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Semaumaq means "return home" in the Paiwanese language. This article explored and described the efficacy and journey of a research team in facilitating culturally appropriate family dyadic interactions in a Paiwanese community in Taiwan using a shared book-reading program. This program was implemented in a rural elementary-school-affiliated preschool in a Paiwanese village in southern Taiwan. Eight families participated. A naturalistic inquiry method using a feedback form, strategy checklist, observations, brief interviews, and video recording was used to collect the data. "Enjoyment and improving family relationships" was identified as the core theme of the parent-child interaction experiences elicited during the program. The results of this naturalistic inquiry support the efficacy and acceptability of using parent-child shared book-reading programs in indigenous communities. The elements of the program that may have contributed to its success are described. Future research may adopt an experimental design to further validate and clarify results.

The purpose of this study was to increase the duration of treadmill walking to reach moderate exercise intensity level for a 26-year-old male diagnosed with moderate autism spectrum disorder (ASD) accompanying an intellectual disability. We used a structured system including token reward system of visual representation of progress. A changing criterion single case research design was used and was consisted of the baseline phase, three sub-criteria intervention phase, and follow-up phase. Results showed that a functional relationship was established by demonstrating and replicating effects throughout the three sub-intervention phases. In addition, there was an increase of 173% (>2 standard deviations) from the original base-line duration and 93% of duration were at the moderate exercise intensity. This study may be of importance that the intervention may built up the health behavior and lifestyle of the participant with ASD. Further replicating studies are suggested.

The purpose of this study was twofold: (1) to examine the effect of an adapted physical education (APE) program on physical fitness of adolescents with intellectual disabilities, and (2) to investigate the associations between the changes of physical fitness tests over the course of a three-year period. A secondary data analysis design was used to evaluate the long-term effects of an adapted physical education program on physical fitness components of the participants. Forty-four students (age, 15.9 ± 0.4 years) with intellectual disabilities were included in this study. A series of repeated measures ANOVA revealed significant positive outcomes over time in body composition, muscular endurance, explosive strength, flexibility, and cardiovascular fitness. The findings were mixed, as the participants performed better in muscular strength/endurance and cardiovascular fitness by Year Three. However, participants had lower scores in body composition and flexibility. Additional research is needed to explore the factors affecting physical fitness of students with intellectual disabilities by APE programs.

This case study was intended to explore whether wearable device use is associated with their demographic factors (e.g., device ownership and gender), using undergraduate students in a Hispanic Serving Institution. Preliminary findings of this two-way contingency table analysis suggested that students who own the device(s) are more likely to use it for school. Males are more likely to use the wearables for learning in spite of a marginal effect size. Implications and recommendations are discussed.

This quantitative inquiry aimed to investigate plausible generational differences among Hispanic learners in the context of e-learning. The investigation examined students' technology ability, learning activity preference, attitude towards technology use, and instructional strategy orientation at a Hispanic-serving institution (HSI) of higher education along the southern border with Mexico. The researchers studied whether age is the dominant factor affecting learners' technology ability, learning activity preference, attitude towards technology use, and instructional strategy orientation after controlling for students' preferred course delivery mode and academic status. Limitations and recommendations were addressed.

Objectives: Self-description research on athletes with intellectual disabilities (ID) is under investigated. The specific aims in this paper are (a) to identify the differences in physical self-concept and body image by Unified Sports experiences, and (b) to investigate predictors of physical self-concept. Methods: Participants included 89 Special Olympics athletes who had Unified Sports experiences (USE, n = 43) and those without USE (n = 46). Demographic, anthropometric, self-description data were collected during the questionnaire interview and physical examination. Analyses included descriptive and regression modeling to determine differences in the psychological attributes by USE and best subsets of predictors of each physical self-concept construct. Results: The findings suggest that the participation of USE facilitated greater sport competence and there is no single predictor across the six physical self-concept constructs. Conclusion: The findings provide evidence that sports participation may have positive impacts on physical self-concept toward athletes with ID.

This study is intended to explore a complementary relationship between instructional systems design (ISD) and project management in an attempt to build a plausible case for integrating project management as a distinct course in the core of the graduate instructional systems design programs. It is argued that ISD and project management should form a symbiosis from a curriculum perspective, in a hope for the prepared instructional designers to create values for customers. An integrated view of ISD and project management is proposed, using three concepts of project management as a reasonable bridge for the integration. Challenges for the proposed view in this position paper are also stated. (Contains 1 figure and 2 footnotes.)

Research indicates that transition education contributes to forming a long-term support to high-school students with disabilities for their adult life. Also, Community-Based Instruction (CBI) which is a preparation of vocational skills and awareness, has its positive influences improvement of self-esteem as result of higher work inclination and employment. A car-washing curriculum of a CBI practice created an "acquisition-rich" environment" with the Scaffolding Theory in one high school located in Taiwan and brought about the mutual connection between the school and a local community. The educational implementation had yielded its benefits because of the emphasis of transition education and CBI. In this case, car-washing as a CBI facilitated student-initiated learning which promoted intellectual disabled students' vocational skills, awareness and self-efficacy and became a critical role between a school and a community.

The current phase of the survey study is intended to investigate college students' perception of instructor integrated use of mobile technology and its relationship with students' affinity for technology and class modes, using 2 years' data (2013 and 2015). Preliminary results with students' technology affinity, class modality, and year seem useful in predicting their perception of instructor-integrated use of mobile technology in the classroom. Of all, the more affinity for technology, the higher demand for the instructional use of mobile technology. Recommendations for researchers and practitioners are provided.

The two purposes of the phase of the investigation described in this article are to: (1) follow up on some of the results of a multiple regression study by Pan, Sivo, and Goldsmith (2016) on learner perceived success in eLearning that is explained by four factors: perceived course management system support by the university (coded, USC), perceived course management system use by instructor (coded, IUC), perceived instructor use of course management system for communications (coded, ICC), and perceived affinity for technology (coded, AFF); and (2) explore plausible patterns of the four stated learner success factors in relation to student-expected, instructor overall integration of mobile technology for the past year (coded, IIT) in support of mLearning student success. Given the notion that student university experience is highly affected by their instructors' integration of technology in the curriculum, as noted in the survey research by Pan et al. (2016), the authors intended to answer this follow-up question, "Which learner group(s) will require more attention of the university administration in optimizing limited resources and creating efficient incentives resulting into a social outcome that is efficient and makes all concerned parties better off?" This is the goal of this study. Three research questions were framed and studied: (1) To what degree do eLearning students' USC, IUC, ICC, and AFF contribute to the most plausible learner profile?; (2) What does the sought learner profile mean in the context of instructor integration of mobile technology in learning (IIT)?; and (3) To what degree do USC, IUC, ICC, AFF, and learner profile predict mobile device ownership? The present stage of the investigation is supposed to benefit university distance education management team and related policy or decision makers.

Strategic management is expected to allow an organization to maximize given constraints and optimize limited resources in an effort to create a competitive advantage that leads to better results. For both for-profit and non-profit organizations, such strategic thinking helps the management make informed decisions and sustain long-term planning. To be customer centric, administrators of distance education may need to assess their constituents' (e.g., students) needs and expectations prior to any strategic planning. In the present study the authors explore what viable factors may explain (a) student academic success, (b) student face-to-face interaction with the instructor, and (c) student separation of school life and personal life. Results and implications are discussed.

This study was designed to explore the effectiveness in student performance and confidence of limited and full device simulators. The 30 employees from an information technology company who participated in this study were assigned to one of three groups. Each group received practice for learning a complex software procedure using traditional interactions, a limited device simulator, or a full device simulator. A training portal was created for each practice method. Measurements of performance included the number of times the participants repeated the assigned practice activity, the total time required to complete the procedure, a test score representing the number of mistakes made in the 20-step procedure, and the average time between mouse clicks as they selected items from menus or clicked buttons. Preliminary results indicated that a limited device simulator appears to be as effective as a full device simulator. Recommendations for further research and limitations of the study are also addressed. (Contains 6 figures and 10 tables.)

Factors affecting the student use of a course management system in a web-enhanced course are investigated using the technology acceptance model. Represented in the present study is the second phase of the analysis, with a focus on the causal relationship of subjective norms to student attitudes towards WebCT and their effect on three dependent variables: (1) end-of-course grades; (2) online frequency; and (3) future preference to take a web-enhanced class over a face-to-face course. Structural equation modelling was used to analyse the measures of the two independent variables across three time periods. Findings suggest that the proposed model fits the data well and that it is useful to model student attitudes and perceived social pressure to understand certain student outcomes. Further recommendations for researchers and practitioners are addressed.

Online courses may not be for everyone. However, when eLearning is the only opportunity to receive education, it will be one of the instructor's responsibilities to ensure the eLearning experience is as compatible and comparable as possible to students' prior experience. Any online program may have to accommodate those who are limited to the choice of eLearning. This qualitative inquiry is deemed significant because of its attempt to discover a new tool that is suitable for a distributed learning environment. The Skype freeware enables course management system (CMS) users (i.e., the instructor and learners) to provide just-in-time clarification and information. Thus, learners can receive an immediate recognition of their courses of action, such as responsible and responsive participation in the course activities, which, in turn, encourages their autonomous and active or proactive learning on the Web. The audio tool also adds a high-touch, high-tech experience. Above all, a causal relationship between the three key elements of an instructional design approach is witnessed in this initial phase of analysis.

Five factors affecting student use of an eLearning management system in two Web-enhanced hybrid undergraduate courses are investigated using the Technology Acceptance Model (TAM). This research represents a causal relationship existing between students' attitude toward WebCT and their actual use of the system. Students' perception of the WebCT use, Computer Self-Efficacy, and Subjective Norms are also taken into account. Multigroup structural modeling procedure, specifically PROC CALIS, is used to extract those factors from student use of WebCT and to determine their interrelatedness among one another. Results show that extended adaptations of the Technology Acceptance Model are not as suitable for Engineering students as they are for Psychology students. Of the two competing models in the psychology class, Perceived Ease of Use is deemed an exogenous variable. A multi-sample analysis suggests that covariance structure differences between psychology and engineering students were found obvious over Computer Self-Efficacy and Subjective Norms variables. Lessons and experience from a southeastern metropolitan university in the United States are addressed.

Drawing from the Technology Acceptance Model, this correlational study was intended to determine student users' adoption of WebCT and its relationship to their final grade. In acknowledging the relevance of human-computer interaction, the author attempted to investigate a belief-attitude-behavior relationship in a WebCT setting. Given a social learning approach, two external variables affecting the relationship were taken into account. The qualitative inquiry involved two large-sized undergraduate hybrid courses with a total of 469 students participating. To model both direct and indirect causal effects as well as measurement error, path analysis was conducted, using structural equation modeling. Implications for practitioners and researchers and addressed.

This directed qualitative research project concentrated on an instructional designer's expert qualities and their interrelatedness to interpersonal dynamics with faculty in terms of the role the instructional designer plays. The designer's personal practical theories and their relationships to his/her effectiveness as an instructional designer are discussed. (Contains 43 references.) (Author/MES)

Based on the hypothesis that students and teachers from non-English speaking nations suffer severe disadvantages when technological interventions are superimposed on existing traditional pedagogical models, this paper examines extent pedagogies, primarily in Asia, and the pressures of having to re-conceptualize what has been a tradition for centuries. Possible solutions to achieve pedagogical symbiosis are offered. (MES)

The marketing mix model was applied with a focus on Web media to re-strategize a Web-based Master's program in a southern state university in U.S. The program's existing marketing strategy was examined using the four components of the model: product, price, place, and promotion, in hopes to repackage the program (product) to prospective students (customers) and to offset the impact of dissolved partnership with its state-funded coordinating body, which carried a stronger brand image than the university where the program was housed. Challenges and recommendations were addressed.