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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
URL: http://hdl.handle.net/10919/70885 
► 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)
▼ 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 of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and provide adaptability for instructional design is through reflection-in-action and mindfulness. The purpose of this study was to apply design and development research methodologies to develop a conceptual model of reflection that incorporates mindfulness to enhance reflection-in-action within a situated learning environment. This model illustrates the relationship of incorporating mindfulness to help learners increase and direct attention to the present moment in order to improve performance through reflection-in-action. Based on the results of the study, mindfulness and reflection strategies are incorporated before, during, and after the learning experience to enhance reflection-in-action.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Lockee, Barbara B. (committee member), Burton, John K. (committee member), Redican, Kerry J. (committee member).
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
URL: http://hdl.handle.net/10919/24448
► 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)
▼ 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 accurately identify them. The purpose of this study is to investigate (a) whether or not Gilberts Behavioral Engineering Model is an appropriate instrument for identifying barriers to technology integration in an educational setting, particularly a public school and (b) can Gilberts Behavioral Engineering model be used in a public school to identify barriers to technology integration. The research and design methods were conducted in two phases. In Phase I, a model usability study was conducted through an online Cause Analysis survey based on Chevalier'
s updated model. The survey was administered to 80 teachers and four administrators in a public school. In phase II, two expert reviewers validated the process used to implement the Behavior Engineering Model. The data from the Cause Analysis indicated that participants believed there was a lack of financial and non-financial incentives for integrating technology and that the management and reporting system did not adequately track the use of technology. The expert reviewers both agreed that Gilberts model was implemented correctly identified barriers to technology integration and revealed a performance gap. They also agreed that Gilberts model is appropriate to use in a public school setting.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Burton, John Knox (committee member), Lockee, Barbara B. (committee member), Evans, Michael A. (committee member).
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
URL: http://hdl.handle.net/10919/88744
► 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)
▼ 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 variables employed in such designs. Prior text-related research has used variables that were not clearly described or defined, could not be directly compared from one study or time period to the next, or were applied inappropriately. Measurements of typography-related and substrate-related variables may have absolute or relative values, and confusion can arise if the variables are not clearly identified and defined. The study is an integrative review with mixed methods research design investigating 44 books and two websites (part 1), and 83 journal articles and four theses/dissertations (part 2). The integrative review shows that the sources investigated present neither essential information on typographic and substrate characteristics nor consistent definitions of legibility and readability in order to allow comparable replication from one study to another. Findings are displayed in Chapter 4. Discussion and the related details are presented in Chapter 5.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Burton, John Knox (committee member), Cennamo, Katherine S. (committee member), Lockee, Barbara B. (committee member).
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
URL: http://hdl.handle.net/10919/82931
► 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)
▼ 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 in Instructional Design and Technology (IDT) academic articles. The term theory symbol is used to define a concept that, after its original publication, is subsequently incorporated by later writers through citation. Exploring the citation history of the seminal publications makes it possible to trace theory symbol use over time and thus to trace its dissemination in the field. A typology of theory symbol use in IDT academic publication is developed through a citation context analysis (CCA) of a sample of articles published in Educational Technology Research and Development (ETRD) and its predecessor journals (1953–2012) which incorporate theory symbols through citation. This analysis contributes to an understanding of how theory has shaped IDT disciplinary knowledge and augments discourse analysis and bibliometrics by examining the context in which theory is incorporated into academic publication.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Larson, Miriam Bender (committee member), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member).
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
URL: http://hdl.handle.net/10919/83858
► 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)
▼ 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 IT (Clark and Smith, 2008; Cross, 2007, 2011; Dorst, 2011; Finn Connell, 2013; Lawson, 2004, 2006; Owen, 2007; Razzouk and Shute, 2012) design thinking studies has tended to focus on limited design disciplines such as architecture, engineering design, and industrial design and there are not enough studies to prove that designers in different design fields perform design processes as design thinking literature proposed (Kimbell, 2011). This qualitative study explores the design process of professionals from different design disciplines, in order to understand the similarities and differences between their process and the design activities proposed by the design thinking literature. Design strategies of experts from different design disciplines were studied and compared, in relation to the activities proposed by the design thinking literature. This basic qualitative study was designed to use semi-structured interviews as the qualitative method of inquiry. This study employed purposeful sampling, specifically criterion sampling and snowball sampling methods. The researcher interviewed nine designers from instructional design, fashion design, and game design fields. A semi-structured interview protocol was developed and participants were asked demographic questions, opinion and values questions, and ideal position questions. Demographic questions provided background information such as education and number of years of design experience for the participants. Opinion and value questions were asked to learn what participants think about the research questions. Ideal position questions let participants describe what good design would be. The researcher analyzed the interview data and the results were reported in a way to demonstrate the differences and similarities within and across disciplines.
Advisors/Committee Members: Burton, John Knox (committeechair), Lockee, Barbara B. (committee member), Potter, Kenneth R. (committee member), Cennamo, Katherine S. (committee member).
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
URL: http://hdl.handle.net/10919/56982
► 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)
▼ 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 the revision of Bloom'
s Taxonomy (Anderson et al., 2001). The KAS created as a result of this study is based on concept maps and employs two differential weighting approaches. It is a developmental study, which includes the design phase, development phase and evaluation phase. The general software system design model (Sommerville, 2009) was adopted to guide the design of the Knowledge Assessment System based on its procedures, including system requirements analysis, architecture design, component design, interface design, and database design. The assessment criteria in this system are designed to be proposition-based and consist of either a non-weighting approach or a weighting approach, which can help provide instructors with flexible assessing methods as well as help them obtain a whole picture of what kinds of knowledge their students have grasped and to what extent the students have mastered that knowledge, based on the student-created concept maps. The two differential weighting approaches initially compare student-created concept maps with expert maps stored in the system. Because some correct propositions in student concept maps may be not included in the initial expert concept maps, the system is designed to continually refine the assessment criterion by inspecting and evaluating the correctness of the propositions in the student-created concept maps and adding the results to the system'
s database.
The current system is able to assess three types of knowledge: factual, conceptual, and procedural, all of which are defined in the revision of Bloom'
s Taxonomy (Anderson et al., 2001). The assessment process begins with the assignment of different types of concept map tasks entered and stored in the Knowledge Assessment System. Following by student completion of the tasks and submission of a concept map, the submitted concept map is compared to the criteria stored in the system and a performance report is generated.
The research results show that the Knowledge Assessment System based on concept maps and two differential weighting approaches can act as a useful tool for assessing students' factual, conceptual and procedural knowledge based on their concept maps.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Ogle, Jeffrey Todd (committee member), Burton, John Knox (committee member), Cennamo, Katherine S. (committee member).
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
URL: http://hdl.handle.net/10919/56983
► 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)
▼ 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 which examines how new technologies or innovations are spread throughout a population. Using Ely'
s (1990) eight conditions that facilitate the implementation of educational technologies, this study was conducted to measure the influence of those conditions for the implementation of technologies in community college environments. Within this study, 634 participants from 18 community colleges across
Virginia were surveyed and identified the conditions they perceived to be most influential in regards to their decisions to implement a specific technology. The perceived influence of Ely'
s eight conditions was analyzed for differences between various technologies, as well as within various demographic groups. The findings of this study identify those conditions with highly perceived influences which may lead practitioners to ensure the more influential conditions are in place prior to future technology implementations with the goal of more successful implementations.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member), Lockee, Barbara B. (committee member).
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
URL: http://hdl.handle.net/10919/19204
► 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)
▼ 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 outward views. Researchers within the field of instructional technology have proposed treatments for explicit attitude manipulation within an instructional situation but have yet to implement strategies that encompass implicit attitudes. Researchers from both fields concur that attitudes are malleable and can be manipulated with appropriate intervention strategies (Bertrand et al., 2005; Dasgupta & Greenwald, 2001; Dick & Carey, 1996; Gagné, Briggs, & Wager, 1988; Kamradt & Kamradt, 1999; Krathwohl, Bloom, & Masia, 1964). The purpose of this study was to investigate the effectiveness of instructional design strategies intended to influence implicit and explicit attitudes in the direction of a target attitude. The predominant strategies for attitude manipulation prescribed in the instructional design and technology literature were combined and adapted for online delivery. In addition, proven strategies from social psychology research were integrated into the existing instructional design strategies for implicit attitude manipulation. The independent variable for this experimental study consisted of the prescribed instructional strategies for influencing both implicit and explicit attitudes. For the purpose of this study, the attitude that the instruction was designed to address was the reduction of biased-based policing, thus, the dependent variables were implicit attitudes as measured by the Race Implicit Association Test (IAT), and explicit attitudes as measured by the Symbolic Racism Test 2000 (SR2K). Fifty volunteers were randomly assigned to one of two instructional modules. One module served as a control for 25 of the participants. The second module served as a treatment for the remaining 25 participants. The treatment was based on the incorporation of the recommended strategies for attitudinal instruction found in the literature. Implicit attitude assessment revealed that there was no statistically significant difference between the control and treatment groups as measured by the Race Implicit Association Test (Race IAT). Furthermore, explicit attitude assessment also revealed that that there was no statistically significant difference between the control and treatment groups as measured by the Symbolic Racism Test 2000 (SR2K). However, there were several limitations that may have affected the study. As a result, we still do not know for certain how the incorporation of attitudinal strategies within web-based instruction influence implicit and explicit attitudes.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Potter, Kenneth R. (committee member), Moore, David Michael (committee member), Lockee, Barbara B. (committee member).
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
URL: http://hdl.handle.net/10919/19340
► 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)
▼ 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 research conducted in the fields of innovation-diffusion in higher education, technology adoption, self-efficacy, health and behavioral change. It was theorized that if self-efficacy is related to adoption, it could provide a quick-scoring method for adoption efficiency and effectiveness that would be easy to administer. The innovation-diffusion model used in this study was Hall and Hord\'
s (1987) Concerns Based Adoption Model (CBAM) and it\'
s Seven Stages of Concern (SoC) About an Innovation. The SoC measures a user\'
s perception of"and concerns about"an innovation over time. The self-efficacies under study were general, teaching, and technology. The scales used in this research instrument were Chen\'
s New General Self-Efficacy (NGSE), Prieto\'
s College Teaching Self-Efficacy Scale (CTSES), and Lichty\'
s Teaching with Technology Self-efficacy scale (MUTEBI), respectively. This research hoped to uncover a relationship between self-efficacies and a Stage of Concern in the adoption of an instructional technology innovation, Google Apps for Education, at a large university institution. Over 150 quantitative responses were collected from a pool of 1,713 instructional faculty between late Fall 2012 and early Spring 2013 semesters. The response group was not representative of the larger population. Forty-six percent represented non-tenure track faculty compared to the expected 19 percent. Analysis using nominal logistic regression between self-efficacy and Stages of Concern revealed that no statistically significant relationship was found. Of note is that nearly all participants could be classified as being in the early-stages of an innovation adoption, possibly skewing the overall results.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Evans, Michael A. (committee member), Doolittle, Peter E. (committee member), Moore, David Michael (committee member).
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
URL: http://hdl.handle.net/10919/71298
► 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)
▼ 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 on distance learning through including more interaction. This integrative review provided a comprehensive summary of current studies on social presence, identified problems in measuring social presence, and evaluated the effects of social presence on learning. Data were collected from 189 social presence studies in the area of distance education from 1976 to 2012. Data were analyzed qualitatively followed by a quantitative meta-analysis. This study revealed that social presence was still illusive and difficult to define. Due to its ambiguity, many doubts exist related to the measurement of social presence. The results of this study suggest future researchers should be cautious when advocating the importance of social presence in distance learning.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Burton, John Knox (committee member), Cennamo, Katherine S. (committee member).
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
URL: http://hdl.handle.net/10919/73299
► 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)
▼ 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 the same time, in order for organizations to survive knowledge management (KM) systems need to be in place that allow organizations to learn from these incidents and use the knowledge gained to solve new problems.
The knowledge life cycle consists of three phases: create, preserve, and disseminate. The knowledge life cycle also involves the transformation of knowledge from tacit to explicit, which is important to shift knowledge from the individual level to the organizational level; this represents a very important objective of KM.
KM is not a domain on its own but intersects with other areas such as organizational learning, performance support, and communities of practice. Learning and performance support are among the concerns of practitioners in the sister fields of instructional design and technology (IDT) and human performance technology (HPT). Yet still, there are not many studies that examine KM through the lens of these professions. There is a need for knowledge to be accessible and for structures to be put in place to facilitate the knowledge life cycle.
The purpose of this study was to explore how workers in a fast-paced environment go through the knowledge life cycle when dealing with critical incidents, and the factors that acted as driving and restraining forces. A single instrumental case study research design was used to study employees of a walk-in computer software help desk. The HPT model along with principles and procedures of critical incident technique were used to create a framework for data collection, which included interviews, a focus group session, and examination of extant data.
Findings revealed that workers went through the knowledge life cycle by making internal and external connections and both organizational and individual factors impacted the flow of knowledge. A disconnection between available tools and work processes posed the greatest barrier to going through all the knowledge life cycle process.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Burton, John Knox (committee member), Brill, Jennifer Mary (committee member), Lockee, Barbara B. (committee member).
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
URL: http://hdl.handle.net/10919/73481
► 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)
▼ 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 specify interventions appropriate for the context examined. This process involves the thoughtful analysis of the learner, the task, and the context. Despite the importance of this process, the literature appears to lack recent publications on needs assessment processes in international settings. Given the limited examination of the implementation of the needs assessment process within the context of different countries and cultures, a need exists for the development of a revised needs assessment model for use within international settings. Witkin and Altschuld (1995) have suggested a three-phase model for conducting needs assessments taking place in large organizational change and development contexts. This study attempts to describe the development and the validation process for the three-phase model that has been developed in the United States so that it may be adopted in an international context (Saudi Arabia). Using developmental research methods, the construction and validation of the model for the Saudi context occurred in three phases including: analysis, validation, and revision (Richeyand Klein, 2008). In phase one, a comprehensive overview of the literature was used as a theoretical foundation for developing the three-phase model. In phase two, formative evaluation of the model was conducted by two expert reviewers followed by an open-ended survey of practitioners and scholars in the instructional design field (N = 15). In phase three, the three-phase model was further revised and modified based on the results of the formative evaluation. Data analysis procedures followed qualitative methodologies. Triangulation of the findings from the literature review, expert review, and open-ended survey provided the validation for the three-phase model. As a result, a culturally-based model considering contextual, social, cultural, and political aspects was developed for the Saudi context. This model is proposed to enable instructional designers and developers in the Instructional Design field to better understand the local contextual and cultural factors prior to actual implementation of the needs assessment into the new country. Recommendations were given to practitioners choosing to use the culturally-based model in the Saudi context, and suggestions for future research were provided
Advisors/Committee Members: Burton, John Knox (committeechair), Lockee, Barbara B. (committeechair), Johari, Abbas (committee member), Cennamo, Katherine S. (committee member), Doolittle, Peter E. (committee member).
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
URL: http://hdl.handle.net/10919/73708
► 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)
▼ 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 (1990a) eight conditions of change. To establish the psychometric properties of the IPI-II, three alternative factor structure models for Ely'
s conditions were compared. A confirmatory approach was used for the analysis of the evidence. A four-factor structure hypothesized by Ensminger et al (2004) appears to fit reasonably well; however, this study provided stronger evidence for a fifth underlying construct as a better model for the IPI-II'
s structure in a sample of 252 university faculty and staff. Perceptions of conditions that influence implementation of innovations are important measures of success and can serve as a planning guide for the instructional designer (Ely, 1990a, 1990b, 1999a, 1999b; Ensminger and Surry, 2002; Ensminger, 2005). The IPI-II is a revised scale (Ensminger and Surry, n.d.) designed to measure a user'
s perceptions of the importance of Ely'
s eight conditions of change. Psychometric information was obtained and reported on the measure'
s dimensionality, reliability, and validity. Recommendations are offered to facilitate the revision of questionnaire items to achieve a stable, well-defined solution for the factor structure (dimensionality) of the IPI-II. This study represented the first psychometric evaluation of the IPI-II and the first confirmatory study in the development cycle of the Implementation Profile Inventory.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Lockee, Barbara B. (committee member), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member).
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
URL: http://hdl.handle.net/10919/47727
► 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)
▼ 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 the effectiveness of media literacy education is one of the most overwhelming challenges for current research in the field. Buckingham and Domaille (2009) claim that the lack of structured assessment procedures likely contributed to the lack of status of media literacy education. The purpose of this mixed methods study (exploratory sequential design) was therefore to explore the views of media literacy scholars and professionals on media literacy assessment through qualitative interviews (N = 10) with the intent of using this information to develop a quantitative survey to validate and extend the qualitative findings with a larger sample of media literacy professionals and scholars from all around the world (N = 171).
The study provides an overview of goals and outcomes of media literacy education. In addition, it provides information about the extent to which outcomes are specified and by whom these outcomes are specified. The study also offers a comprehensive overview of assessment methods that were used by participants of the study, the role that media literacy plays in their work, and the entities which developed these assessment methods. It provides further detail about the extent to which the learning process and product are assessed, the importance of context in assessment, approaches that are used to evaluate and interpret students' work, and factors that influence the way participants assess media literacy. The study also offers an overview of assessment challenges that were encountered by participants and the extent to which these are considered challenges for the field. In addition, for each of the assessment methods that were used by participants, a distinct set of challenges is identified. An account of the extent that respondents felt constrained by any outside regulations or mandates is provided as well, along with a description of how they would assess media literacy void of these constraints. Finally, methods to overcome media literacy challenges are presented, along with recommendations to improve the effectiveness of media literacy assessment.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member), Potter, Kenneth R. (committee member).
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
URL: http://hdl.handle.net/10919/47798
► 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)
▼ 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 as communication, collaboration, and critical thinking. The research aims to identify what students and teachers who participated in a design-based learning environment perceived to be the benefits and challenges of the project. The findings are used to suggest strategies that can be used to capitalize on the benefits and mitigate the challenges of the strategy.
This research employs a multiple case study methodology to investigate the unique perspectives of three audiences who participated in the study: (1) an eighth grade English teacher, (2) an eighth grade social studies teacher, and (3) fifty eighth grade students. It gives a detailed description of the results of post-implementation interviews during which participants reported on what they perceived to be the benefits and challenges of the project. The results of the interviews are utilized as the primary data source for the findings.
The study reveals that a majority of the participants perceived that students benefitted from the environment. They gained skills in communication and collaboration, developed the ability to empathize by exploring multiple perspectives, gained real-world experience that prepared them for their future by solving problems they identified in their immediate world, and gained knowledge and skills from a variety of disciplines. The teachers also benefitted from the environment in that they gained a new respect for their students' skills and abilities, explored and re-defined their own pedagogical philosophies, and improved their own design thinking skills.
While participants reported multiple benefits to the learning environment, they also acknowledged several challenges. Time was a challenge for everyone involved. Teachers perceived keeping students motivated when they faced ambiguity and assessing students to be a challenge. They also noted that administrative support for design-based learning is a challenge that must be overcome in order for wide-scale adoption to be realized. While students also identified many challenges to the environment, they consistently acknowledged that the challenging aspects - communication, collaboration, exploring multiple perspectives, managing real-world constraints, and critical thinking - were ultimately beneficial. The findings translate to an overarching message that design-based learning is hard, but it'
s worth it.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Potter, Kenneth R. (committee member), Burton, John Knox (committee member), Brill, Jennifer Mary (committee member).
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
URL: http://hdl.handle.net/10919/50569
► 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)
▼ 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 of isolation reported by faculty who teach online courses. Through a community of practice faculty may offer support to each and share online instructional best practices. Using a developmental study, research-based practices were operationalized using the ADDIE model to form guidelines for building and maintaining a virtual community of practice for online teaching faculty. An expert review validated and led the revision process for the set of guidelines. This study describes the development of the guidelines, the expert review, and the validation of the final product.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member), Brill, Jennifer Mary (committee member).
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
URL: http://hdl.handle.net/10919/51997
► 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)
▼ 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 is valuable and indispensable for both academic and corporate organizations in order to meet and manage team effectiveness. Knowledge is driven by people who behave in different ways based on their environment and its accompanying factors. Considering what factors facilitate knowledge sharing behaviors in teams within an academic environment is an important benchmark for knowledge management researchers and instructional designers.
Instructors and professors plan various thorough and organized collaborative opportunities for teams in their classrooms to encourage knowledge sharing. Similarly, understanding the specific factors of a collaborative context before setting team procedures better facilitates knowledge sharing behaviors. Therefore, the research problem addressed in this study was to predict what contextual factors promote perceptions toward knowledge sharing behaviors in students enrolled in graduate courses from a business school, as measure by a self-reported questionnaire.
Prior studies on student teams state that team climate and leadership contributes to student knowledge sharing behavioral patterns. These studies emphasize the importance of recognizing specific factors that function with climate and leadership to contribute towards knowledge sharing behaviors and attitudes toward knowledge sharing; this would allow instructional designers to more fully understand the process. Furthermore, other studies related to team knowledge sharing behaviors reported certain specific factors, like organizational context, interpersonal and team characteristics, and cultural characteristics as crucial in influencing knowledge sharing behaviors. Specifically, in regard to team context, existing studies mentioned five factors - climate, leadership, rewards and incentives, structure, and support - that encourage knowledge sharing behaviors and attitude towards knowledge sharing in teams. Thus, in this study, the researcher investigated team climate, leadership, rewards and incentives, task structure, and task support to determine in what manner these factors influence student knowledge sharing behaviors as well as attitudes toward knowledge sharing in graduate business courses.
This study used the quantitative methodologies. Multiple regression and correlation analysis were used to measure students' self-reported perceptions of what contextual factors impacted their knowledge sharing behaviors and attitudes toward knowledge sharing during team project work. The findings of this study show that in the studied context, students reported that task structure affected their knowledge sharing behaviors more than the rest of the identified factors. Correspondingly, rewards and incentives impacted their attitudes toward knowledge sharing behaviors. The findings also indicate negative correlations of team climate and leadership with attitudes…
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Scales, Glenda R. (committeechair), Lockee, Barbara B. (committee member), Burton, John Knox (committee member).
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
URL: http://hdl.handle.net/10919/52582
► 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)
▼ 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 developed in domestic and international education. It is a kind of education that concentrates on teaching methods and technologies, intending to deliver teaching to students who are not physically present in the traditional education setting such as the classroom. In distance education, students have fewer chances to get immediate responses from their teachers. Hence, in order to make sure that students have really learned and made progress, students and instructors should interact or communicate with each other frequently. The definition of feedback is that it is a reinforcer information given by different kinds of sources to help feedback receivers to make progress. Feedback serves as a useful learning tool with which to interact and communicate. In many cases, feedback may be the only learning communication between students and teacher in distance education courses. Content analysis methodology had been chosen for this research project in order to get a systematic and deep understanding of feedback in distance education. A coding form was utilized to support the objective observation. Predetermined themes were used to categorize the articles from the Distance Education: An International Journal. Six hundred and twenty peer reviewed articles were searched, and three hundred and fifty eight articles include the term feedback. The researcher read all these three hundred and fifty eight articles. One hundred and twenty four articles were about sources, sixty-two were about types of feedback, fifty-seven were about technology, and nineteen of them were about quality. There were also some other kinds of topics appeared in the articles of this journal. In order to make the analysis much more clear, the researcher categorized topics into four specific themes: feedback types, feedback providers, ways to deliver feedback and feedback quality. Results and discussion were provided.
Advisors/Committee Members: Burton, John Knox (committeechair), Cennamo, Katherine S. (committee member), Potter, Kenneth R. (committee member), Lockee, Barbara B. (committee member).
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
URL: http://hdl.handle.net/10919/22040
► 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)
▼ 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 contexts: A non-profit organization, a corporate organization, and a military organization. The research obtained information from two sources within each context – interviews conducted with current instructional design practitioners and documentation used within the process of developing learning objects – to find out if, when, and how, instructional design processes are modified to accommodate learning objects as defined in publications reviewed in this study. The interview of the practitioners identified issues of instructional design process structure, context, and methods that were used in the context of their professional practice, as well as solicited their opinions on learning object uses for their particular context. A document analysis approach was then used to identify issues and themes within learning object development. Document analysis was also used to further explain and clarify the findings of the interview of the research participants.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Burton, John Knox (committee member), Cennamo, Katherine S. (committee member).
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
URL: http://hdl.handle.net/10919/70912
► E-learning continues to gain popularity as a way of delivering instruction in the workplace. However, adoption of e-learning is often considered without determining organizational readiness…
(more)
▼ 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 for e-learning. Comacchio and Scapolan (2004) found that bandwagon pressures such as fear of losing competitive advantage often drive e-learning adoption decisions. Many organizations use various types of analysis to determine instructional need but often at a course level. An e-learning readiness analysis tool will add to existing tools but focus on the workplace organization as the unit of study. The purpose of this design and development study is to create an analysis tool for determining e-learning readiness in organizations. Four existing e-learning readiness models, Aydin and Tasci (2005); Chapnick (2005); Borotis and Poulymenakou (2005) and Psycharis (2005), were used as a basis for identifying factors affecting e-learning readiness which informed the tool design. Using developmental research-based practices the tool was developed for use by practitioners. This study describes the design and development of the tool and the expert review used in the validation of the tool.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Lockee, Barbara B. (committee member), Bond, Mark Aaron (committee member), Brill, Jennifer Mary (committee member).
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
URL: http://hdl.handle.net/10919/88726
► An increasing number of students are learning in classrooms that employ electronic presentations designed in PowerPoint and other similar software programs. The design of the…
(more)
▼ 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 slides in such electronic presentations has an impact upon student learning, and ample recommendations are made within the literature as to specific strategies that serve as presumed best practices for the design of those slides that will best facilitate learning. While most of such recommended strategies are well supported by cognitive theory, many of them are not supported by empirical evidence that they do in fact enhance learning. Some of the recommended best practice strategies unsupported by empirical evidence include the use of progressive disclosure, dimming, and highlighting of text instead of full disclosure of text. Through the development and use of four separate electronic presentations, each of which was designed to employ one of these specific strategies (full disclosure, progressive disclosure, dimming, and highlighting), this study examined the impact of such strategies on student learning. The findings of this study indicate that significant differences are not evident in learning among the four different strategies. As such, this initial foray into the examination of the effectiveness of these four strategies indicates that any of the four strategies may be used with equal impact in the design of electronic presentations by instructors who want to help foster student learning.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Cennamo, Katherine S. (committee member), Bond, Mark Aaron (committee member).
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
URL: http://hdl.handle.net/10919/29747
► 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)
▼ 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, and all were recognized for their teaching excellence. They also had master'
s or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Lockee, Barbara B. (committee member), Magliaro, Susan G. (committee member), Doolittle, Peter E. (committee member).
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
URL: http://hdl.handle.net/10919/26906
► 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)
▼ 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 of the facilitators for the successful implementation of assistive technology devices, skills and knowledge, and need for professional development. A self reporting questionnaire was designed to collect data. The questionnaire was mailed to 1164 special educators in southwestern
Virginia. Educators reported that funding, time, technical assistance, assistive technology awareness and knowledge, professional development opportunities, and administrative support were highly important facilitators to the successful implementation of assistive technology. Special educators revealed an average level of skills and knowledge and need for professional development on 25 out of 27 assistive technology competencies. Furthermore, educators reported a preference for professional development opportunities in group settings that involved hands-on learning experiences.
Advisors/Committee Members: Asselin, Susan B. (committeechair), Doolittle, Peter E. (committee member), Williams, Thomas O. Jr. (committee member), Cennamo, Katherine S. (committee member).
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
URL: http://hdl.handle.net/10919/30253
► 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)
▼ 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 settings. This study differentiates CoP from other learning communities with greater discipline in defining CoP, as characterized by sustained self-organization for example. Such a CoP sits quite apart from the typical intent of instructional settings. The literature on intentional CoP suggests that the greatest challenges are a sense of interdependence among CoP members, the authenticity of the practice or purpose, and a trajectory for the CoPâ
s future. The purpose of this case study was to attend to these issues with an online initiative to nurture CoP among practicing teachers in a reading-specialist, graduate program. For the course under study, learners engaged only in cooperative projects with the support of a community worksite (Sakai). Throughout the term, the worksite was promoted as a community place independent of the course and program, a place where they could continue to share indefinitely; and they were encouraged to think of what formal and informal activities the system could support, and how. The study explored how participants responded verbally and behaviorally to the community worksite and the other technologies employed to better support their group work and sharing of knowledge in general. The groupâ
s technical skills, competing cultures and practices, and the level of authenticity were all significant challenges. The studyâ
s findings challenge the application of this learning theory at the course level of academics, and they inform future design of online support for intentional CoP.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Barksdale, Mary Alice (committee member), Reed, W. Michael (committee member), Doolittle, Peter E. (committee member), Moore, David Michael (committeecochair).
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
URL: http://hdl.handle.net/10919/28049
► 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)
▼ 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 between instructional environments, cultural dimensions and online learner preference. The subjects of this study were a representative sample of groups of graduate students from different cultures. The instrument was composed of a treatment that was represented across two instructional environments. A web-based tool measured participant?
s cultural dimension, recall, transfer of knowledge and learning preference. A 2 x 2 x 2 ANOVA analysis method was used to examine the effects of individualism and collectivism on learner preference and achievement (recall, transfer). Significance in transfer measures was found. This indicated deep understanding of materials for collectivist participants. Correlational analysis revealed significance between cultural dimension and learner preference for instructional methods. Findings were consistent with the body of literature on cross-cultural psychology.
Advisors/Committee Members: Lockee, Barbara B. (committee member), Cennamo, Katherine S. (committee member), Smith-Jackson, Tonya L. (committee member), Doolittle, Peter E. (committeecochair), Holmes, Glen A. (committeecochair).
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
URL: http://hdl.handle.net/10919/29784
► 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)
▼ 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 group design was used. Of the 196 initial participants randomly assigned to treatment
groups, 125 participants with an average age of 18.21 years completed the study. The final
control and experimental groups consisted of 57 (n=17 male, n=40 female) and 68 (n=14 male,
n=54 female) participants respectively. Self-efficacy to learn mathematics asynchronously
(SELMA) was measured before the treatment was administered. Email messages designed to be
efficacy enhancing were sent to the experimental group weekly for 4 weeks. The control group
was sent email messages designed to be neutral with respect to self-efficacy weekly for 4 weeks.
SELMA and math achievement were measured after the email messages were sent in week 4.
Analysis of covariance was performed using the pretest SELMA measure as a covariate to detect
post-treatment differences in SELMA between the control and experimental groups. No
significant differences were detected at the 0.05 alpha level. Paired-sample t-Tests revealed
significant increases in SELMA for both the control and experimental groups over the treatment
period. Linear regression analysis revealed a weak positive relationship between SELMA and
math achievement. The findings are discussed in the context of the related literature and
directions for future research are suggested.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Abraham, Jane L. (committee member), Burton, John K. (committee member), Hannsgen, Kenneth B. (committee member), Lockee, Barbara B. (committee member).
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
URL: http://hdl.handle.net/10919/26200
► 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)
▼ Media layering, the simultaneous use of multiple unrelated media sources, has been documented as an increasing behavior trend (Roberts, Foehr, & Rideout, 2005) that marks a qualitative and quantitative difference in the way media is experienced. Presently, the impact on consumers from media layering is unknown. A strong theoretical foundation of human information processing theory predicts negative consequences in terms of performance cost in learning, and degradation of attention. Related research on dual task performance and multiple-channel processing demonstrates a decline in performance. This study compared sustained attention performance on a cancellation task, the d2 Test of Attention (Brickenkamp & Zillmer, 1998), in four varying media conditions. Performance scores were evaluated to determine the effect of degrees of extraneous media saturation and media interaction on attention task performance.
Advisors/Committee Members: Moore, David Michael (committeechair), Billingsley, Bonnie S. (committee member), Doolittle, Peter E. (committee member), Lockee, Barbara B. (committee member), Burton, John K. (committee member), Cennamo, Katherine S. (committeecochair).
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
URL: http://hdl.handle.net/10919/27000
► 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)
▼ 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 negative than menâ
s. The reasons for womenâ
s negative attitudes toward science include lack of self-confidence, fear of association with social outcasts, lack of women role models in science, and the fundamental differences between traditional scientific and feminist values. Attitudes are psychological constructs theorized to be composed of emotional, cognitive, and behavioral components. Attitudes serve functions, including social expressive, value expressive, utilitarian, and defensive functions, for the people who hold them. To change attitudes, the new attitudes must serve the same function as the old one, and all three components must be treated. Instructional designers can create instructional environments to effect attitude change. In designing instruction to improve womenâ
s attitudes toward science, instructional designers should (a) address the emotions that are associated with existing attitudes, (b) involve credible, attractive women role models, and (c) address the functions of the existing attitudes.
Two experimental instructional modules were developed based on these recommendations, and two control modules were developed that were not based on these recommendations. The asynchronous, web-based modules were administered to 281 undergraduate geology and chemistry students at two universities. Attitude assessment revealed that attitudes toward scientists improved significantly more in the experimental group, although there was no significant difference in overall attitudes toward science. Womenâ
s attitudes improved significantly more than menâ
s in both the experimental and control groups. Students whose attitudes changed wrote significantly more in journaling activities associated with the modules. Qualitative analysis of journals revealed that the guidelines worked exactly as predicted for some students.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Whisonant, Robert C. (committee member), Lockee, Barbara B. (committee member), Singh, Kusum (committee member), Doolittle, Peter E. (committee member).
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
URL: http://hdl.handle.net/10919/26394
► 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)
▼ 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 contact, tone of voice, appearance, facial expressions, proximity, and gestures have been found to be beneficial to the learning process.
This study seeks to uncover what effects multimedia instruction, which contain a high degree of visual and verbal cues, compared to multimedia instruction, which contains a low degree of visual and verbal cues, may have on college students perception of social presence, satisfaction with their instruction, motivation, and achievement. The relationships among these dependent variables were also investigated.
One hundred and fifty students were randomly assigned to five treatment groups. The treatment groups received three computer based multimedia lessons that included either full visual and verbal cues (video), limited visual and full verbal cues (still picture with audio), limited visual cues and no verbal cues (still picture and text), no visual cues and full verbal cues (audio only), or no visual or verbal cues (text only).
Results show no significant differences among treatment groups regarding social presence, motivation, satisfaction, and achievement. Significant correlations were found between social presence and satisfaction; social presence and motivation; satisfaction and motivation; and motivation and achievement. Correlations for social presence and achievement, and satisfaction and achievement were not significant.
This study suggests that visual and verbal cues in multimedia may not be important for student learning. Further research using different lesson content and a revised social presence scale is encouraged.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Lockee, Barbara B. (committee member), Brown, Daniel (committee member), Sherman, Gregory P. (committee member), Burton, John K. (committee member).
Subjects/Keywords: multimedia; motivation; achievement; satisfaction; social presence
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APA ·
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MLA ·
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CSE |
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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
URL: http://hdl.handle.net/10919/28888
► 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)
▼ 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 (i.e. modality effect) and when redundant on-screen text is removed from the instructional environment (i.e. redundancy effect). The present study aimed to extend these findings by exploring the effects of presentation modality and redundancy of verbal information on students' ability to apply and recall a historical inquiry strategy.
Fifty-six students were randomly assigned to three treatment groups, which differed according to the presentation mode combination used to present the strategy instruction. Specifically, students received the instruction either as animation and narration, animation and text, or animation, narration, and text. The students were engaged in a multimedia strategy intervention for a total of five days, for approximately 25 minutes a day. Three strategy application tests (i.e., pre-test, post-test, maintenance test) and a recall test were used to measure the students' learning.
Data attained through the strategy application tests and recall tests were analyzed using Analysis of Variance (ANOVA) procedures. The results of the study revealed significant differences in the training main effects analysis indicating that strategy instruction can be effectively provided in a multimedia learning environment. However, no significant differences were found for the modality and redundancy main effects indicating that there was no difference in strategy application or recall between the groups. Although the results did not provide the statistical significance that supports the literature on the modality and redundancy effects, the implications of the findings of the research provide several viable areas for future research.
Advisors/Committee Members: Hicks, David (committee member), Burton, John K. (committee member), Holmes, Glen A. (committee member), Cennamo, Katherine S. (committeecochair), Doolittle, Peter E. (committeecochair).
Subjects/Keywords: strategy instruction; redundancy effect; modality effect; multimedia; strategy
Record Details
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Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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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