contributor(s): McNutt Krysta (author); Christiansen Erik G. (author)
Date issued: 2016
Description: This presentation provides an overview of two online toolkits created for the Alberta Open Educational Resources Initiative. The Champion's Toolkit provides strategies for promoting OER at educational institutions. The Starter Kit outlines considerations when adopting or creating OER such as intended audience, copyright, and accessibility and usability. The presentation was given at the OER In and Across Disciplines Conference at Mount Royal University, on Nov 9, 2016.
Appears in collection(s): University Library

Title: Information behaviour of undergraduate students using Facebook Confessions for educational purposes
Contributor(s): Hayman Richard (author); Smith Erika E. (author); Storrs Hannah (author)
Date issued: 2019
Description: Introduction -- This research investigates the information behaviour of undergraduate students seeking academic help via anonymous posts to a university Facebook Confessions page. While Confessions pages have gained popularity in post-secondary contexts, their use for educational purposes is largely unexplored. Method -- Researchers employed a mixed methods content analysis to investigate information behaviour and the thematic contents of the 2,712 confessions posted during one academic year. Analysis -- Using generic qualitative strategies informed by constructivist grounded theory, as well as quantitative descriptive statistical procedures, researchers found that 708 (26.1%) of these...
Appears in collection(s): University Library; Teaching and Learning

Title: 2015 Symposium on Scholarship of Teaching and Learning: Conference Program
Contributor(s): Institute for Scholarship of Teaching and Learning (author)
Date issued: 2015
Description: 6th Annual Symposium on Scholarship of Teaching and Learning Banff, Alberta Canada November 12 - 14, 2015. This gathering of teacher/scholars is a practitioner’s conference dedicated to developing teaching and learning research, sharing initial findings, going public with results of completed projects, and building an extended scholarly community. In its 6th year, the conference annually draws together faculty, students, educational developers, and administrators interested in the systematic inquiry into teaching and learning. This year's conference featured four pre-conference workshops, a day and a half of concurrent sessions, a poster session, reception, and two plenary keynote...
Appears in collection(s): Centres & Institutes