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You searched for +publisher:"Virginia Tech" +contributor:("Cennamo, Katherine S."). Showing records 1 – 30 of 31 total matches.

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1. 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 April 03, 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. 03 Apr 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 Apr 03]. 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

2. King Jr., Charles Lee. An exploration on the use of Gilberts behavior engineering model to identify barriers to technology integration in a public school.

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

 Barriers to technology integration are not a new phenomenon for educators, however resolving the issues surrounding the barriers necessitates the use of appropriate methods to… (more)

Subjects/Keywords: Human Performance Technology; Gilberts Behavior Engineering Model

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APA (6th Edition):

King Jr., C. L. (2013). An exploration on the use of Gilberts behavior engineering model to identify barriers to technology integration in a public school. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/24448

Chicago Manual of Style (16th Edition):

King Jr., Charles Lee. “An exploration on the use of Gilberts behavior engineering model to identify barriers to technology integration in a public school.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/24448.

MLA Handbook (7th Edition):

King Jr., Charles Lee. “An exploration on the use of Gilberts behavior engineering model to identify barriers to technology integration in a public school.” 2013. Web. 03 Apr 2020.

Vancouver:

King Jr. CL. An exploration on the use of Gilberts behavior engineering model to identify barriers to technology integration in a public school. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/24448.

Council of Science Editors:

King Jr. CL. An exploration on the use of Gilberts behavior engineering model to identify barriers to technology integration in a public school. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/24448

3. Kamandhari, Helen Hendaria. The Comparability of Typographic and Substrate Variables in Legibility and Readability Research: An Integrative Review.

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

 This study focuses on the ability, or inability, to replicate or compare the design of text-related research from the perspective of the independent or dependent… (more)

Subjects/Keywords: integrative review; typography; substrate; legibility; readability

…study. The Virginia Tech Institutional Review Board (IRB) granted permission to… 

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APA (6th Edition):

Kamandhari, H. H. (2018). The Comparability of Typographic and Substrate Variables in Legibility and Readability Research: An Integrative Review. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88744

Chicago Manual of Style (16th Edition):

Kamandhari, Helen Hendaria. “The Comparability of Typographic and Substrate Variables in Legibility and Readability Research: An Integrative Review.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/88744.

MLA Handbook (7th Edition):

Kamandhari, Helen Hendaria. “The Comparability of Typographic and Substrate Variables in Legibility and Readability Research: An Integrative Review.” 2018. Web. 03 Apr 2020.

Vancouver:

Kamandhari HH. The Comparability of Typographic and Substrate Variables in Legibility and Readability Research: An Integrative Review. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/88744.

Council of Science Editors:

Kamandhari HH. The Comparability of Typographic and Substrate Variables in Legibility and Readability Research: An Integrative Review. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/88744


Virginia Tech

4. Gentry, Wendy Ann. Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles.

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

 Citations allow researchers to define relationships across articles and develop arguments by building on the work of others. This study explores citation of theory symbols… (more)

Subjects/Keywords: Citation Context Analysis (CCA); Theory Symbol; Theory; Typology; Bibliometrics; Instructional Design and Technology (IDT); Discouse Analysis; Disciplinary Knowledge

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APA (6th Edition):

Gentry, W. A. (2016). Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82931

Chicago Manual of Style (16th Edition):

Gentry, Wendy Ann. “Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/82931.

MLA Handbook (7th Edition):

Gentry, Wendy Ann. “Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles.” 2016. Web. 03 Apr 2020.

Vancouver:

Gentry WA. Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/82931.

Council of Science Editors:

Gentry WA. Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/82931


Virginia Tech

5. Ondin, Zeynep. Design Thinking Across Different Design Disciplines: A Qualitative Approach.

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

 Even though disciplines that are not traditionally affiliated with design have started to show interest in design thinking such as business, education, healthcare, engineering, and… (more)

Subjects/Keywords: design process; design thinking; design practices; design research

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APA (6th Edition):

Ondin, Z. (2017). Design Thinking Across Different Design Disciplines: A Qualitative Approach. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83858

Chicago Manual of Style (16th Edition):

Ondin, Zeynep. “Design Thinking Across Different Design Disciplines: A Qualitative Approach.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/83858.

MLA Handbook (7th Edition):

Ondin, Zeynep. “Design Thinking Across Different Design Disciplines: A Qualitative Approach.” 2017. Web. 03 Apr 2020.

Vancouver:

Ondin Z. Design Thinking Across Different Design Disciplines: A Qualitative Approach. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/83858.

Council of Science Editors:

Ondin Z. Design Thinking Across Different Design Disciplines: A Qualitative Approach. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/83858


Virginia Tech

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

Degree: PhD, Teaching and Learning, 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 April 03, 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. 03 Apr 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 Apr 03]. 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

7. Murphy, Michael Todd. The Perception of Ely's Conditions for Technology Implementation within Community Colleges.

Degree: PhD, Teaching and Learning, 2015, Virginia Tech

 Change is a concept that has been studied for generations and continues to evolve in the literature. An area of change is diffusion of innovation… (more)

Subjects/Keywords: Change; Instructional Design; Technology; Implementation; Diffusion of Innovation; Community College

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APA (6th Edition):

Murphy, M. T. (2015). The Perception of Ely's Conditions for Technology Implementation within Community Colleges. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56983

Chicago Manual of Style (16th Edition):

Murphy, Michael Todd. “The Perception of Ely's Conditions for Technology Implementation within Community Colleges.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/56983.

MLA Handbook (7th Edition):

Murphy, Michael Todd. “The Perception of Ely's Conditions for Technology Implementation within Community Colleges.” 2015. Web. 03 Apr 2020.

Vancouver:

Murphy MT. The Perception of Ely's Conditions for Technology Implementation within Community Colleges. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/56983.

Council of Science Editors:

Murphy MT. The Perception of Ely's Conditions for Technology Implementation within Community Colleges. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56983


Virginia Tech

8. Jennings, Samuel Raymond. Structured Design Strategies for Attitude Instruction.

Degree: PhD, Teaching and Learning, 2012, Virginia Tech

 Social psychologists believe that attitudes occur both implicitly and explicitly suggesting that people can think, feel, and behave in ways that are counter to their… (more)

Subjects/Keywords: attitudinal instruction; attitudes; attitudinal strategies

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APA (6th Edition):

Jennings, S. R. (2012). Structured Design Strategies for Attitude Instruction. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19204

Chicago Manual of Style (16th Edition):

Jennings, Samuel Raymond. “Structured Design Strategies for Attitude Instruction.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/19204.

MLA Handbook (7th Edition):

Jennings, Samuel Raymond. “Structured Design Strategies for Attitude Instruction.” 2012. Web. 03 Apr 2020.

Vancouver:

Jennings SR. Structured Design Strategies for Attitude Instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/19204.

Council of Science Editors:

Jennings SR. Structured Design Strategies for Attitude Instruction. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/19204


Virginia Tech

9. Marcu, Amber Diane. Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education.

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

 In this research, it was proposed that self-efficacy is the missing underlying psychological factor in innovation diffusion models of higher education. This is based upon… (more)

Subjects/Keywords: adoption; behavior; diffusion of innovations; self-efficacy; change

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APA (6th Edition):

Marcu, A. D. (2013). Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19340

Chicago Manual of Style (16th Edition):

Marcu, Amber Diane. “Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/19340.

MLA Handbook (7th Edition):

Marcu, Amber Diane. “Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education.” 2013. Web. 03 Apr 2020.

Vancouver:

Marcu AD. Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/19340.

Council of Science Editors:

Marcu AD. Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19340


Virginia Tech

10. Chen, Xin. An Integrative Review of the Effects of Social Presence on Distance Education.

Degree: PhD, Teaching and Learning, 2014, Virginia Tech

 Social presence has drawn great attention in the last three decades. A large number of studies attempted to prove that social presence exerted an effect… (more)

Subjects/Keywords: Social Presence; Distance Learning; Integrative Review; Meta-Analysis; Interaction

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APA (6th Edition):

Chen, X. (2014). An Integrative Review of the Effects of Social Presence on Distance Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71298

Chicago Manual of Style (16th Edition):

Chen, Xin. “An Integrative Review of the Effects of Social Presence on Distance Education.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/71298.

MLA Handbook (7th Edition):

Chen, Xin. “An Integrative Review of the Effects of Social Presence on Distance Education.” 2014. Web. 03 Apr 2020.

Vancouver:

Chen X. An Integrative Review of the Effects of Social Presence on Distance Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/71298.

Council of Science Editors:

Chen X. An Integrative Review of the Effects of Social Presence on Distance Education. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/71298


Virginia Tech

11. 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, Teaching and Learning, 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 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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


Virginia Tech

12. Alqahtani, Mashael Hassan. Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia.

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

 Needs assessment plays a vital role in the field of instructional design. It is considered essential to determine whether instructional needs exist, and to then… (more)

Subjects/Keywords: Needs Assessment; Culturally-Based Model; Developmental Research; Saudi Arabia

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APA (6th Edition):

Alqahtani, M. H. (2016). Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73481

Chicago Manual of Style (16th Edition):

Alqahtani, Mashael Hassan. “Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/73481.

MLA Handbook (7th Edition):

Alqahtani, Mashael Hassan. “Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia.” 2016. Web. 03 Apr 2020.

Vancouver:

Alqahtani MH. Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/73481.

Council of Science Editors:

Alqahtani MH. Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73481


Virginia Tech

13. Dickens, Heidi Elizabeth. A Revised Measure of Ely's Conditions of Change: Initial Psychometric Properties of the Implementation Profile Inventory II.

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

 This study provided reliability and validity evidence to substantiate the Implementation Profile Inventory II's (IPI-II) use as a measure of a user's perceptions of Ely's(more)

Subjects/Keywords: psychometric properties; Ely's conditions of change; implementation; innovations; instructional design

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APA (6th Edition):

Dickens, H. E. (2016). A Revised Measure of Ely's Conditions of Change: Initial Psychometric Properties of the Implementation Profile Inventory II. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73708

Chicago Manual of Style (16th Edition):

Dickens, Heidi Elizabeth. “A Revised Measure of Ely's Conditions of Change: Initial Psychometric Properties of the Implementation Profile Inventory II.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/73708.

MLA Handbook (7th Edition):

Dickens, Heidi Elizabeth. “A Revised Measure of Ely's Conditions of Change: Initial Psychometric Properties of the Implementation Profile Inventory II.” 2016. Web. 03 Apr 2020.

Vancouver:

Dickens HE. A Revised Measure of Ely's Conditions of Change: Initial Psychometric Properties of the Implementation Profile Inventory II. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/73708.

Council of Science Editors:

Dickens HE. A Revised Measure of Ely's Conditions of Change: Initial Psychometric Properties of the Implementation Profile Inventory II. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73708


Virginia Tech

14. Schilder, Evelien A. Perceptions of Media Literacy Assessment: A Mixed Methods Study.

Degree: PhD, Teaching and Learning, 2014, Virginia Tech

 Media literacy scholars have to a great extent ignored the assessment of media literacy outcomes and associated challenges. Martens (2010) states that evaluating and explaining… (more)

Subjects/Keywords: Media Literacy; Media Education; Assessment; Media Literacy Assessment

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APA (6th Edition):

Schilder, E. A. (2014). Perceptions of Media Literacy Assessment: A Mixed Methods Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47727

Chicago Manual of Style (16th Edition):

Schilder, Evelien A. “Perceptions of Media Literacy Assessment: A Mixed Methods Study.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/47727.

MLA Handbook (7th Edition):

Schilder, Evelien A. “Perceptions of Media Literacy Assessment: A Mixed Methods Study.” 2014. Web. 03 Apr 2020.

Vancouver:

Schilder EA. Perceptions of Media Literacy Assessment: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/47727.

Council of Science Editors:

Schilder EA. Perceptions of Media Literacy Assessment: A Mixed Methods Study. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47727


Virginia Tech

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

Degree: PhD, Teaching and Learning, 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 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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

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

Degree: PhD, Teaching and Learning, 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 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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

17. Nandy, Vaishali. Impact of Organizational Context Factors on Individuals' Self-Reported Knowledge Sharing Behaviors.

Degree: PhD, Teaching and Learning, 2015, Virginia Tech

 The proliferation of teams and team-based activities emphasizes the need to understand knowledge sharing behaviors in order to facilitate team performance. Knowledge sharing in teams… (more)

Subjects/Keywords: Learning Sciences

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APA (6th Edition):

Nandy, V. (2015). Impact of Organizational Context Factors on Individuals' Self-Reported Knowledge Sharing Behaviors. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51997

Chicago Manual of Style (16th Edition):

Nandy, Vaishali. “Impact of Organizational Context Factors on Individuals' Self-Reported Knowledge Sharing Behaviors.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/51997.

MLA Handbook (7th Edition):

Nandy, Vaishali. “Impact of Organizational Context Factors on Individuals' Self-Reported Knowledge Sharing Behaviors.” 2015. Web. 03 Apr 2020.

Vancouver:

Nandy V. Impact of Organizational Context Factors on Individuals' Self-Reported Knowledge Sharing Behaviors. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/51997.

Council of Science Editors:

Nandy V. Impact of Organizational Context Factors on Individuals' Self-Reported Knowledge Sharing Behaviors. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51997


Virginia Tech

18. Wu, Rongbin. Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013.

Degree: PhD, Teaching and Learning, 2014, Virginia Tech

 The purpose of this study was to ascertain what has been written about feedback in Distance Education: An International Journal. Distance education has been dramatically… (more)

Subjects/Keywords: feedback; distance education

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APA (6th Edition):

Wu, R. (2014). Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52582

Chicago Manual of Style (16th Edition):

Wu, Rongbin. “Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/52582.

MLA Handbook (7th Edition):

Wu, Rongbin. “Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013.” 2014. Web. 03 Apr 2020.

Vancouver:

Wu R. Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/52582.

Council of Science Editors:

Wu R. Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/52582


Virginia Tech

19. Moseley, Brian Isles. Description of Instructional Design Framework Usage in the Development of Learning Objects.

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

 The present study used a case study approach to gather information about learning object usage from multiple instructional design contexts.  The study examined three case… (more)

Subjects/Keywords: Instructional Design; Learning Objects; Framework; Development; Case Study

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APA (6th Edition):

Moseley, B. I. (2013). Description of Instructional Design Framework Usage in the Development of Learning Objects. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/22040

Chicago Manual of Style (16th Edition):

Moseley, Brian Isles. “Description of Instructional Design Framework Usage in the Development of Learning Objects.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/22040.

MLA Handbook (7th Edition):

Moseley, Brian Isles. “Description of Instructional Design Framework Usage in the Development of Learning Objects.” 2013. Web. 03 Apr 2020.

Vancouver:

Moseley BI. Description of Instructional Design Framework Usage in the Development of Learning Objects. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/22040.

Council of Science Editors:

Moseley BI. Description of Instructional Design Framework Usage in the Development of Learning Objects. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/22040


Virginia Tech

20. 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

 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 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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

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

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

 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 (6th 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 (16th Edition):

Hilder, Janet Lynn. “The Impact of Textual Display Strategies on Learning from Electronic Presentations.” 2019. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/88726.

MLA Handbook (7th Edition):

Hilder, Janet Lynn. “The Impact of Textual Display Strategies on Learning from Electronic Presentations.” 2019. Web. 03 Apr 2020.

Vancouver:

Hilder JL. The Impact of Textual Display Strategies on Learning from Electronic Presentations. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Apr 03]. 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

22. Gross, Monty Dale. Instructional Design Thought Processes of Expert Nurse Educators.

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

 This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching,… (more)

Subjects/Keywords: developmental research; nursing education; instructional design; models

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APA (6th Edition):

Gross, M. D. (2006). Instructional Design Thought Processes of Expert Nurse Educators. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29747

Chicago Manual of Style (16th Edition):

Gross, Monty Dale. “Instructional Design Thought Processes of Expert Nurse Educators.” 2006. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/29747.

MLA Handbook (7th Edition):

Gross, Monty Dale. “Instructional Design Thought Processes of Expert Nurse Educators.” 2006. Web. 03 Apr 2020.

Vancouver:

Gross MD. Instructional Design Thought Processes of Expert Nurse Educators. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/29747.

Council of Science Editors:

Gross MD. Instructional Design Thought Processes of Expert Nurse Educators. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/29747


Virginia Tech

23. Gustafson, Glenna Scarborough. The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia.

Degree: EdD, Curriculum and Instruction, 2006, Virginia Tech

 Assistive technologies can aid in removing many of the barriers that students with disabilities face in todayâ s classroom. This study addressed special educatorsâ perceptions… (more)

Subjects/Keywords: disabilities; technology standards; IDEIA of 2004; adult learning

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APA (6th Edition):

Gustafson, G. S. (2006). The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26906

Chicago Manual of Style (16th Edition):

Gustafson, Glenna Scarborough. “The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia.” 2006. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/26906.

MLA Handbook (7th Edition):

Gustafson, Glenna Scarborough. “The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia.” 2006. Web. 03 Apr 2020.

Vancouver:

Gustafson GS. The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/26906.

Council of Science Editors:

Gustafson GS. The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/26906


Virginia Tech

24. Powell, Aaron Wiatt. Online Support for Intentional, Teacher Community of Practice.

Degree: PhD, Learning Sciences and Technologies, 2008, Virginia Tech

 The term Community of Practice (CoP) is often used rather loosely to describe many types of instructional settings that support more constructivist or social learning… (more)

Subjects/Keywords: teacher preparation; activity theory; vygotsky; wenger; teacher professional development; CHAT; knowledge management; CoP; CP; learning community; distance learning; social learning

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APA (6th Edition):

Powell, A. W. (2008). Online Support for Intentional, Teacher Community of Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30253

Chicago Manual of Style (16th Edition):

Powell, Aaron Wiatt. “Online Support for Intentional, Teacher Community of Practice.” 2008. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/30253.

MLA Handbook (7th Edition):

Powell, Aaron Wiatt. “Online Support for Intentional, Teacher Community of Practice.” 2008. Web. 03 Apr 2020.

Vancouver:

Powell AW. Online Support for Intentional, Teacher Community of Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/30253.

Council of Science Editors:

Powell AW. Online Support for Intentional, Teacher Community of Practice. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/30253


Virginia Tech

25. McFeeters, Forrest Ethan. The Effects of Individualism Vs. Collectivism on Learner's Recall, Transfer and Attitudes Toward Collaboration and Individualized Learning.

Degree: PhD, Teaching and Learning, 2003, Virginia Tech

 This study examined the differences in achievement between groups exhibiting different cultural dimensions in a particular online instructional environment. Variables were measured concerning the relationship… (more)

Subjects/Keywords: transfer of knowledge; socio cultural constructivism; instructional environments; behaviorism; culture; learner preference; recall; collectivism; individualism; online learning

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APA (6th Edition):

McFeeters, F. E. (2003). The Effects of Individualism Vs. Collectivism on Learner's Recall, Transfer and Attitudes Toward Collaboration and Individualized Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28049

Chicago Manual of Style (16th Edition):

McFeeters, Forrest Ethan. “The Effects of Individualism Vs. Collectivism on Learner's Recall, Transfer and Attitudes Toward Collaboration and Individualized Learning.” 2003. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/28049.

MLA Handbook (7th Edition):

McFeeters, Forrest Ethan. “The Effects of Individualism Vs. Collectivism on Learner's Recall, Transfer and Attitudes Toward Collaboration and Individualized Learning.” 2003. Web. 03 Apr 2020.

Vancouver:

McFeeters FE. The Effects of Individualism Vs. Collectivism on Learner's Recall, Transfer and Attitudes Toward Collaboration and Individualized Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/28049.

Council of Science Editors:

McFeeters FE. The Effects of Individualism Vs. Collectivism on Learner's Recall, Transfer and Attitudes Toward Collaboration and Individualized Learning. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/28049


Virginia Tech

26. Hodges, Charles Brent. Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course.

Degree: PhD, Learning Sciences and Technologies, 2005, Virginia Tech

 This study investigated the effects of motivational email messages on learner self-efficacy and achievement in an asynchronous college algebra and trigonometry course. A pretest-posttest control… (more)

Subjects/Keywords: Self-efficacy; motivational email; math achievement; asynchronous math course

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APA (6th Edition):

Hodges, C. B. (2005). Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29784

Chicago Manual of Style (16th Edition):

Hodges, Charles Brent. “Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course.” 2005. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/29784.

MLA Handbook (7th Edition):

Hodges, Charles Brent. “Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course.” 2005. Web. 03 Apr 2020.

Vancouver:

Hodges CB. Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/29784.

Council of Science Editors:

Hodges CB. Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/29784


Virginia Tech

27. Gardner, Joni Smith. Simultaneous Media Usage: Effects on Attention.

Degree: EdD, Education, Curriculum and Instruction, 2008, Virginia Tech

 Media layering, the simultaneous use of multiple unrelated media sources, has been documented as an increasing behavior trend (Roberts, Foehr, & Rideout, 2005) that marks… (more)

Subjects/Keywords: information processing; dual task; attention; media layering; simultaneous media

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APA (6th Edition):

Gardner, J. S. (2008). Simultaneous Media Usage: Effects on Attention. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26200

Chicago Manual of Style (16th Edition):

Gardner, Joni Smith. “Simultaneous Media Usage: Effects on Attention.” 2008. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/26200.

MLA Handbook (7th Edition):

Gardner, Joni Smith. “Simultaneous Media Usage: Effects on Attention.” 2008. Web. 03 Apr 2020.

Vancouver:

Gardner JS. Simultaneous Media Usage: Effects on Attention. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/26200.

Council of Science Editors:

Gardner JS. Simultaneous Media Usage: Effects on Attention. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26200


Virginia Tech

28. Newbill, Phyllis Leary. Instructional Strategies to Improve Women's Attitudes toward Science.

Degree: PhD, Teaching and Learning, 2005, Virginia Tech

 Although negative attitudes toward science are common among women and men in undergraduate introductory science classes, womenâ s attitudes toward science tend to be more… (more)

Subjects/Keywords: Instructional Design; Womenâ s studies; Science Education; Attitude change

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APA (6th Edition):

Newbill, P. L. (2005). Instructional Strategies to Improve Women's Attitudes toward Science. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27000

Chicago Manual of Style (16th Edition):

Newbill, Phyllis Leary. “Instructional Strategies to Improve Women's Attitudes toward Science.” 2005. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/27000.

MLA Handbook (7th Edition):

Newbill, Phyllis Leary. “Instructional Strategies to Improve Women's Attitudes toward Science.” 2005. Web. 03 Apr 2020.

Vancouver:

Newbill PL. Instructional Strategies to Improve Women's Attitudes toward Science. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/27000.

Council of Science Editors:

Newbill PL. Instructional Strategies to Improve Women's Attitudes toward Science. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/27000


Virginia Tech

29. Steffey, Carrie Swanay. The Effects of Visual and Verbal Cues in Multimedia Instruction.

Degree: PhD, Curriculum and Instruction, 2001, Virginia Tech

 Various forms of presenting content via computer differ in the number and quality of visual and verbal cues. Many of these cues such as eye… (more)

Subjects/Keywords: multimedia; motivation; achievement; satisfaction; social presence

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

APA (6th Edition):

Steffey, C. S. (2001). The Effects of Visual and Verbal Cues in Multimedia Instruction. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26394

Chicago Manual of Style (16th Edition):

Steffey, Carrie Swanay. “The Effects of Visual and Verbal Cues in Multimedia Instruction.” 2001. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/26394.

MLA Handbook (7th Edition):

Steffey, Carrie Swanay. “The Effects of Visual and Verbal Cues in Multimedia Instruction.” 2001. Web. 03 Apr 2020.

Vancouver:

Steffey CS. The Effects of Visual and Verbal Cues in Multimedia Instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/26394.

Council of Science Editors:

Steffey CS. The Effects of Visual and Verbal Cues in Multimedia Instruction. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/26394


Virginia Tech

30. McNeill, Andrea Lynn. The Effects of Training, Modality, and Redundancy on the Development of a Historical Inquiry Strategy in a Multimedia Learning Environment.

Degree: PhD, Curriculum and Instruction, 2004, Virginia Tech

 Research in the area of multimedia instruction has yielded results that indicate that learning is better when verbal information is presented auditorily instead of visually… (more)

Subjects/Keywords: strategy instruction; redundancy effect; modality effect; multimedia; strategy

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APA (6th Edition):

McNeill, A. L. (2004). The Effects of Training, Modality, and Redundancy on the Development of a Historical Inquiry Strategy in a Multimedia Learning Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28888

Chicago Manual of Style (16th Edition):

McNeill, Andrea Lynn. “The Effects of Training, Modality, and Redundancy on the Development of a Historical Inquiry Strategy in a Multimedia Learning Environment.” 2004. Doctoral Dissertation, Virginia Tech. Accessed April 03, 2020. http://hdl.handle.net/10919/28888.

MLA Handbook (7th Edition):

McNeill, Andrea Lynn. “The Effects of Training, Modality, and Redundancy on the Development of a Historical Inquiry Strategy in a Multimedia Learning Environment.” 2004. Web. 03 Apr 2020.

Vancouver:

McNeill AL. The Effects of Training, Modality, and Redundancy on the Development of a Historical Inquiry Strategy in a Multimedia Learning Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10919/28888.

Council of Science Editors:

McNeill AL. The Effects of Training, Modality, and Redundancy on the Development of a Historical Inquiry Strategy in a Multimedia Learning Environment. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/28888

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