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You searched for +publisher:"Virginia Tech" +contributor:("Burton, John K."). Showing records 1 – 30 of 153 total matches.

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Virginia Tech

1. Tao, Congwu. Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches.

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

 This study explored the feasibility and practicability of designing and developing a Knowledge Assessment System (KAS) for assessing different types of knowledge as defined in… (more)

Subjects/Keywords: knowledge assessment; educational software system; weighting approaches; non-weighting approaches; concept map

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APA (6th Edition):

Tao, C. (2015). Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56982

Chicago Manual of Style (16th Edition):

Tao, Congwu. “Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches.” 2015. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/56982.

MLA Handbook (7th Edition):

Tao, Congwu. “Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches.” 2015. Web. 13 Aug 2020.

Vancouver:

Tao C. Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/56982.

Council of Science Editors:

Tao C. Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56982


Virginia Tech

2. Samur, Yavuz. Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics.

Degree: PhD, Learning Sciences and Technologies, 2012, Virginia Tech

 Educational games have been demonstrated to increase engagement and engagement has been demonstrated to increase achievement. Therefore, the researcher attempted to investigate how to better… (more)

Subjects/Keywords: virtual manipulatives; game features; mathematics; domains of engagement; educational games

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APA (6th Edition):

Samur, Y. (2012). Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27583

Chicago Manual of Style (16th Edition):

Samur, Yavuz. “Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics.” 2012. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/27583.

MLA Handbook (7th Edition):

Samur, Yavuz. “Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics.” 2012. Web. 13 Aug 2020.

Vancouver:

Samur Y. Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/27583.

Council of Science Editors:

Samur Y. Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/27583


Virginia Tech

3. Park, Yeonjeong. Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning.

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

 A university is an academic place with students from a variety of cultures. Non-native English speaking (NNS) graduate students are a group representing diverse cultural… (more)

Subjects/Keywords: instructional design strategies; intercultural communicative competence; international graduate students; non-native English speakers; socially engaged learning

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APA (6th Edition):

Park, Y. (2010). Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27662

Chicago Manual of Style (16th Edition):

Park, Yeonjeong. “Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/27662.

MLA Handbook (7th Edition):

Park, Yeonjeong. “Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning.” 2010. Web. 13 Aug 2020.

Vancouver:

Park Y. Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/27662.

Council of Science Editors:

Park Y. Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/27662


Virginia Tech

4. Sanga, Mapopa William. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.

Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech

 In response to the demands of 21st century teacher preparation practices, this developmental study was instigated by the need to employ appropriate strategies in the… (more)

Subjects/Keywords: Situated Cognition; Authentic Learning; English as an L2; Developmental Research; Framework

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APA (6th Edition):

Sanga, M. W. (2011). Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77244

Chicago Manual of Style (16th Edition):

Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/77244.

MLA Handbook (7th Edition):

Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Web. 13 Aug 2020.

Vancouver:

Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/77244.

Council of Science Editors:

Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77244


Virginia Tech

5. Wang, FeiHong. Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities.

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

 This sequential, mixed methods study explored students' attitudes towards collaborative learning and their responses to collaborative learning problems in relation to their identity salience. Identities… (more)

Subjects/Keywords: collaborative learning; identity salience

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APA (6th Edition):

Wang, F. (2010). Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26546

Chicago Manual of Style (16th Edition):

Wang, FeiHong. “Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/26546.

MLA Handbook (7th Edition):

Wang, FeiHong. “Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities.” 2010. Web. 13 Aug 2020.

Vancouver:

Wang F. Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/26546.

Council of Science Editors:

Wang F. Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26546


Virginia Tech

6. Johnson, Patrick Matthew. Social Accessibility for Students with Visual-Impairments: A Mixed-Methodological Study of Current Students at a Land-Grant and Regionally-Known University in Western Virginia.

Degree: PhD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 This paper presents findings from a study designed to identify skills and strategies students with visual impairments have developed to aid their social integration into… (more)

Subjects/Keywords: social integration; social accessibility; college students; visually impaired; blindness

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APA (6th Edition):

Johnson, P. M. (2010). Social Accessibility for Students with Visual-Impairments: A Mixed-Methodological Study of Current Students at a Land-Grant and Regionally-Known University in Western Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26834

Chicago Manual of Style (16th Edition):

Johnson, Patrick Matthew. “Social Accessibility for Students with Visual-Impairments: A Mixed-Methodological Study of Current Students at a Land-Grant and Regionally-Known University in Western Virginia.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/26834.

MLA Handbook (7th Edition):

Johnson, Patrick Matthew. “Social Accessibility for Students with Visual-Impairments: A Mixed-Methodological Study of Current Students at a Land-Grant and Regionally-Known University in Western Virginia.” 2010. Web. 13 Aug 2020.

Vancouver:

Johnson PM. Social Accessibility for Students with Visual-Impairments: A Mixed-Methodological Study of Current Students at a Land-Grant and Regionally-Known University in Western Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/26834.

Council of Science Editors:

Johnson PM. Social Accessibility for Students with Visual-Impairments: A Mixed-Methodological Study of Current Students at a Land-Grant and Regionally-Known University in Western Virginia. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26834


Virginia Tech

7. Hunger, Gail M. Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.

Degree: EdD, Instructional Design and Technology, 2010, Virginia Tech

 This development design research dissertation used Richey and Kleinâ s (1996) Type 2 model to create guidelines that inform instructional designers when designing authentic tasks… (more)

Subjects/Keywords: Guidelines for Authentic Instruction; Distance Learning; Online Instruction; Instructional Design; Development Design Research

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APA (6th Edition):

Hunger, G. M. (2010). Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26455

Chicago Manual of Style (16th Edition):

Hunger, Gail M. “Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/26455.

MLA Handbook (7th Edition):

Hunger, Gail M. “Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.” 2010. Web. 13 Aug 2020.

Vancouver:

Hunger GM. Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/26455.

Council of Science Editors:

Hunger GM. Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26455


Virginia Tech

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

Degree: PhD, Teaching and Learning, 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 August 13, 2020. 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. 13 Aug 2020.

Vancouver:

Jeffrey TR. Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Aug 13]. 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


Virginia Tech

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

Degree: PhD, Teaching and Learning, 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 August 13, 2020. 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. 13 Aug 2020.

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 2020 Aug 13]. 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

10. Miller, William David. A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies.

Degree: PhD, Teaching and Learning, 2010, Virginia Tech

 The purpose of this descriptive case study was to identify the strategies used by post-secondary military institutions to adopt, implement and train faculty for the… (more)

Subjects/Keywords: innovation-decision process; faculty development; diffusion of innovation; higher education; instructional technology; adoption of innovation

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APA (6th Edition):

Miller, W. D. (2010). A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27020

Chicago Manual of Style (16th Edition):

Miller, William David. “A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/27020.

MLA Handbook (7th Edition):

Miller, William David. “A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies.” 2010. Web. 13 Aug 2020.

Vancouver:

Miller WD. A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/27020.

Council of Science Editors:

Miller WD. A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/27020


Virginia Tech

11. Holbrook, Heather Anne. An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study.

Degree: PhD, Instructional Design and Technology, 2012, Virginia Tech

 In this world of fast-paced learning, training agencies often require their learners to acquire the knowledge and skills needed for a job at an expedited… (more)

Subjects/Keywords: self-efficacy; high-fidelity; simulator

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APA (6th Edition):

Holbrook, H. A. (2012). An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26621

Chicago Manual of Style (16th Edition):

Holbrook, Heather Anne. “An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study.” 2012. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/26621.

MLA Handbook (7th Edition):

Holbrook, Heather Anne. “An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study.” 2012. Web. 13 Aug 2020.

Vancouver:

Holbrook HA. An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/26621.

Council of Science Editors:

Holbrook HA. An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26621


Virginia Tech

12. Eschenmann, Travis Wade. An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context.

Degree: PhD, Instructional Design and Technology, 2012, Virginia Tech

 Research has identified a relationship between instructional design and learner control, principally in face to face educational settings, where the selection of control types will… (more)

Subjects/Keywords: learner; control; LOC

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APA (6th Edition):

Eschenmann, T. W. (2012). An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27996

Chicago Manual of Style (16th Edition):

Eschenmann, Travis Wade. “An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context.” 2012. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/27996.

MLA Handbook (7th Edition):

Eschenmann, Travis Wade. “An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context.” 2012. Web. 13 Aug 2020.

Vancouver:

Eschenmann TW. An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/27996.

Council of Science Editors:

Eschenmann TW. An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/27996


Virginia Tech

13. Swab, A. Geoffrey. The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-level Computer-aided Drafting Course.

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

 This study of cooperative learning in post-secondary engineering education investigated achievement of engineering students enrolled in two intact sections of a computer-aided drafting (CAD) course.… (more)

Subjects/Keywords: CAD; Cooperative Learning; Engineering Education; Achievement

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APA (6th Edition):

Swab, A. G. (2012). The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-level Computer-aided Drafting Course. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28172

Chicago Manual of Style (16th Edition):

Swab, A Geoffrey. “The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-level Computer-aided Drafting Course.” 2012. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/28172.

MLA Handbook (7th Edition):

Swab, A Geoffrey. “The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-level Computer-aided Drafting Course.” 2012. Web. 13 Aug 2020.

Vancouver:

Swab AG. The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-level Computer-aided Drafting Course. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/28172.

Council of Science Editors:

Swab AG. The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-level Computer-aided Drafting Course. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/28172

14. Stoner, Alexis Marino. A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment.

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

 Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models… (more)

Subjects/Keywords: situated learning; reflection; mindfulness; reflection-in-action

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APA (6th Edition):

Stoner, A. M. (2016). A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70885

Chicago Manual of Style (16th Edition):

Stoner, Alexis Marino. “A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment.” 2016. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/70885.

MLA Handbook (7th Edition):

Stoner, Alexis Marino. “A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment.” 2016. Web. 13 Aug 2020.

Vancouver:

Stoner AM. A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/70885.

Council of Science Editors:

Stoner AM. A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/70885


Virginia Tech

15. Bowers, Timothy D. Skill differences of anticipation time.

Degree: MS, Health and Physical Education, 1993, Virginia Tech

 The purpose of this study was to determine whether practice or different experiential background has an effect on anticipation time. Anticipation time is performing a… (more)

Subjects/Keywords: ball players' anticipation time; LD5655.V851 1993.B694

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APA (6th Edition):

Bowers, T. D. (1993). Skill differences of anticipation time. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/41644

Chicago Manual of Style (16th Edition):

Bowers, Timothy D. “Skill differences of anticipation time.” 1993. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/41644.

MLA Handbook (7th Edition):

Bowers, Timothy D. “Skill differences of anticipation time.” 1993. Web. 13 Aug 2020.

Vancouver:

Bowers TD. Skill differences of anticipation time. [Internet] [Masters thesis]. Virginia Tech; 1993. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/41644.

Council of Science Editors:

Bowers TD. Skill differences of anticipation time. [Masters Thesis]. Virginia Tech; 1993. Available from: http://hdl.handle.net/10919/41644


Virginia Tech

16. Harrah, Alan. A goal-setting system for offensive football coaches.

Degree: MS, Health and Physical Education, 1994, Virginia Tech

 Goal setting is one of the most effective techniques developed for enhancing performance. This paper has presented an outline of how the principles of goal… (more)

Subjects/Keywords: Achievement motivation; LD5655.V851 1994.H376

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APA (6th Edition):

Harrah, A. (1994). A goal-setting system for offensive football coaches. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40892

Chicago Manual of Style (16th Edition):

Harrah, Alan. “A goal-setting system for offensive football coaches.” 1994. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/40892.

MLA Handbook (7th Edition):

Harrah, Alan. “A goal-setting system for offensive football coaches.” 1994. Web. 13 Aug 2020.

Vancouver:

Harrah A. A goal-setting system for offensive football coaches. [Internet] [Masters thesis]. Virginia Tech; 1994. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/40892.

Council of Science Editors:

Harrah A. A goal-setting system for offensive football coaches. [Masters Thesis]. Virginia Tech; 1994. Available from: http://hdl.handle.net/10919/40892


Virginia Tech

17. Humphries, Carl. The effect of left-hand training on piano performance.

Degree: MA, Curriculum and Instruction, 1996, Virginia Tech

 The purpose of this study was to determine the effects of left-hand training on piano performance among college students with no piano background. A pilot… (more)

Subjects/Keywords: music; piano; left hand; bilateral transfer; handedness; LD5655.V855 1996.H867

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APA (6th Edition):

Humphries, C. (1996). The effect of left-hand training on piano performance. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/42396

Chicago Manual of Style (16th Edition):

Humphries, Carl. “The effect of left-hand training on piano performance.” 1996. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/42396.

MLA Handbook (7th Edition):

Humphries, Carl. “The effect of left-hand training on piano performance.” 1996. Web. 13 Aug 2020.

Vancouver:

Humphries C. The effect of left-hand training on piano performance. [Internet] [Masters thesis]. Virginia Tech; 1996. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/42396.

Council of Science Editors:

Humphries C. The effect of left-hand training on piano performance. [Masters Thesis]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/42396


Virginia Tech

18. Johnson, Alison Virginia. A comparison of block-stacking heuristics used by preschool children and classic artificial intelligence planning paradigms.

Degree: MA, Curriculum and Instruction, 1988, Virginia Tech

  Despite the large body of research in Psychology concerning human planning and problem-solving both by adults and children, the study of planning and problem-solving… (more)

Subjects/Keywords: Paradigms (Social sciences); LD5655.V855 1988.J635

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APA (6th Edition):

Johnson, A. V. (1988). A comparison of block-stacking heuristics used by preschool children and classic artificial intelligence planning paradigms. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/45918

Chicago Manual of Style (16th Edition):

Johnson, Alison Virginia. “A comparison of block-stacking heuristics used by preschool children and classic artificial intelligence planning paradigms.” 1988. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/45918.

MLA Handbook (7th Edition):

Johnson, Alison Virginia. “A comparison of block-stacking heuristics used by preschool children and classic artificial intelligence planning paradigms.” 1988. Web. 13 Aug 2020.

Vancouver:

Johnson AV. A comparison of block-stacking heuristics used by preschool children and classic artificial intelligence planning paradigms. [Internet] [Masters thesis]. Virginia Tech; 1988. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/45918.

Council of Science Editors:

Johnson AV. A comparison of block-stacking heuristics used by preschool children and classic artificial intelligence planning paradigms. [Masters Thesis]. Virginia Tech; 1988. Available from: http://hdl.handle.net/10919/45918


Virginia Tech

19. Cunningham, Lynn T. A comparison of the organizational strategies of multilingual computer programmers.

Degree: MA, Curriculum and Instruction, 1988, Virginia Tech

see document Advisors/Committee Members: Burton, John K. (committeechair), Dodl, Norman R. (committee member), Wildman, Terry M. (committee member).

Subjects/Keywords: Concept learning.; LD5655.V855 1988.C867

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APA (6th Edition):

Cunningham, L. T. (1988). A comparison of the organizational strategies of multilingual computer programmers. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/43839

Chicago Manual of Style (16th Edition):

Cunningham, Lynn T. “A comparison of the organizational strategies of multilingual computer programmers.” 1988. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/43839.

MLA Handbook (7th Edition):

Cunningham, Lynn T. “A comparison of the organizational strategies of multilingual computer programmers.” 1988. Web. 13 Aug 2020.

Vancouver:

Cunningham LT. A comparison of the organizational strategies of multilingual computer programmers. [Internet] [Masters thesis]. Virginia Tech; 1988. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/43839.

Council of Science Editors:

Cunningham LT. A comparison of the organizational strategies of multilingual computer programmers. [Masters Thesis]. Virginia Tech; 1988. Available from: http://hdl.handle.net/10919/43839


Virginia Tech

20. Chang, E. Christina. A cross-sectional study of preference for music using recorded acoustic timbre versus music using sound sampled timbre.

Degree: MA, Curriculum and Instruction, 1996, Virginia Tech

See document Advisors/Committee Members: Burnsed, C. Vernon (committeechair), Burton, John K. (committee member), Fenton, Kevin A. (committee member).

Subjects/Keywords: music; preference; timbre; LD5655.V855 1996.C4355

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APA (6th Edition):

Chang, E. C. (1996). A cross-sectional study of preference for music using recorded acoustic timbre versus music using sound sampled timbre. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/44781

Chicago Manual of Style (16th Edition):

Chang, E Christina. “A cross-sectional study of preference for music using recorded acoustic timbre versus music using sound sampled timbre.” 1996. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/44781.

MLA Handbook (7th Edition):

Chang, E Christina. “A cross-sectional study of preference for music using recorded acoustic timbre versus music using sound sampled timbre.” 1996. Web. 13 Aug 2020.

Vancouver:

Chang EC. A cross-sectional study of preference for music using recorded acoustic timbre versus music using sound sampled timbre. [Internet] [Masters thesis]. Virginia Tech; 1996. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/44781.

Council of Science Editors:

Chang EC. A cross-sectional study of preference for music using recorded acoustic timbre versus music using sound sampled timbre. [Masters Thesis]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/44781


Virginia Tech

21. Sales, Clay Alan. Computer-assisted item and test pre-analysis: a new direction in qualitative methods.

Degree: MA, Curriculum and Instruction, 1987, Virginia Tech

  To date, the major emphasis in test and item evaluation has been directed toward statistical post-measures which rely heavily on data gathered from the… (more)

Subjects/Keywords: Computer-assisted instruction; LD5655.V855 1987.S243

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APA (6th Edition):

Sales, C. A. (1987). Computer-assisted item and test pre-analysis: a new direction in qualitative methods. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/44681

Chicago Manual of Style (16th Edition):

Sales, Clay Alan. “Computer-assisted item and test pre-analysis: a new direction in qualitative methods.” 1987. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/44681.

MLA Handbook (7th Edition):

Sales, Clay Alan. “Computer-assisted item and test pre-analysis: a new direction in qualitative methods.” 1987. Web. 13 Aug 2020.

Vancouver:

Sales CA. Computer-assisted item and test pre-analysis: a new direction in qualitative methods. [Internet] [Masters thesis]. Virginia Tech; 1987. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/44681.

Council of Science Editors:

Sales CA. Computer-assisted item and test pre-analysis: a new direction in qualitative methods. [Masters Thesis]. Virginia Tech; 1987. Available from: http://hdl.handle.net/10919/44681


Virginia Tech

22. Hinn, D. Michelle. The Effect of the Major and Minor Mode in Music as a Mood Induction Procedure.

Degree: MA, Curriculum and Instruction, 1996, Virginia Tech

 The effect of major or minor mode in music on the free recall of materials presented in a multimedia setting was investigated. Seventy-seven students from… (more)

Subjects/Keywords: music; mode; mood; recall; educational technology

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APA (6th Edition):

Hinn, D. M. (1996). The Effect of the Major and Minor Mode in Music as a Mood Induction Procedure. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/31596

Chicago Manual of Style (16th Edition):

Hinn, D Michelle. “The Effect of the Major and Minor Mode in Music as a Mood Induction Procedure.” 1996. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/31596.

MLA Handbook (7th Edition):

Hinn, D Michelle. “The Effect of the Major and Minor Mode in Music as a Mood Induction Procedure.” 1996. Web. 13 Aug 2020.

Vancouver:

Hinn DM. The Effect of the Major and Minor Mode in Music as a Mood Induction Procedure. [Internet] [Masters thesis]. Virginia Tech; 1996. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/31596.

Council of Science Editors:

Hinn DM. The Effect of the Major and Minor Mode in Music as a Mood Induction Procedure. [Masters Thesis]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/31596


Virginia Tech

23. Fowler, Christian. Synthesis Fundamentals Seminar: Testing the Instructional Project Development and Management (IPDM) Model.

Degree: MA, Education, 1998, Virginia Tech

 This paper presents the development of an instructional unit that tested an instructional development model. The model was based on the Instructional Project Development and… (more)

Subjects/Keywords: gentry; instructional design; musical synthesizer; IPDM

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APA (6th Edition):

Fowler, C. (1998). Synthesis Fundamentals Seminar: Testing the Instructional Project Development and Management (IPDM) Model. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37144

Chicago Manual of Style (16th Edition):

Fowler, Christian. “Synthesis Fundamentals Seminar: Testing the Instructional Project Development and Management (IPDM) Model.” 1998. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/37144.

MLA Handbook (7th Edition):

Fowler, Christian. “Synthesis Fundamentals Seminar: Testing the Instructional Project Development and Management (IPDM) Model.” 1998. Web. 13 Aug 2020.

Vancouver:

Fowler C. Synthesis Fundamentals Seminar: Testing the Instructional Project Development and Management (IPDM) Model. [Internet] [Masters thesis]. Virginia Tech; 1998. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/37144.

Council of Science Editors:

Fowler C. Synthesis Fundamentals Seminar: Testing the Instructional Project Development and Management (IPDM) Model. [Masters Thesis]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/37144


Virginia Tech

24. Schneider, Sandra Beth. The Denied Affective: A Deweyan perspective on Disequilibrium.

Degree: MA, Curriculum and Instruction, 2000, Virginia Tech

 It is the position of this paper that the body plays a crucial role in the manifestation of cognition and motivation. Cognition is situationally specific… (more)

Subjects/Keywords: cognition; equilibrium; disequilibrium; Dewey

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APA (6th Edition):

Schneider, S. B. (2000). The Denied Affective: A Deweyan perspective on Disequilibrium. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/31517

Chicago Manual of Style (16th Edition):

Schneider, Sandra Beth. “The Denied Affective: A Deweyan perspective on Disequilibrium.” 2000. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/31517.

MLA Handbook (7th Edition):

Schneider, Sandra Beth. “The Denied Affective: A Deweyan perspective on Disequilibrium.” 2000. Web. 13 Aug 2020.

Vancouver:

Schneider SB. The Denied Affective: A Deweyan perspective on Disequilibrium. [Internet] [Masters thesis]. Virginia Tech; 2000. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/31517.

Council of Science Editors:

Schneider SB. The Denied Affective: A Deweyan perspective on Disequilibrium. [Masters Thesis]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/31517


Virginia Tech

25. Kim, Sunha. The Conceptualization, Utilization, Benefts and Adoption of Learning Objects.

Degree: PhD, Curriculum and Instruction, 2009, Virginia Tech

 Learning objects have received attention because of their potential to improve current methods of teaching and learning. Despite perceived importance, there has been lack of… (more)

Subjects/Keywords: concepts; benefits; granularity; design strategies; adoption status; learning objects; IDT professionals

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APA (6th Edition):

Kim, S. (2009). The Conceptualization, Utilization, Benefts and Adoption of Learning Objects. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30217

Chicago Manual of Style (16th Edition):

Kim, Sunha. “The Conceptualization, Utilization, Benefts and Adoption of Learning Objects.” 2009. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/30217.

MLA Handbook (7th Edition):

Kim, Sunha. “The Conceptualization, Utilization, Benefts and Adoption of Learning Objects.” 2009. Web. 13 Aug 2020.

Vancouver:

Kim S. The Conceptualization, Utilization, Benefts and Adoption of Learning Objects. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/30217.

Council of Science Editors:

Kim S. The Conceptualization, Utilization, Benefts and Adoption of Learning Objects. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/30217


Virginia Tech

26. Siudzinski, Robert Andrew. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.

Degree: PhD, Learning Sciences and Technologies, 2007, Virginia Tech

 This focused ethnography of Appalachian Trail (AT) long-distance hikers explored the situated and informal nature of individual knowledge construction as mediated through a community of… (more)

Subjects/Keywords: situated learning; reflective practices; informal learning; communities of practice; knowledge construction; hikers; Appalachian Trail

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APA (6th Edition):

Siudzinski, R. A. (2007). Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27864

Chicago Manual of Style (16th Edition):

Siudzinski, Robert Andrew. “Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.” 2007. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/27864.

MLA Handbook (7th Edition):

Siudzinski, Robert Andrew. “Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.” 2007. Web. 13 Aug 2020.

Vancouver:

Siudzinski RA. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/27864.

Council of Science Editors:

Siudzinski RA. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/27864


Virginia Tech

27. Schneider, Sandra Beth. A Deweyan Perspective on Knowledge Producing Schools: Re-creative technologies for communities of inquirers.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

 This dissertation is an investigation into Knowledge Producing Schools (KPS). KPS is a socio-cultural change effort that reforms that traditional structures of schooling and the… (more)

Subjects/Keywords: public social inquiry; John Dewey; spatial pedagogy; democratic communities; Information Technologies

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APA (6th Edition):

Schneider, S. B. (2006). A Deweyan Perspective on Knowledge Producing Schools: Re-creative technologies for communities of inquirers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29579

Chicago Manual of Style (16th Edition):

Schneider, Sandra Beth. “A Deweyan Perspective on Knowledge Producing Schools: Re-creative technologies for communities of inquirers.” 2006. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/29579.

MLA Handbook (7th Edition):

Schneider, Sandra Beth. “A Deweyan Perspective on Knowledge Producing Schools: Re-creative technologies for communities of inquirers.” 2006. Web. 13 Aug 2020.

Vancouver:

Schneider SB. A Deweyan Perspective on Knowledge Producing Schools: Re-creative technologies for communities of inquirers. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/29579.

Council of Science Editors:

Schneider SB. A Deweyan Perspective on Knowledge Producing Schools: Re-creative technologies for communities of inquirers. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/29579


Virginia Tech

28. Cregger, Ronald N. Keller's personalized system of instruction in a college level volleyball course.

Degree: MS, Health and Physical Education, 1991, Virginia Tech

see document Advisors/Committee Members: Metzler, Michael W. (committeechair), Webster, Gail E. (committee member), Magliaro, Susan G. (committee member), Burton, John K. (committee member).

Subjects/Keywords: College sports; LD5655.V855 1991.C744

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APA (6th Edition):

Cregger, R. N. (1991). Keller's personalized system of instruction in a college level volleyball course. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/44142

Chicago Manual of Style (16th Edition):

Cregger, Ronald N. “Keller's personalized system of instruction in a college level volleyball course.” 1991. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/44142.

MLA Handbook (7th Edition):

Cregger, Ronald N. “Keller's personalized system of instruction in a college level volleyball course.” 1991. Web. 13 Aug 2020.

Vancouver:

Cregger RN. Keller's personalized system of instruction in a college level volleyball course. [Internet] [Masters thesis]. Virginia Tech; 1991. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/44142.

Council of Science Editors:

Cregger RN. Keller's personalized system of instruction in a college level volleyball course. [Masters Thesis]. Virginia Tech; 1991. Available from: http://hdl.handle.net/10919/44142


Virginia Tech

29. Yilmaz, Harun. Identification of Academic Program Strengths and Weaknesses through Use of a Prototype Systematic Tool.

Degree: PhD, Learning Sciences and Technologies, 2007, Virginia Tech

 Because of the rapid development of the use of computers in education, as well as the introduction of the World Wide Web (WWW), a growing… (more)

Subjects/Keywords: instructional design and development; database driven web-based tool; developmental research; program evaluation; accreditation tool

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APA (6th Edition):

Yilmaz, H. (2007). Identification of Academic Program Strengths and Weaknesses through Use of a Prototype Systematic Tool. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26774

Chicago Manual of Style (16th Edition):

Yilmaz, Harun. “Identification of Academic Program Strengths and Weaknesses through Use of a Prototype Systematic Tool.” 2007. Doctoral Dissertation, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/26774.

MLA Handbook (7th Edition):

Yilmaz, Harun. “Identification of Academic Program Strengths and Weaknesses through Use of a Prototype Systematic Tool.” 2007. Web. 13 Aug 2020.

Vancouver:

Yilmaz H. Identification of Academic Program Strengths and Weaknesses through Use of a Prototype Systematic Tool. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/26774.

Council of Science Editors:

Yilmaz H. Identification of Academic Program Strengths and Weaknesses through Use of a Prototype Systematic Tool. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26774


Virginia Tech

30. 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 August 13, 2020. 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. 13 Aug 2020.

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 2020 Aug 13]. 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

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