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You searched for +publisher:"Old Dominion University" +contributor:("Ginger S. Watson"). Showing records 1 – 29 of 29 total matches.

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1. Wilson, Thomas Royce. The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education.

Degree: PhD, Teaching and Learning, 2017, Old Dominion University

  Traditionally in higher education, online courses have been designed for computer users. However, the advent of mobile learning (m-learning) and the proliferation of smartphones… (more)

Subjects/Keywords: Assessments; Mobile learning; Smartphones; Text input; Usability; Adult and Continuing Education; Higher Education; Instructional Media Design; Online and Distance Education

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APA (6th Edition):

Wilson, T. R. (2017). The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355386233 ; https://digitalcommons.odu.edu/teachinglearning_etds/9

Chicago Manual of Style (16th Edition):

Wilson, Thomas Royce. “The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education.” 2017. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355386233 ; https://digitalcommons.odu.edu/teachinglearning_etds/9.

MLA Handbook (7th Edition):

Wilson, Thomas Royce. “The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education.” 2017. Web. 22 Oct 2019.

Vancouver:

Wilson TR. The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Oct 22]. Available from: 9780355386233 ; https://digitalcommons.odu.edu/teachinglearning_etds/9.

Council of Science Editors:

Wilson TR. The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355386233 ; https://digitalcommons.odu.edu/teachinglearning_etds/9

2. Kleinman, Curtis. Improving Second Language Lexical Acquisition Through Personalization and Contextualization: A Look at Intrinsic Cognitive Load Reduction Strategies.

Degree: PhD, Teaching and Learning, 2017, Old Dominion University

  Cognitive load reduction strategies traditionally seek to reduce the amount of extraneous mental effort required of the learner. Researchers, through effective instructional design, seek… (more)

Subjects/Keywords: Cognitive load; Contextualization; Lexical learning; Motivation; Personalization; Second language acquistion; Bilingual, Multilingual, and Multicultural Education; Educational Psychology

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APA (6th Edition):

Kleinman, C. (2017). Improving Second Language Lexical Acquisition Through Personalization and Contextualization: A Look at Intrinsic Cognitive Load Reduction Strategies. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355377378 ; https://digitalcommons.odu.edu/teachinglearning_etds/10

Chicago Manual of Style (16th Edition):

Kleinman, Curtis. “Improving Second Language Lexical Acquisition Through Personalization and Contextualization: A Look at Intrinsic Cognitive Load Reduction Strategies.” 2017. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355377378 ; https://digitalcommons.odu.edu/teachinglearning_etds/10.

MLA Handbook (7th Edition):

Kleinman, Curtis. “Improving Second Language Lexical Acquisition Through Personalization and Contextualization: A Look at Intrinsic Cognitive Load Reduction Strategies.” 2017. Web. 22 Oct 2019.

Vancouver:

Kleinman C. Improving Second Language Lexical Acquisition Through Personalization and Contextualization: A Look at Intrinsic Cognitive Load Reduction Strategies. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Oct 22]. Available from: 9780355377378 ; https://digitalcommons.odu.edu/teachinglearning_etds/10.

Council of Science Editors:

Kleinman C. Improving Second Language Lexical Acquisition Through Personalization and Contextualization: A Look at Intrinsic Cognitive Load Reduction Strategies. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355377378 ; https://digitalcommons.odu.edu/teachinglearning_etds/10

3. Resig, Jessica J. The Effects of Group-Based Context Personalization on Learning Outcomes and Motivation.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  The rise of online course enrollments in higher education has highlighted the need to establish and validate effective online instructional strategies focused on improving… (more)

Subjects/Keywords: Group-based context personalization; Interest; Motivation; Online learning; Curriculum and Instruction; Higher Education; Instructional Media Design; Online and Distance Education

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APA (6th Edition):

Resig, J. J. (2017). The Effects of Group-Based Context Personalization on Learning Outcomes and Motivation. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355807813 ; https://digitalcommons.odu.edu/stemps_etds/30

Chicago Manual of Style (16th Edition):

Resig, Jessica J. “The Effects of Group-Based Context Personalization on Learning Outcomes and Motivation.” 2017. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355807813 ; https://digitalcommons.odu.edu/stemps_etds/30.

MLA Handbook (7th Edition):

Resig, Jessica J. “The Effects of Group-Based Context Personalization on Learning Outcomes and Motivation.” 2017. Web. 22 Oct 2019.

Vancouver:

Resig JJ. The Effects of Group-Based Context Personalization on Learning Outcomes and Motivation. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Oct 22]. Available from: 9780355807813 ; https://digitalcommons.odu.edu/stemps_etds/30.

Council of Science Editors:

Resig JJ. The Effects of Group-Based Context Personalization on Learning Outcomes and Motivation. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355807813 ; https://digitalcommons.odu.edu/stemps_etds/30

4. Lin, Yi-Ching. Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  The increased concern of declining STEM candidates could negatively impact the U.S. economy (Kelic & Zagnoel, 2009; Maltese & Tai, 2010). Previous studies suggest… (more)

Subjects/Keywords: Academic performance; Career barriers; Career development; Curriculum development; Employability; STEM higher education; Curriculum and Instruction; Higher Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Lin, Y. (2017). Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355358988 ; https://digitalcommons.odu.edu/stemps_etds/21

Chicago Manual of Style (16th Edition):

Lin, Yi-Ching. “Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers.” 2017. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355358988 ; https://digitalcommons.odu.edu/stemps_etds/21.

MLA Handbook (7th Edition):

Lin, Yi-Ching. “Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers.” 2017. Web. 22 Oct 2019.

Vancouver:

Lin Y. Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Oct 22]. Available from: 9780355358988 ; https://digitalcommons.odu.edu/stemps_etds/21.

Council of Science Editors:

Lin Y. Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355358988 ; https://digitalcommons.odu.edu/stemps_etds/21

5. Johnson, Rossie Dean. Motivating and Enabling Factors for Military Service Members Earning a Post-Secondary Degree.

Degree: PhD, STEM and Professional Studies, 2018, Old Dominion University

  The purpose of this study was to investigate what motivated and enabled military service members to earn a post-secondary degree. This problem was investigated… (more)

Subjects/Keywords: Military service members; Post-secondary degree; Motivation; Adult and Continuing Education; Educational Psychology; Higher Education

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APA (6th Edition):

Johnson, R. D. (2018). Motivating and Enabling Factors for Military Service Members Earning a Post-Secondary Degree. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355884166 ; https://digitalcommons.odu.edu/stemps_etds/34

Chicago Manual of Style (16th Edition):

Johnson, Rossie Dean. “Motivating and Enabling Factors for Military Service Members Earning a Post-Secondary Degree.” 2018. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355884166 ; https://digitalcommons.odu.edu/stemps_etds/34.

MLA Handbook (7th Edition):

Johnson, Rossie Dean. “Motivating and Enabling Factors for Military Service Members Earning a Post-Secondary Degree.” 2018. Web. 22 Oct 2019.

Vancouver:

Johnson RD. Motivating and Enabling Factors for Military Service Members Earning a Post-Secondary Degree. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2019 Oct 22]. Available from: 9780355884166 ; https://digitalcommons.odu.edu/stemps_etds/34.

Council of Science Editors:

Johnson RD. Motivating and Enabling Factors for Military Service Members Earning a Post-Secondary Degree. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780355884166 ; https://digitalcommons.odu.edu/stemps_etds/34

6. Barley, Nena. Using Visually Disfluent Fonts for Cueing and Increased Reading.

Degree: PhD, STEM and Professional Studies, 2016, Old Dominion University

  Research has shown that using hard-to-read fonts in a reading assignment is an external way to manipulate text to slow down the learner’s task… (more)

Subjects/Keywords: Cognitive engagement; Cues; Curiosity; Desirable difficulty; Disfluent font; Novelty effect; Curriculum and Instruction; Education; Educational Methods

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APA (6th Edition):

Barley, N. (2016). Using Visually Disfluent Fonts for Cueing and Increased Reading. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781369143744 ; https://digitalcommons.odu.edu/stemps_etds/7

Chicago Manual of Style (16th Edition):

Barley, Nena. “Using Visually Disfluent Fonts for Cueing and Increased Reading.” 2016. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781369143744 ; https://digitalcommons.odu.edu/stemps_etds/7.

MLA Handbook (7th Edition):

Barley, Nena. “Using Visually Disfluent Fonts for Cueing and Increased Reading.” 2016. Web. 22 Oct 2019.

Vancouver:

Barley N. Using Visually Disfluent Fonts for Cueing and Increased Reading. [Internet] [Doctoral dissertation]. Old Dominion University; 2016. [cited 2019 Oct 22]. Available from: 9781369143744 ; https://digitalcommons.odu.edu/stemps_etds/7.

Council of Science Editors:

Barley N. Using Visually Disfluent Fonts for Cueing and Increased Reading. [Doctoral Dissertation]. Old Dominion University; 2016. Available from: 9781369143744 ; https://digitalcommons.odu.edu/stemps_etds/7

7. Marquis, Jenifer R. Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  Reciprocal teaching is an interactive instructional procedure that improves students’ text comprehension skills through instruction that utilizes scaffolds of four comprehension-fostering and comprehension-monitoring strategies:… (more)

Subjects/Keywords: Reciprocal teaching; Cognitive strategies; Metacognitive strategies; Peer teaching; Asynchronous online course; Discussion forum; Instructional Media Design; Online and Distance Education

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APA (6th Edition):

Marquis, J. R. (2017). Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17

Chicago Manual of Style (16th Edition):

Marquis, Jenifer R. “Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums.” 2017. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17.

MLA Handbook (7th Edition):

Marquis, Jenifer R. “Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums.” 2017. Web. 22 Oct 2019.

Vancouver:

Marquis JR. Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Oct 22]. Available from: 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17.

Council of Science Editors:

Marquis JR. Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17

8. Ramlatchan, Miguel. Multimedia Design, Learning Effectiveness, and Student Perceptions of Instructor Credibility and Immediacy.

Degree: PhD, STEM and Professional Studies, 2016, Old Dominion University

  Online learning and the use of multimedia is a quickly growing element of higher education. This experimental research study examines five common audio and… (more)

Subjects/Keywords: Distance learning; Dual coding; Multimedia learning theory; Online design; Instructional Media Design; Online and Distance Education

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APA (6th Edition):

Ramlatchan, M. (2016). Multimedia Design, Learning Effectiveness, and Student Perceptions of Instructor Credibility and Immediacy. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781369183634 ; https://digitalcommons.odu.edu/stemps_etds/9

Chicago Manual of Style (16th Edition):

Ramlatchan, Miguel. “Multimedia Design, Learning Effectiveness, and Student Perceptions of Instructor Credibility and Immediacy.” 2016. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781369183634 ; https://digitalcommons.odu.edu/stemps_etds/9.

MLA Handbook (7th Edition):

Ramlatchan, Miguel. “Multimedia Design, Learning Effectiveness, and Student Perceptions of Instructor Credibility and Immediacy.” 2016. Web. 22 Oct 2019.

Vancouver:

Ramlatchan M. Multimedia Design, Learning Effectiveness, and Student Perceptions of Instructor Credibility and Immediacy. [Internet] [Doctoral dissertation]. Old Dominion University; 2016. [cited 2019 Oct 22]. Available from: 9781369183634 ; https://digitalcommons.odu.edu/stemps_etds/9.

Council of Science Editors:

Ramlatchan M. Multimedia Design, Learning Effectiveness, and Student Perceptions of Instructor Credibility and Immediacy. [Doctoral Dissertation]. Old Dominion University; 2016. Available from: 9781369183634 ; https://digitalcommons.odu.edu/stemps_etds/9

9. Harrison, David James. Assessing Learning Strategies with an Educational Video.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  Even though educational films and videos have been in used for a century, there remains insufficient research into efficacious learning strategies that can be… (more)

Subjects/Keywords: Active learning strategies; Cognitive load; Generative learning theory; Guided notes; Mental effort; Video; Communication Technology and New Media; Instructional Media Design

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APA (6th Edition):

Harrison, D. J. (2017). Assessing Learning Strategies with an Educational Video. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355055443 ; https://digitalcommons.odu.edu/stemps_etds/16

Chicago Manual of Style (16th Edition):

Harrison, David James. “Assessing Learning Strategies with an Educational Video.” 2017. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355055443 ; https://digitalcommons.odu.edu/stemps_etds/16.

MLA Handbook (7th Edition):

Harrison, David James. “Assessing Learning Strategies with an Educational Video.” 2017. Web. 22 Oct 2019.

Vancouver:

Harrison DJ. Assessing Learning Strategies with an Educational Video. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Oct 22]. Available from: 9780355055443 ; https://digitalcommons.odu.edu/stemps_etds/16.

Council of Science Editors:

Harrison DJ. Assessing Learning Strategies with an Educational Video. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355055443 ; https://digitalcommons.odu.edu/stemps_etds/16

10. MacLoughlin, Paul Michael. Investigating Application of the Self-explanation Learning Strategy During an Instructional Simulation.

Degree: PhD, Educ Curriculum/Instruction, 2018, Old Dominion University

  Computer-based simulations effectively support the acquisition of scientific knowledge when combined with a guided learning approach. Active learning drives complex cognitive processes that enable… (more)

Subjects/Keywords: Active learning; Cognitive load; Computer simulations; Generative learning; Self-efficacy; Self-explanation; Instructional Media Design; Science and Mathematics Education; Science and Technology Studies

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APA (6th Edition):

MacLoughlin, P. M. (2018). Investigating Application of the Self-explanation Learning Strategy During an Instructional Simulation. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355884074 ; https://digitalcommons.odu.edu/stemps_etds/32

Chicago Manual of Style (16th Edition):

MacLoughlin, Paul Michael. “Investigating Application of the Self-explanation Learning Strategy During an Instructional Simulation.” 2018. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355884074 ; https://digitalcommons.odu.edu/stemps_etds/32.

MLA Handbook (7th Edition):

MacLoughlin, Paul Michael. “Investigating Application of the Self-explanation Learning Strategy During an Instructional Simulation.” 2018. Web. 22 Oct 2019.

Vancouver:

MacLoughlin PM. Investigating Application of the Self-explanation Learning Strategy During an Instructional Simulation. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2019 Oct 22]. Available from: 9780355884074 ; https://digitalcommons.odu.edu/stemps_etds/32.

Council of Science Editors:

MacLoughlin PM. Investigating Application of the Self-explanation Learning Strategy During an Instructional Simulation. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780355884074 ; https://digitalcommons.odu.edu/stemps_etds/32

11. Batool, Tayyaba. Learning While Using an Instructional Simulation.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  Learner control is thought to be valuable by some scholars who believe that it allows learners to adapt instructions to their needs while reducing… (more)

Subjects/Keywords: Achievement; Cognitive load; Instructional efficiency; Instructional simulations; Learner control; Mental effort; Curriculum and Instruction; Educational Methods; Instructional Media Design

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APA (6th Edition):

Batool, T. (2017). Learning While Using an Instructional Simulation. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355489194 ; https://digitalcommons.odu.edu/stemps_etds/24

Chicago Manual of Style (16th Edition):

Batool, Tayyaba. “Learning While Using an Instructional Simulation.” 2017. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355489194 ; https://digitalcommons.odu.edu/stemps_etds/24.

MLA Handbook (7th Edition):

Batool, Tayyaba. “Learning While Using an Instructional Simulation.” 2017. Web. 22 Oct 2019.

Vancouver:

Batool T. Learning While Using an Instructional Simulation. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Oct 22]. Available from: 9780355489194 ; https://digitalcommons.odu.edu/stemps_etds/24.

Council of Science Editors:

Batool T. Learning While Using an Instructional Simulation. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355489194 ; https://digitalcommons.odu.edu/stemps_etds/24

12. Miles, Christina Gordon. Mathematics Proficiency of Fashion Marketing and Fashion Merchandising Students.

Degree: PhD, STEM and Professional Studies, 2016, Old Dominion University

  Fashion Marketing and Fashion Merchandising (FMM) students should be prepared with a sound mathematics background as they graduate from programs and enter today’s workforce.… (more)

Subjects/Keywords: Fashion marketing; Fashion merchandising; Industry mathematics test; mathematics skills; Fashion Business; Vocational Education

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APA (6th Edition):

Miles, C. G. (2016). Mathematics Proficiency of Fashion Marketing and Fashion Merchandising Students. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781369183672 ; https://digitalcommons.odu.edu/stemps_etds/8

Chicago Manual of Style (16th Edition):

Miles, Christina Gordon. “Mathematics Proficiency of Fashion Marketing and Fashion Merchandising Students.” 2016. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781369183672 ; https://digitalcommons.odu.edu/stemps_etds/8.

MLA Handbook (7th Edition):

Miles, Christina Gordon. “Mathematics Proficiency of Fashion Marketing and Fashion Merchandising Students.” 2016. Web. 22 Oct 2019.

Vancouver:

Miles CG. Mathematics Proficiency of Fashion Marketing and Fashion Merchandising Students. [Internet] [Doctoral dissertation]. Old Dominion University; 2016. [cited 2019 Oct 22]. Available from: 9781369183672 ; https://digitalcommons.odu.edu/stemps_etds/8.

Council of Science Editors:

Miles CG. Mathematics Proficiency of Fashion Marketing and Fashion Merchandising Students. [Doctoral Dissertation]. Old Dominion University; 2016. Available from: 9781369183672 ; https://digitalcommons.odu.edu/stemps_etds/8

13. Price, Jenifer Lee. An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  Recent studies indicate a positive correlation between academic performance and metacognitive self-regulation (MSR) and effort regulation (ER). This relationship was explored across performance (e.g.,… (more)

Subjects/Keywords: Academic performance; Effort regulation; Metacognitive self-regulation; Mixed methods; Satisfaction; Self-regulated learning strategies; Instructional Media Design; Online and Distance Education; Secondary Education

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APA (6th Edition):

Price, J. L. (2017). An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29

Chicago Manual of Style (16th Edition):

Price, Jenifer Lee. “An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates.” 2017. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29.

MLA Handbook (7th Edition):

Price, Jenifer Lee. “An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates.” 2017. Web. 22 Oct 2019.

Vancouver:

Price JL. An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Oct 22]. Available from: 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29.

Council of Science Editors:

Price JL. An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29

14. Kaplowitz, Hillary C. Reimagining the Chalk Talk: Animated Handwriting as a Social Cue to Improve Motivation in Multimedia Video Lessons.

Degree: PhD, STEM and Professional Studies, 2018, Old Dominion University

  Animated handwriting in multimedia video lessons, such as those popularized by the Khan Academy, has reimagined the classic teaching technique of writing on a… (more)

Subjects/Keywords: Animated handwriting; Chalk talk; Motivation; Multimedia; Video; Educational Methods; Higher Education; Instructional Media Design

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APA (6th Edition):

Kaplowitz, H. C. (2018). Reimagining the Chalk Talk: Animated Handwriting as a Social Cue to Improve Motivation in Multimedia Video Lessons. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355959796 ; https://digitalcommons.odu.edu/stemps_etds/37

Chicago Manual of Style (16th Edition):

Kaplowitz, Hillary C. “Reimagining the Chalk Talk: Animated Handwriting as a Social Cue to Improve Motivation in Multimedia Video Lessons.” 2018. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9780355959796 ; https://digitalcommons.odu.edu/stemps_etds/37.

MLA Handbook (7th Edition):

Kaplowitz, Hillary C. “Reimagining the Chalk Talk: Animated Handwriting as a Social Cue to Improve Motivation in Multimedia Video Lessons.” 2018. Web. 22 Oct 2019.

Vancouver:

Kaplowitz HC. Reimagining the Chalk Talk: Animated Handwriting as a Social Cue to Improve Motivation in Multimedia Video Lessons. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2019 Oct 22]. Available from: 9780355959796 ; https://digitalcommons.odu.edu/stemps_etds/37.

Council of Science Editors:

Kaplowitz HC. Reimagining the Chalk Talk: Animated Handwriting as a Social Cue to Improve Motivation in Multimedia Video Lessons. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780355959796 ; https://digitalcommons.odu.edu/stemps_etds/37

15. Cook-Snell, Brett Howard. Questions as a Generative Strategy for Knowledge Transfer and Problem Solving.

Degree: PhD, STEM and Professional Studies, 2015, Old Dominion University

  Consistent with generative learning theory, Grabowski (1996) suggests the use of questions may serve as an effective generative strategy for learning. However, the learning… (more)

Subjects/Keywords: Knowledge management; Learning; Problem solving; Curriculum and Instruction; Instructional Media Design

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APA (6th Edition):

Cook-Snell, B. H. (2015). Questions as a Generative Strategy for Knowledge Transfer and Problem Solving. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321842807 ; https://digitalcommons.odu.edu/stemps_etds/47

Chicago Manual of Style (16th Edition):

Cook-Snell, Brett Howard. “Questions as a Generative Strategy for Knowledge Transfer and Problem Solving.” 2015. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781321842807 ; https://digitalcommons.odu.edu/stemps_etds/47.

MLA Handbook (7th Edition):

Cook-Snell, Brett Howard. “Questions as a Generative Strategy for Knowledge Transfer and Problem Solving.” 2015. Web. 22 Oct 2019.

Vancouver:

Cook-Snell BH. Questions as a Generative Strategy for Knowledge Transfer and Problem Solving. [Internet] [Doctoral dissertation]. Old Dominion University; 2015. [cited 2019 Oct 22]. Available from: 9781321842807 ; https://digitalcommons.odu.edu/stemps_etds/47.

Council of Science Editors:

Cook-Snell BH. Questions as a Generative Strategy for Knowledge Transfer and Problem Solving. [Doctoral Dissertation]. Old Dominion University; 2015. Available from: 9781321842807 ; https://digitalcommons.odu.edu/stemps_etds/47

16. Bevins, Phillip Scott. Effect of High School Completion of the Agricultural Education Program on the Rate of Return on Investment for the Commonwealth of Virginia.

Degree: PhD, STEM and Professional Studies, 2010, Old Dominion University

  This research study sought to determine the effect high school completion of the agricultural career and technical education program has on the rate of… (more)

Subjects/Keywords: Agricultural education; Agriculture; Career and technical education; High school; Kirkpatrick's levels of evaluation; Public education; Return on investment; Agricultural Education; Education Economics; Education Policy; Secondary Education; Vocational Education

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APA (6th Edition):

Bevins, P. S. (2010). Effect of High School Completion of the Agricultural Education Program on the Rate of Return on Investment for the Commonwealth of Virginia. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781124291734 ; https://digitalcommons.odu.edu/stemps_etds/50

Chicago Manual of Style (16th Edition):

Bevins, Phillip Scott. “Effect of High School Completion of the Agricultural Education Program on the Rate of Return on Investment for the Commonwealth of Virginia.” 2010. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781124291734 ; https://digitalcommons.odu.edu/stemps_etds/50.

MLA Handbook (7th Edition):

Bevins, Phillip Scott. “Effect of High School Completion of the Agricultural Education Program on the Rate of Return on Investment for the Commonwealth of Virginia.” 2010. Web. 22 Oct 2019.

Vancouver:

Bevins PS. Effect of High School Completion of the Agricultural Education Program on the Rate of Return on Investment for the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Old Dominion University; 2010. [cited 2019 Oct 22]. Available from: 9781124291734 ; https://digitalcommons.odu.edu/stemps_etds/50.

Council of Science Editors:

Bevins PS. Effect of High School Completion of the Agricultural Education Program on the Rate of Return on Investment for the Commonwealth of Virginia. [Doctoral Dissertation]. Old Dominion University; 2010. Available from: 9781124291734 ; https://digitalcommons.odu.edu/stemps_etds/50

17. Aslan, Adil. Reducing Intrinsic Cognitive Load in Complex Learning Such as Flight Training That Involves Both Cognitive and Psychomotor Tasks.

Degree: PhD, STEM and Professional Studies, 2014, Old Dominion University

  Flying an aircraft requires processing or considering great number of inputs and an ability to link these data to a massive amount of information… (more)

Subjects/Keywords: Cognitive and psychomotor learning tasks; Complex learning; Intrinsic cognitive load; Cognition and Perception; Instructional Media Design

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APA (6th Edition):

Aslan, A. (2014). Reducing Intrinsic Cognitive Load in Complex Learning Such as Flight Training That Involves Both Cognitive and Psychomotor Tasks. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321346831 ; https://digitalcommons.odu.edu/stemps_etds/52

Chicago Manual of Style (16th Edition):

Aslan, Adil. “Reducing Intrinsic Cognitive Load in Complex Learning Such as Flight Training That Involves Both Cognitive and Psychomotor Tasks.” 2014. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781321346831 ; https://digitalcommons.odu.edu/stemps_etds/52.

MLA Handbook (7th Edition):

Aslan, Adil. “Reducing Intrinsic Cognitive Load in Complex Learning Such as Flight Training That Involves Both Cognitive and Psychomotor Tasks.” 2014. Web. 22 Oct 2019.

Vancouver:

Aslan A. Reducing Intrinsic Cognitive Load in Complex Learning Such as Flight Training That Involves Both Cognitive and Psychomotor Tasks. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2019 Oct 22]. Available from: 9781321346831 ; https://digitalcommons.odu.edu/stemps_etds/52.

Council of Science Editors:

Aslan A. Reducing Intrinsic Cognitive Load in Complex Learning Such as Flight Training That Involves Both Cognitive and Psychomotor Tasks. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321346831 ; https://digitalcommons.odu.edu/stemps_etds/52

18. Keenan, Daniel Stephen. Factors That Influence Learning Satisfaction Delivered by Video Streaming Technology.

Degree: PhD, STEM and Professional Studies, 2010, Old Dominion University

  In 2005, over 100,000 e-Learning courses were offered in over half of all U.S. postsecondary education institutions with nearly 90% of all community colleges… (more)

Subjects/Keywords: E-learning; Instructional technology learning factors; Learning effectiveness; Video streaming; Adult and Continuing Education; Educational Technology; Higher Education

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APA (6th Edition):

Keenan, D. S. (2010). Factors That Influence Learning Satisfaction Delivered by Video Streaming Technology. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781124291758 ; https://digitalcommons.odu.edu/stemps_etds/66

Chicago Manual of Style (16th Edition):

Keenan, Daniel Stephen. “Factors That Influence Learning Satisfaction Delivered by Video Streaming Technology.” 2010. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781124291758 ; https://digitalcommons.odu.edu/stemps_etds/66.

MLA Handbook (7th Edition):

Keenan, Daniel Stephen. “Factors That Influence Learning Satisfaction Delivered by Video Streaming Technology.” 2010. Web. 22 Oct 2019.

Vancouver:

Keenan DS. Factors That Influence Learning Satisfaction Delivered by Video Streaming Technology. [Internet] [Doctoral dissertation]. Old Dominion University; 2010. [cited 2019 Oct 22]. Available from: 9781124291758 ; https://digitalcommons.odu.edu/stemps_etds/66.

Council of Science Editors:

Keenan DS. Factors That Influence Learning Satisfaction Delivered by Video Streaming Technology. [Doctoral Dissertation]. Old Dominion University; 2010. Available from: 9781124291758 ; https://digitalcommons.odu.edu/stemps_etds/66

19. Milner, Kimberly W. Signaling Instructional Video for Mathematics.

Degree: PhD, STEM and Professional Studies, 2015, Old Dominion University

  Video provides an increasingly valuable medium for delivery of instruction in a growing number of content areas. Growth of online instructional applications has been… (more)

Subjects/Keywords: Cognitive load; Instructional video; Interest; Mental demand; Mental effort; Multimedia signaling; Broadcast and Video Studies; Instructional Media Design; Science and Mathematics Education

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APA (6th Edition):

Milner, K. W. (2015). Signaling Instructional Video for Mathematics. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781339126401 ; https://digitalcommons.odu.edu/stemps_etds/74

Chicago Manual of Style (16th Edition):

Milner, Kimberly W. “Signaling Instructional Video for Mathematics.” 2015. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781339126401 ; https://digitalcommons.odu.edu/stemps_etds/74.

MLA Handbook (7th Edition):

Milner, Kimberly W. “Signaling Instructional Video for Mathematics.” 2015. Web. 22 Oct 2019.

Vancouver:

Milner KW. Signaling Instructional Video for Mathematics. [Internet] [Doctoral dissertation]. Old Dominion University; 2015. [cited 2019 Oct 22]. Available from: 9781339126401 ; https://digitalcommons.odu.edu/stemps_etds/74.

Council of Science Editors:

Milner KW. Signaling Instructional Video for Mathematics. [Doctoral Dissertation]. Old Dominion University; 2015. Available from: 9781339126401 ; https://digitalcommons.odu.edu/stemps_etds/74

20. Maddrell, Jennifer Ann. Community of Inquiry Framework and Learning Outcomes.

Degree: PhD, STEM and Professional Studies, 2011, Old Dominion University

  First described by Garrison, Anderson, and Archer (2000), the Community of Inquiry (CoI) framework suggests social presence, teaching presence, and cognitive presence are essential… (more)

Subjects/Keywords: Cognitive presence; Community of inquiry; Learning outcome; Perceived learning; Social presence; Teaching presence; Educational Assessment, Evaluation, and Research; Higher Education; Online and Distance Education

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APA (6th Edition):

Maddrell, J. A. (2011). Community of Inquiry Framework and Learning Outcomes. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781267109781 ; https://digitalcommons.odu.edu/stemps_etds/76

Chicago Manual of Style (16th Edition):

Maddrell, Jennifer Ann. “Community of Inquiry Framework and Learning Outcomes.” 2011. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781267109781 ; https://digitalcommons.odu.edu/stemps_etds/76.

MLA Handbook (7th Edition):

Maddrell, Jennifer Ann. “Community of Inquiry Framework and Learning Outcomes.” 2011. Web. 22 Oct 2019.

Vancouver:

Maddrell JA. Community of Inquiry Framework and Learning Outcomes. [Internet] [Doctoral dissertation]. Old Dominion University; 2011. [cited 2019 Oct 22]. Available from: 9781267109781 ; https://digitalcommons.odu.edu/stemps_etds/76.

Council of Science Editors:

Maddrell JA. Community of Inquiry Framework and Learning Outcomes. [Doctoral Dissertation]. Old Dominion University; 2011. Available from: 9781267109781 ; https://digitalcommons.odu.edu/stemps_etds/76

21. Poulsen, Chase Raymond. Effects of an Interprofessional Simulation Activity to Improve Students' Perceptions of Other Healthcare Professions.

Degree: PhD, STEM and Professional Studies, 2013, Old Dominion University

  Healthcare professionals have historically been educated and trained by members of their own profession within a curriculum that reinforces their individual discipline-specific strengths. This… (more)

Subjects/Keywords: Healthcare professions; Interprofessional simulation; Nursing; Respiratory; Students' perceptions; Educational Methods; Health and Medical Administration; Medical Education; Nursing

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APA (6th Edition):

Poulsen, C. R. (2013). Effects of an Interprofessional Simulation Activity to Improve Students' Perceptions of Other Healthcare Professions. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303080081 ; https://digitalcommons.odu.edu/stemps_etds/79

Chicago Manual of Style (16th Edition):

Poulsen, Chase Raymond. “Effects of an Interprofessional Simulation Activity to Improve Students' Perceptions of Other Healthcare Professions.” 2013. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781303080081 ; https://digitalcommons.odu.edu/stemps_etds/79.

MLA Handbook (7th Edition):

Poulsen, Chase Raymond. “Effects of an Interprofessional Simulation Activity to Improve Students' Perceptions of Other Healthcare Professions.” 2013. Web. 22 Oct 2019.

Vancouver:

Poulsen CR. Effects of an Interprofessional Simulation Activity to Improve Students' Perceptions of Other Healthcare Professions. [Internet] [Doctoral dissertation]. Old Dominion University; 2013. [cited 2019 Oct 22]. Available from: 9781303080081 ; https://digitalcommons.odu.edu/stemps_etds/79.

Council of Science Editors:

Poulsen CR. Effects of an Interprofessional Simulation Activity to Improve Students' Perceptions of Other Healthcare Professions. [Doctoral Dissertation]. Old Dominion University; 2013. Available from: 9781303080081 ; https://digitalcommons.odu.edu/stemps_etds/79

22. Morrison, Jennifer R. The Effects of Generative Strategies in Instructional Simulations on Learning, Cognitive Load, and Calibration Accuracy.

Degree: PhD, STEM and Professional Studies, 2013, Old Dominion University

  Instructional simulations can provide a powerful medium for learners to interact with a model representing underlying principles of content or phenomena. While a promising… (more)

Subjects/Keywords: Cognitive load; Discovery learning; Instructional simulations; Mental effort; Principle learning; Self-regulation; Educational Psychology; Quantitative Psychology

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APA (6th Edition):

Morrison, J. R. (2013). The Effects of Generative Strategies in Instructional Simulations on Learning, Cognitive Load, and Calibration Accuracy. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303512636 ; https://digitalcommons.odu.edu/stemps_etds/83

Chicago Manual of Style (16th Edition):

Morrison, Jennifer R. “The Effects of Generative Strategies in Instructional Simulations on Learning, Cognitive Load, and Calibration Accuracy.” 2013. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781303512636 ; https://digitalcommons.odu.edu/stemps_etds/83.

MLA Handbook (7th Edition):

Morrison, Jennifer R. “The Effects of Generative Strategies in Instructional Simulations on Learning, Cognitive Load, and Calibration Accuracy.” 2013. Web. 22 Oct 2019.

Vancouver:

Morrison JR. The Effects of Generative Strategies in Instructional Simulations on Learning, Cognitive Load, and Calibration Accuracy. [Internet] [Doctoral dissertation]. Old Dominion University; 2013. [cited 2019 Oct 22]. Available from: 9781303512636 ; https://digitalcommons.odu.edu/stemps_etds/83.

Council of Science Editors:

Morrison JR. The Effects of Generative Strategies in Instructional Simulations on Learning, Cognitive Load, and Calibration Accuracy. [Doctoral Dissertation]. Old Dominion University; 2013. Available from: 9781303512636 ; https://digitalcommons.odu.edu/stemps_etds/83

23. Prudchenko, Yekaterina. Improving Argumentation Through Goal Instructions in Asynchronous Online Discussions.

Degree: PhD, STEM and Professional Studies, 2014, Old Dominion University

  Argumentation incorporated into class discussions can improve students' problem solving skills and enhance their epistemic and conceptual understanding. Research indicates students sometimes need scaffolding… (more)

Subjects/Keywords: Argumentation; Asynchronous; Goal instructions; Online discussions; Online learning; Adult and Continuing Education; Instructional Media Design; Online and Distance Education

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APA (6th Edition):

Prudchenko, Y. (2014). Improving Argumentation Through Goal Instructions in Asynchronous Online Discussions. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321012385 ; https://digitalcommons.odu.edu/stemps_etds/87

Chicago Manual of Style (16th Edition):

Prudchenko, Yekaterina. “Improving Argumentation Through Goal Instructions in Asynchronous Online Discussions.” 2014. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781321012385 ; https://digitalcommons.odu.edu/stemps_etds/87.

MLA Handbook (7th Edition):

Prudchenko, Yekaterina. “Improving Argumentation Through Goal Instructions in Asynchronous Online Discussions.” 2014. Web. 22 Oct 2019.

Vancouver:

Prudchenko Y. Improving Argumentation Through Goal Instructions in Asynchronous Online Discussions. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2019 Oct 22]. Available from: 9781321012385 ; https://digitalcommons.odu.edu/stemps_etds/87.

Council of Science Editors:

Prudchenko Y. Improving Argumentation Through Goal Instructions in Asynchronous Online Discussions. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321012385 ; https://digitalcommons.odu.edu/stemps_etds/87

24. Roemmich, Gary Lee. The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment.

Degree: PhD, STEM and Professional Studies, 2013, Old Dominion University

  Group work has become increasingly important within adult education as educators strive to present students with problems and processes that they encounter in their… (more)

Subjects/Keywords: Collaborative learning; Group cognitive load; Group learning; Problem-solving; Adult and Continuing Education; Curriculum and Instruction; Educational Methods; Higher Education

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APA (6th Edition):

Roemmich, G. L. (2013). The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303775147 ; https://digitalcommons.odu.edu/stemps_etds/94

Chicago Manual of Style (16th Edition):

Roemmich, Gary Lee. “The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment.” 2013. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781303775147 ; https://digitalcommons.odu.edu/stemps_etds/94.

MLA Handbook (7th Edition):

Roemmich, Gary Lee. “The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment.” 2013. Web. 22 Oct 2019.

Vancouver:

Roemmich GL. The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment. [Internet] [Doctoral dissertation]. Old Dominion University; 2013. [cited 2019 Oct 22]. Available from: 9781303775147 ; https://digitalcommons.odu.edu/stemps_etds/94.

Council of Science Editors:

Roemmich GL. The Effects of Group Size on Student Learning, Student Contributions, \Mental Effort, and Group Outcomes for Middle-Aged Adults Working in an Ill-Structured Problem-Solving Environment. [Doctoral Dissertation]. Old Dominion University; 2013. Available from: 9781303775147 ; https://digitalcommons.odu.edu/stemps_etds/94

25. Sliva, Yekaterina. In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics.

Degree: PhD, STEM and Professional Studies, 2013, Old Dominion University

  The purpose of this study was to introduce an instructional technique for teaching complex tasks in physics, test its effectiveness and efficiency, and understand… (more)

Subjects/Keywords: Cognitive load; Instructional strategy; Physics instructions; Teaching method; Curriculum and Instruction; Educational Methods; Science and Mathematics Education

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APA (6th Edition):

Sliva, Y. (2013). In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303991004 ; https://digitalcommons.odu.edu/stemps_etds/100

Chicago Manual of Style (16th Edition):

Sliva, Yekaterina. “In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics.” 2013. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781303991004 ; https://digitalcommons.odu.edu/stemps_etds/100.

MLA Handbook (7th Edition):

Sliva, Yekaterina. “In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics.” 2013. Web. 22 Oct 2019.

Vancouver:

Sliva Y. In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics. [Internet] [Doctoral dissertation]. Old Dominion University; 2013. [cited 2019 Oct 22]. Available from: 9781303991004 ; https://digitalcommons.odu.edu/stemps_etds/100.

Council of Science Editors:

Sliva Y. In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics. [Doctoral Dissertation]. Old Dominion University; 2013. Available from: 9781303991004 ; https://digitalcommons.odu.edu/stemps_etds/100

26. Baskette, Kimberly Grimes. <i>Five for Life</i>: Evaluating the Effect of an Activity-Based Fitness and Health Curricula Program on Physical Fitness, Physical Activity, Health-Related Knowledge, and Attitudinal Outcomes.

Degree: PhD, STEM and Professional Studies, 2013, Old Dominion University

  Currently, childhood obesity is the largest health threat facing youth in the United States. The majority of youth fail to meet the minimum recommended… (more)

Subjects/Keywords: Attitudes toward physical education; Fitness; Health and physical education; Health-related knowledge; Physical activity; Curriculum and Instruction; Health and Physical Education

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APA (6th Edition):

Baskette, K. G. (2013). <i>Five for Life</i>: Evaluating the Effect of an Activity-Based Fitness and Health Curricula Program on Physical Fitness, Physical Activity, Health-Related Knowledge, and Attitudinal Outcomes. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303166167 ; https://digitalcommons.odu.edu/stemps_etds/104

Chicago Manual of Style (16th Edition):

Baskette, Kimberly Grimes. “<i>Five for Life</i>: Evaluating the Effect of an Activity-Based Fitness and Health Curricula Program on Physical Fitness, Physical Activity, Health-Related Knowledge, and Attitudinal Outcomes.” 2013. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781303166167 ; https://digitalcommons.odu.edu/stemps_etds/104.

MLA Handbook (7th Edition):

Baskette, Kimberly Grimes. “<i>Five for Life</i>: Evaluating the Effect of an Activity-Based Fitness and Health Curricula Program on Physical Fitness, Physical Activity, Health-Related Knowledge, and Attitudinal Outcomes.” 2013. Web. 22 Oct 2019.

Vancouver:

Baskette KG. <i>Five for Life</i>: Evaluating the Effect of an Activity-Based Fitness and Health Curricula Program on Physical Fitness, Physical Activity, Health-Related Knowledge, and Attitudinal Outcomes. [Internet] [Doctoral dissertation]. Old Dominion University; 2013. [cited 2019 Oct 22]. Available from: 9781303166167 ; https://digitalcommons.odu.edu/stemps_etds/104.

Council of Science Editors:

Baskette KG. <i>Five for Life</i>: Evaluating the Effect of an Activity-Based Fitness and Health Curricula Program on Physical Fitness, Physical Activity, Health-Related Knowledge, and Attitudinal Outcomes. [Doctoral Dissertation]. Old Dominion University; 2013. Available from: 9781303166167 ; https://digitalcommons.odu.edu/stemps_etds/104

27. Romero-Hall, Enilda Jannet. Training Effects of Adaptive Emotive Responses From Animated Agents in Simulated Environments.

Degree: PhD, STEM and Professional Studies, 2013, Old Dominion University

  Humans are distinct from machines in their capacity to emote, stimulate, and express emotions. Because emotions play such an important role in human interactions,… (more)

Subjects/Keywords: Animated agents; Emotional responses; Eye tracking; Instructional Media Design

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APA (6th Edition):

Romero-Hall, E. J. (2013). Training Effects of Adaptive Emotive Responses From Animated Agents in Simulated Environments. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303570186 ; https://digitalcommons.odu.edu/stemps_etds/93

Chicago Manual of Style (16th Edition):

Romero-Hall, Enilda Jannet. “Training Effects of Adaptive Emotive Responses From Animated Agents in Simulated Environments.” 2013. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781303570186 ; https://digitalcommons.odu.edu/stemps_etds/93.

MLA Handbook (7th Edition):

Romero-Hall, Enilda Jannet. “Training Effects of Adaptive Emotive Responses From Animated Agents in Simulated Environments.” 2013. Web. 22 Oct 2019.

Vancouver:

Romero-Hall EJ. Training Effects of Adaptive Emotive Responses From Animated Agents in Simulated Environments. [Internet] [Doctoral dissertation]. Old Dominion University; 2013. [cited 2019 Oct 22]. Available from: 9781303570186 ; https://digitalcommons.odu.edu/stemps_etds/93.

Council of Science Editors:

Romero-Hall EJ. Training Effects of Adaptive Emotive Responses From Animated Agents in Simulated Environments. [Doctoral Dissertation]. Old Dominion University; 2013. Available from: 9781303570186 ; https://digitalcommons.odu.edu/stemps_etds/93

28. Anderson-Montoya, Brittany Lee. The Effects of Mental Models and Expertise on Running Memory and Clinical Handoff Effectiveness.

Degree: PhD, Psychology, 2015, Old Dominion University

  The goal of the present study was to examine the effects of mental models and expertise on the ability to process handoffs of information.… (more)

Subjects/Keywords: Expertise; Handoffs; Healthcare; Human factors; Mental models; Running memory; Cognitive Psychology

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APA (6th Edition):

Anderson-Montoya, B. L. (2015). The Effects of Mental Models and Expertise on Running Memory and Clinical Handoff Effectiveness. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321796209 ; https://digitalcommons.odu.edu/psychology_etds/2

Chicago Manual of Style (16th Edition):

Anderson-Montoya, Brittany Lee. “The Effects of Mental Models and Expertise on Running Memory and Clinical Handoff Effectiveness.” 2015. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781321796209 ; https://digitalcommons.odu.edu/psychology_etds/2.

MLA Handbook (7th Edition):

Anderson-Montoya, Brittany Lee. “The Effects of Mental Models and Expertise on Running Memory and Clinical Handoff Effectiveness.” 2015. Web. 22 Oct 2019.

Vancouver:

Anderson-Montoya BL. The Effects of Mental Models and Expertise on Running Memory and Clinical Handoff Effectiveness. [Internet] [Doctoral dissertation]. Old Dominion University; 2015. [cited 2019 Oct 22]. Available from: 9781321796209 ; https://digitalcommons.odu.edu/psychology_etds/2.

Council of Science Editors:

Anderson-Montoya BL. The Effects of Mental Models and Expertise on Running Memory and Clinical Handoff Effectiveness. [Doctoral Dissertation]. Old Dominion University; 2015. Available from: 9781321796209 ; https://digitalcommons.odu.edu/psychology_etds/2

29. Kosloski, Michael Frederick, Jr. Relationship Between Membership in DECA, An Association of Marketing Students, and Grade Point Average as an Indicator of Academic Success.

Degree: PhD, STEM and Professional Studies, 2010, Old Dominion University

  Stakeholders in career and technical education, and more specifically marketing education, tout member benefits of applied learning through career and technical student organizations. However,… (more)

Subjects/Keywords: Academic success; Grade point average; Secondary Education; Vocational Education

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APA (6th Edition):

Kosloski, Michael Frederick, J. (2010). Relationship Between Membership in DECA, An Association of Marketing Students, and Grade Point Average as an Indicator of Academic Success. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781124483597 ; https://digitalcommons.odu.edu/stemps_etds/62

Chicago Manual of Style (16th Edition):

Kosloski, Michael Frederick, Jr. “Relationship Between Membership in DECA, An Association of Marketing Students, and Grade Point Average as an Indicator of Academic Success.” 2010. Doctoral Dissertation, Old Dominion University. Accessed October 22, 2019. 9781124483597 ; https://digitalcommons.odu.edu/stemps_etds/62.

MLA Handbook (7th Edition):

Kosloski, Michael Frederick, Jr. “Relationship Between Membership in DECA, An Association of Marketing Students, and Grade Point Average as an Indicator of Academic Success.” 2010. Web. 22 Oct 2019.

Vancouver:

Kosloski, Michael Frederick J. Relationship Between Membership in DECA, An Association of Marketing Students, and Grade Point Average as an Indicator of Academic Success. [Internet] [Doctoral dissertation]. Old Dominion University; 2010. [cited 2019 Oct 22]. Available from: 9781124483597 ; https://digitalcommons.odu.edu/stemps_etds/62.

Council of Science Editors:

Kosloski, Michael Frederick J. Relationship Between Membership in DECA, An Association of Marketing Students, and Grade Point Average as an Indicator of Academic Success. [Doctoral Dissertation]. Old Dominion University; 2010. Available from: 9781124483597 ; https://digitalcommons.odu.edu/stemps_etds/62

.