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You searched for +publisher:"Virginia Tech" +contributor:("Larson, Miriam Bender"). Showing records 1 – 2 of 2 total matches.

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Virginia Tech

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

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

Citations allow researchers to define relationships across articles and develop arguments by building on the work of others. This study explores citation of theory symbols 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 July 17, 2019. 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. 17 Jul 2019.

Vancouver:

Gentry WA. Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Jul 17]. 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

2. Lian, Hongri. The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory.

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

Peer assessment has been adopted as a means of fair and equitable measurement of individual contributions to group work (Cheng and Warren, 2000; Conway and Kember, 1993; Gatfield, 1999; Goldfinch and Raeside, 1990; Lejk and Wyvill, 2001; Lejk, Wyvill, and Farrow, 1996) and it usually requires a certain mechanism or formula to quantify peer assessment criteria. The problem, however, is that it leads to circumstances where a student can be strategic and be easily able to obtain a higher score by simply giving lower scores to other members within a group. The need is to find a new mechanism and the purpose of this study is to develop an Online Database-Driven Peer Assessment Tool (ODDPAT) using the Division Rule mechanism as its core computational algorithm. This developmental study used modified Collaborative Create-Adapt-Generalize (CAG) model (Hicks, Potter, Snider, and Holmes, 2004) as its design and developmental framework. The process of design, development, and evaluation of the entire project was documented. Three experts were interviewed and detailed analysis of data was discussed. Finally, recommendations were made for its implementation and future research. Advisors/Committee Members: Burton, John Knox (committeechair), Lockee, Barbara B. (committee member), Potter, Kenneth R. (committee member), Larson, Miriam Bender (committee member).

Subjects/Keywords: Collaborative learning; peer assessment; peer assessment methods; online peer assessment tools; division rule

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

APA (6th Edition):

Lian, H. (2014). The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51803

Chicago Manual of Style (16th Edition):

Lian, Hongri. “The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory.” 2014. Doctoral Dissertation, Virginia Tech. Accessed July 17, 2019. http://hdl.handle.net/10919/51803.

MLA Handbook (7th Edition):

Lian, Hongri. “The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory.” 2014. Web. 17 Jul 2019.

Vancouver:

Lian H. The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10919/51803.

Council of Science Editors:

Lian H. The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/51803

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