+publisher:"Virginia Tech" +contributor:("Bond, Mark Aaron")

1. Ansong-Gyimah, Kwame. Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers: A Design and Development Study.

Degree: PhD, Teaching and Learning, 2017, Virginia Tech

URL: http://hdl.handle.net/10919/77955

► Information and Communications Technology play prominent roles in all aspects of human life today. School curricula is continually being revised to take advantage of the… (more)

Subjects/Keywords: Developing Countries; Competency Framework for Teachers

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APA (6^th Edition):

Ansong-Gyimah, K. (2017). Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers: A Design and Development Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77955

Chicago Manual of Style (16^th Edition):

Ansong-Gyimah, Kwame. “Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers: A Design and Development Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed November 22, 2019. http://hdl.handle.net/10919/77955.

MLA Handbook (7^th Edition):

Ansong-Gyimah, Kwame. “Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers: A Design and Development Study.” 2017. Web. 22 Nov 2019.

Vancouver:

Ansong-Gyimah K. Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers: A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10919/77955.

Council of Science Editors:

Ansong-Gyimah K. Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers: A Design and Development Study. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77955

Virginia Tech

2. Ervine, Michelle D. Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

URL: http://hdl.handle.net/10919/79847

► As more artifacts are created in a digital format, there is a need to have metadata associated with the artifacts to increase the chance for… (more)

Subjects/Keywords: Instructional technology; metadata; knowledge harvesting; performance support; non-textual learning objects

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APA (6^th Edition):

Ervine, M. D. (2016). Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79847

Chicago Manual of Style (16^th Edition):

Ervine, Michelle D. “Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.” 2016. Doctoral Dissertation, Virginia Tech. Accessed November 22, 2019. http://hdl.handle.net/10919/79847.

MLA Handbook (7^th Edition):

Ervine, Michelle D. “Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.” 2016. Web. 22 Nov 2019.

Vancouver:

Ervine MD. Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10919/79847.

Council of Science Editors:

Ervine MD. Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79847

Virginia Tech

3. James-Springer, Cathy Daria. Building a tool for determining e-learning readiness in organizations: A design and development study.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

URL: http://hdl.handle.net/10919/70912

► E-learning continues to gain popularity as a way of delivering instruction in the workplace. However, adoption of e-learning is often considered without determining organizational readiness… (more)

Subjects/Keywords: e-learning readiness; workplace learning; e-learning in organizations; e-learning readiness analysis

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APA (6^th Edition):

James-Springer, C. D. (2016). Building a tool for determining e-learning readiness in organizations: A design and development study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70912

Chicago Manual of Style (16^th Edition):

James-Springer, Cathy Daria. “Building a tool for determining e-learning readiness in organizations: A design and development study.” 2016. Doctoral Dissertation, Virginia Tech. Accessed November 22, 2019. http://hdl.handle.net/10919/70912.

MLA Handbook (7^th Edition):

James-Springer, Cathy Daria. “Building a tool for determining e-learning readiness in organizations: A design and development study.” 2016. Web. 22 Nov 2019.

Vancouver:

James-Springer CD. Building a tool for determining e-learning readiness in organizations: A design and development study. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10919/70912.

Council of Science Editors:

James-Springer CD. Building a tool for determining e-learning readiness in organizations: A design and development study. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/70912

Virginia Tech

4. Hilder, Janet Lynn. The Impact of Textual Display Strategies on Learning from Electronic Presentations.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

URL: http://hdl.handle.net/10919/88726

► An increasing number of students are learning in classrooms that employ electronic presentations designed in PowerPoint and other similar software programs. The design of the… (more)

Subjects/Keywords: Electronic presentations; instructional message design; textual display

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APA (6^th Edition):

Hilder, J. L. (2019). The Impact of Textual Display Strategies on Learning from Electronic Presentations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88726

Chicago Manual of Style (16^th Edition):

Hilder, Janet Lynn. “The Impact of Textual Display Strategies on Learning from Electronic Presentations.” 2019. Doctoral Dissertation, Virginia Tech. Accessed November 22, 2019. http://hdl.handle.net/10919/88726.

MLA Handbook (7^th Edition):

Hilder, Janet Lynn. “The Impact of Textual Display Strategies on Learning from Electronic Presentations.” 2019. Web. 22 Nov 2019.

Vancouver:

Hilder JL. The Impact of Textual Display Strategies on Learning from Electronic Presentations. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10919/88726.

Council of Science Editors:

Hilder JL. The Impact of Textual Display Strategies on Learning from Electronic Presentations. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/88726

Virginia Tech

5. Radke, Annemarie Katherine. Design and Development of a Metadata-Driven Search Tool for use with Digital Recordings.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

URL: http://hdl.handle.net/10919/90376

► It is becoming more common for researchers to use existing recordings in studies. Prior to examination, the information about the recordings and within the recordings… (more)

Subjects/Keywords: Keyword Search; Instructional Design and Technology; Interviews; Speech Recognition Technology; Transcription

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APA (6^th Edition):

Radke, A. K. (2019). Design and Development of a Metadata-Driven Search Tool for use with Digital Recordings. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90376

Chicago Manual of Style (16^th Edition):

Radke, Annemarie Katherine. “Design and Development of a Metadata-Driven Search Tool for use with Digital Recordings.” 2019. Doctoral Dissertation, Virginia Tech. Accessed November 22, 2019. http://hdl.handle.net/10919/90376.

MLA Handbook (7^th Edition):

Radke, Annemarie Katherine. “Design and Development of a Metadata-Driven Search Tool for use with Digital Recordings.” 2019. Web. 22 Nov 2019.

Vancouver:

Radke AK. Design and Development of a Metadata-Driven Search Tool for use with Digital Recordings. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10919/90376.

Council of Science Editors:

Radke AK. Design and Development of a Metadata-Driven Search Tool for use with Digital Recordings. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90376

6. Ofori, Eunice. Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study.

Degree: PhD, Education, Vocational-Technical, 2018, Virginia Tech

URL: http://hdl.handle.net/10919/86213

► Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study - Eunice Ofori Abstract In the past decades, teaching and learning has… (more)

▼ Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study - Eunice Ofori Abstract In the past decades, teaching and learning has undergone rapid transformation partly because of advances in technology and access to such technology (Sung, Chang, and Liu, 2016). Mobile technologies (i.e. tablets, smartphones, and access to Internet) have become widespread, and is visible, even in the developing world (Aguayo, Cochrane, and Narayan , 2017). Mobile technologies allow for online learners to access learning resources on the go (McQuiggan, McQuiggan, Sabourin, and Kosturko, 2015). Instructional message design principles advance empirical tools aimed at producing lessons that allow for effective learning (Bishop, 2014). The purpose of this study was to develop a set of considerations for designing messages for mobile learning primarily through literature review and expert reviewers' feedback. The research methodology employed in the study is based on design and development research methodology (Richey and Klein, 2007). The study utilized Clark and Mayer's (2016) multimedia principles, Center for Universal Design's (1997) universal design for instruction (UDI) and mobile interface design best practices Five expert reviewers with varied expertise in human computer interaction, special education, mobile learning, and instructional design were sought to review the considerations and provide feedback on its effectiveness for instructional message design. Overall the expert reviewers agreed that the considerations were effective and will be helpful to instructional designers, instructors of instructional design and content developers. They provided several helpful recommendations which were used to revise the considerations for designing content for mobile phones. Advisors/Committee Members: Lockee, Barbara B. (committeechair), Johnson, Alicia Leinaala (committee member), Bond, Mark Aaron (committee member), Potter, Kenneth R. (committee member).

Subjects/Keywords: Mobile Learning; Instructional message design; message design principles.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ofori, E. (2018). Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86213

Chicago Manual of Style (16^th Edition):

Ofori, Eunice. “Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study.” 2018. Doctoral Dissertation, Virginia Tech. Accessed November 22, 2019. http://hdl.handle.net/10919/86213.

MLA Handbook (7^th Edition):

Ofori, Eunice. “Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study.” 2018. Web. 22 Nov 2019.

Vancouver:

Ofori E. Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10919/86213.

Council of Science Editors:

Ofori E. Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/86213

7. Mott, Brian T. An Examination of the Relationship Between Course Schedule Type and AP Exam Score.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/52035

► Since the release of A Nation at Risk in 1983 student performance on a variety of high stakes tests have become increasingly important in educational… (more)

Subjects/Keywords: AP Exam; block schedule; traditional yearlong schedule

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APA (6^th Edition):

Mott, B. T. (2013). An Examination of the Relationship Between Course Schedule Type and AP Exam Score. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52035

Chicago Manual of Style (16^th Edition):

Mott, Brian T. “An Examination of the Relationship Between Course Schedule Type and AP Exam Score.” 2013. Doctoral Dissertation, Virginia Tech. Accessed November 22, 2019. http://hdl.handle.net/10919/52035.

MLA Handbook (7^th Edition):

Mott, Brian T. “An Examination of the Relationship Between Course Schedule Type and AP Exam Score.” 2013. Web. 22 Nov 2019.

Vancouver:

Mott BT. An Examination of the Relationship Between Course Schedule Type and AP Exam Score. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Nov 22]. Available from: http://hdl.handle.net/10919/52035.

Council of Science Editors:

Mott BT. An Examination of the Relationship Between Course Schedule Type and AP Exam Score. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/52035

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