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You searched for +publisher:"Virginia Tech" +contributor:("Brill, Jennifer Mary"). Showing records 1 – 15 of 15 total matches.

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Virginia Tech

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

Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech

 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 (6th 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 (16th 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 April 17, 2021. http://hdl.handle.net/10919/70912.

MLA Handbook (7th Edition):

James-Springer, Cathy Daria. “Building a tool for determining e-learning readiness in organizations: A design and development study.” 2016. Web. 17 Apr 2021.

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 2021 Apr 17]. 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

2. Song, Kibong. Development of an Information Base Tool for IDT Research.

Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech

 Identifying and articulating a research topic and related problems are important processes for novice researchers. However, some novice researchers have trouble in these processes due… (more)

Subjects/Keywords: Research Information Base Tool; Scaffolding Knowledge; Supplementing Information Access Skills

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APA (6th Edition):

Song, K. (2014). Development of an Information Base Tool for IDT Research. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52590

Chicago Manual of Style (16th Edition):

Song, Kibong. “Development of an Information Base Tool for IDT Research.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/52590.

MLA Handbook (7th Edition):

Song, Kibong. “Development of an Information Base Tool for IDT Research.” 2014. Web. 17 Apr 2021.

Vancouver:

Song K. Development of an Information Base Tool for IDT Research. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/52590.

Council of Science Editors:

Song K. Development of an Information Base Tool for IDT Research. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/52590


Virginia Tech

3. Dannenberg, David Randall. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.

Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech

 By their very nature, physical classrooms limit the external resources that are readily available to teachers and students. However, many educators desire to expand the… (more)

Subjects/Keywords: virtual worlds; CLE; constructivist learning environments; education; instructional design; design and development research

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APA (6th Edition):

Dannenberg, D. R. (2014). Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51794

Chicago Manual of Style (16th Edition):

Dannenberg, David Randall. “Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/51794.

MLA Handbook (7th Edition):

Dannenberg, David Randall. “Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.” 2014. Web. 17 Apr 2021.

Vancouver:

Dannenberg DR. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/51794.

Council of Science Editors:

Dannenberg DR. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/51794


Virginia Tech

4. Malapile, Lesiba Joseph. Development of a Technology Planning Framework for School Districts in Developing Countries.

Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech

 This developmental research used components of Rogersd́iffusion of innovations (1962) theory to develop a technology planning framework for school districts in developing countries. The Framework… (more)

Subjects/Keywords: diffusion of innovations; technology framework; technology planning; school districts; developing countries

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APA (6th Edition):

Malapile, L. J. (2013). Development of a Technology Planning Framework for School Districts in Developing Countries. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50854

Chicago Manual of Style (16th Edition):

Malapile, Lesiba Joseph. “Development of a Technology Planning Framework for School Districts in Developing Countries.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/50854.

MLA Handbook (7th Edition):

Malapile, Lesiba Joseph. “Development of a Technology Planning Framework for School Districts in Developing Countries.” 2013. Web. 17 Apr 2021.

Vancouver:

Malapile LJ. Development of a Technology Planning Framework for School Districts in Developing Countries. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/50854.

Council of Science Editors:

Malapile LJ. Development of a Technology Planning Framework for School Districts in Developing Countries. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50854


Virginia Tech

5. Li, Wei. Developing A Framework for Guiding Interaction Design in Distance Learning.

Degree: PhD, Curriculum and Instruction, 2015, Virginia Tech

 As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering… (more)

Subjects/Keywords: distance learning; design and development research; interaction; instructional design

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APA (6th Edition):

Li, W. (2015). Developing A Framework for Guiding Interaction Design in Distance Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64400

Chicago Manual of Style (16th Edition):

Li, Wei. “Developing A Framework for Guiding Interaction Design in Distance Learning.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/64400.

MLA Handbook (7th Edition):

Li, Wei. “Developing A Framework for Guiding Interaction Design in Distance Learning.” 2015. Web. 17 Apr 2021.

Vancouver:

Li W. Developing A Framework for Guiding Interaction Design in Distance Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/64400.

Council of Science Editors:

Li W. Developing A Framework for Guiding Interaction Design in Distance Learning. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64400


Virginia Tech

6. Wagner, Teri Renee. Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom.

Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech

 This research explores how design-based learning can be used as a pedagogical strategy in K-12 classrooms to foster students' 21st century skills in such areas… (more)

Subjects/Keywords: design-based learning; instructional design; middle school; pedagogy; design thinking; case study; student perceptions; teacher perceptions

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APA (6th Edition):

Wagner, T. R. (2014). Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47798

Chicago Manual of Style (16th Edition):

Wagner, Teri Renee. “Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/47798.

MLA Handbook (7th Edition):

Wagner, Teri Renee. “Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom.” 2014. Web. 17 Apr 2021.

Vancouver:

Wagner TR. Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/47798.

Council of Science Editors:

Wagner TR. Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47798


Virginia Tech

7. Vance, David. Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.

Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech

 This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several… (more)

Subjects/Keywords: professional education; ministerial education; seminary; instructional design; quantitative research

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APA (6th Edition):

Vance, D. (2012). Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29097

Chicago Manual of Style (16th Edition):

Vance, David. “Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/29097.

MLA Handbook (7th Edition):

Vance, David. “Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.” 2012. Web. 17 Apr 2021.

Vancouver:

Vance D. Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/29097.

Council of Science Editors:

Vance D. Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/29097


Virginia Tech

8. Brenner, Aimee Michelle. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.

Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech

 In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration… (more)

Subjects/Keywords: learning transfer; technology integration; teacher education

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APA (6th Edition):

Brenner, A. M. (2012). Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39472

Chicago Manual of Style (16th Edition):

Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/39472.

MLA Handbook (7th Edition):

Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Web. 17 Apr 2021.

Vancouver:

Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/39472.

Council of Science Editors:

Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/39472


Virginia Tech

9. Blevins, Samantha Jane. Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory.

Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech

 The use of electronic portfolios (ePortfolios) to support learning, assessment, and professional development across higher education has increased in recent years. However, higher education faculty… (more)

Subjects/Keywords: electronic portfolios; diffusion of innovation; development research

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APA (6th Edition):

Blevins, S. J. (2013). Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51763

Chicago Manual of Style (16th Edition):

Blevins, Samantha Jane. “Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/51763.

MLA Handbook (7th Edition):

Blevins, Samantha Jane. “Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory.” 2013. Web. 17 Apr 2021.

Vancouver:

Blevins SJ. Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/51763.

Council of Science Editors:

Blevins SJ. Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/51763


Virginia Tech

10. Bond, Mark Aaron. Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments.

Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech

 Faculty who teach online courses at large research institutions have unique professional development and support needs. Communities of practice may provide a solution to feelings… (more)

Subjects/Keywords: community of practice; faculty development; ADDIE model

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APA (6th Edition):

Bond, M. A. (2013). Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50569

Chicago Manual of Style (16th Edition):

Bond, Mark Aaron. “Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/50569.

MLA Handbook (7th Edition):

Bond, Mark Aaron. “Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments.” 2013. Web. 17 Apr 2021.

Vancouver:

Bond MA. Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/50569.

Council of Science Editors:

Bond MA. Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50569


Virginia Tech

11. Woodyard, Jacquelyn Claire. Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences.

Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech

 This study investigated students' perceptions of autonomy support from an instructor in relation to students' motivational beliefs on an ePortfolio project. The motivational beliefs of… (more)

Subjects/Keywords: autonomy support; culturally based learning preferences; effort/importance; pressure/tension; value/usefulness; motivational beliefs; ePortfolio

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APA (6th Edition):

Woodyard, J. C. (2016). Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73388

Chicago Manual of Style (16th Edition):

Woodyard, Jacquelyn Claire. “Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/73388.

MLA Handbook (7th Edition):

Woodyard, Jacquelyn Claire. “Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences.” 2016. Web. 17 Apr 2021.

Vancouver:

Woodyard JC. Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/73388.

Council of Science Editors:

Woodyard JC. Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73388


Virginia Tech

12. Fowlin, Julaine M. A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents.

Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech

 21st century work environments are becoming more dynamic; they are fast-paced and require critical incidents to be dealt with in a shorter time frame. At… (more)

Subjects/Keywords: knowledge management; knowledge life cycle; organizational learning; instructional design and technology; human performance technology; fast-paced

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APA (6th Edition):

Fowlin, J. M. (2014). A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73299

Chicago Manual of Style (16th Edition):

Fowlin, Julaine M. “A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/73299.

MLA Handbook (7th Edition):

Fowlin, Julaine M. “A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents.” 2014. Web. 17 Apr 2021.

Vancouver:

Fowlin JM. A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/73299.

Council of Science Editors:

Fowlin JM. A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/73299

13. Obilade, Titilola. Investigating the Alignments Between Scholarly and Popular Texts in Design: A Content Analysis.

Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech

 The purpose of this study was to investigate the alignments in the use of theory, principles and guidelines in instructional design books and popular books… (more)

Subjects/Keywords: content analysis; design; cognitive information processing; cognitive load theory; affordance; multimedia; theories; principles; guidelines; text display

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APA (6th Edition):

Obilade, T. (2014). Investigating the Alignments Between Scholarly and Popular Texts in Design: A Content Analysis. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56835

Chicago Manual of Style (16th Edition):

Obilade, Titilola. “Investigating the Alignments Between Scholarly and Popular Texts in Design: A Content Analysis.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/56835.

MLA Handbook (7th Edition):

Obilade, Titilola. “Investigating the Alignments Between Scholarly and Popular Texts in Design: A Content Analysis.” 2014. Web. 17 Apr 2021.

Vancouver:

Obilade T. Investigating the Alignments Between Scholarly and Popular Texts in Design: A Content Analysis. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/56835.

Council of Science Editors:

Obilade T. Investigating the Alignments Between Scholarly and Popular Texts in Design: A Content Analysis. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56835


Virginia Tech

14. Combs, Liesl Michele. The Design, Development and Evaluation of a Problem-based Learning Module: Implications for Teaching Digital Technology Skills to Middle School Students.

Degree: PhD, Curriculum and Instruction, 2008, Virginia Tech

 With the call for a change in the way students are prepared to meet the demands of the 21st century, new teaching methods are under… (more)

Subjects/Keywords: middle school; technology skills; teaching methods; instructional design; problem-based learning

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APA (6th Edition):

Combs, L. M. (2008). The Design, Development and Evaluation of a Problem-based Learning Module: Implications for Teaching Digital Technology Skills to Middle School Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26598

Chicago Manual of Style (16th Edition):

Combs, Liesl Michele. “The Design, Development and Evaluation of a Problem-based Learning Module: Implications for Teaching Digital Technology Skills to Middle School Students.” 2008. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/26598.

MLA Handbook (7th Edition):

Combs, Liesl Michele. “The Design, Development and Evaluation of a Problem-based Learning Module: Implications for Teaching Digital Technology Skills to Middle School Students.” 2008. Web. 17 Apr 2021.

Vancouver:

Combs LM. The Design, Development and Evaluation of a Problem-based Learning Module: Implications for Teaching Digital Technology Skills to Middle School Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/26598.

Council of Science Editors:

Combs LM. The Design, Development and Evaluation of a Problem-based Learning Module: Implications for Teaching Digital Technology Skills to Middle School Students. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26598


Virginia Tech

15. Jeffrey, Thomas Read. Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups.

Degree: PhD, Curriculum and Instruction, 2010, Virginia Tech

 Collaborative group learning is a popular method of instruction that is used in a variety of academic disciplines but little is known about how it… (more)

Subjects/Keywords: instructor role; factors; group process; learning process; assignment of responsibility; value; learner; instructor; perceptions; collaborative group learning

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APA (6th Edition):

Jeffrey, T. R. (2010). Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26488

Chicago Manual of Style (16th Edition):

Jeffrey, Thomas Read. “Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 17, 2021. http://hdl.handle.net/10919/26488.

MLA Handbook (7th Edition):

Jeffrey, Thomas Read. “Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups.” 2010. Web. 17 Apr 2021.

Vancouver:

Jeffrey TR. Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10919/26488.

Council of Science Editors:

Jeffrey TR. Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26488

.