You searched for +publisher:"Virginia Tech" +contributor:("Lockee, Barbara B.").
Showing records 1 – 30 of
134 total matches.
◁ [1] [2] [3] [4] [5] ▶
Virginia Tech
1.
Nyirongo, Nertha Kate.
Technology Adoption and Integration: A Descriptive Study of a Higher Education Institution in a Developing Nation.
Degree: PhD, Curriculum and Instruction, 2009, Virginia Tech
URL: http://hdl.handle.net/10919/26827 
► New electronic technologies like computers and the Internet continue to spread to all parts of the world. Developing nations like Malawi have experienced this thrust…
(more)
▼ New electronic technologies like computers and the Internet continue to spread to all parts of the world. Developing nations like Malawi have experienced this thrust in the area of electronic technologies. Mzuzu University, a relatively new university in the Malawian education system has made tremendous efforts in providing computers and the internet to faculty members of the University. It was however not clear if such efforts had resulted in corresponding application and integration of the technologies in teaching and learning. This study ventured to investigate prevailing levels of utilization of the computer technology and the Internet in teaching and learning at the university and uncover factors that facilitate or hinder use and integration of the technologies in teaching and learning. Results of the study revealed that while most faculty members actively engaged with electronic technologies, such engagements often excluded instructional use. Where electronic technologies have been used for instructional purposes, it has been mainly for accessing information for teaching. Factors that affect utilization and integration of electronic technologies comprise limited availability of the technologies; unreliability of the available technologies due to related issues like power outages and poor reception; lack of training; lack of technical, pedagogical and administrative support; and lack of faculty involvement in decision making relating to electronic technologies.
Advisors/Committee Members: Lockee, Barbara B. (committeechair).
Subjects/Keywords: Diffusion and adoption of innovations.; Instructional technology; electronic technologies for teaching and learning; Adoption and Integration of electronic technologie
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nyirongo, N. K. (2009). Technology Adoption and Integration: A Descriptive Study of a Higher Education Institution in a Developing Nation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26827
Chicago Manual of Style (16th Edition):
Nyirongo, Nertha Kate. “Technology Adoption and Integration: A Descriptive Study of a Higher Education Institution in a Developing Nation.” 2009. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/26827.
MLA Handbook (7th Edition):
Nyirongo, Nertha Kate. “Technology Adoption and Integration: A Descriptive Study of a Higher Education Institution in a Developing Nation.” 2009. Web. 27 Feb 2021.
Vancouver:
Nyirongo NK. Technology Adoption and Integration: A Descriptive Study of a Higher Education Institution in a Developing Nation. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/26827.
Council of Science Editors:
Nyirongo NK. Technology Adoption and Integration: A Descriptive Study of a Higher Education Institution in a Developing Nation. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26827
Virginia Tech
2.
Alshehri, Khaled Ghanem.
Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/100706
► Information and communication technology (ICT) is becoming a critical part of operations and innovations in many sectors around the world (Basri, Alandejani, and Almadani, 2018).…
(more)
▼ Information and communication technology (ICT) is becoming a critical part of operations and innovations in many sectors around the world (Basri, Alandejani, and Almadani, 2018). Currently in Saudi Arabia, the integration of technology in educational environments is viewed as essential in the growth of Saudi education (Alali, 2015). Some scholars report that while the use of ICT is advocated in many universities and schools, and in particular in Saudi Arabia, some instructors are not likely to use it in their teaching processes because of barriers hindering their utilization and integration of ICT (Asiri, 2012; Albugami and Ahmad, 2015; Al Mulhim, 2014; Muhametjanova and Cagiltay, 2016).
This study aimed to examine how ICT is being used for teaching and learning within the context of an emerging university in Saudi Arabia, as well as what factors faculty identify as barriers and enablers to its use. The current study replicates the research conducted by Nyirongo (2009) in the country of Malawi, and is based on the theoretical principles of technology adoption proposed by Rogers, Ely, and Surry (Ely, 1999; Rogers, 2003; Surry, 2002). Faculty members at Al-Baha University served as the participants. This study found that there are several common factors that impede the adoption and integration of ICT for teaching and learning at Al-Baha University. Those factors are: lack of computer availability and accessibility for faculty members and students, poor Internet connection, lack of faculty participating in decision making regarding electronic technology, access to training and pedagogical support regarding such technology, and lack of technical support. These findings correlate with the same kinds of factors that have been identified as barriers in other educational contexts (Al Mulhim, 2014; Albugami and Ahmed, 2016; Alkahtani, 2017; Hsu, 2016; Kilinc, et al. 2018; Kler, 2014; Machado and Chung, 2015; Nyirongo, 2009).
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Bond, Mark Aaron (committee member), Potter, Kenneth R. (committee member), Johnson, Alicia Leinaala (committee member).
Subjects/Keywords: Instructional technology; Electronic technologies for teaching and learning; Adoption and integration of electronic technologies; Diffusion and adoption of innovations; Information and communication technology (ICT).
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Alshehri, K. G. (2020). Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/100706
Chicago Manual of Style (16th Edition):
Alshehri, Khaled Ghanem. “Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study.” 2020. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/100706.
MLA Handbook (7th Edition):
Alshehri, Khaled Ghanem. “Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study.” 2020. Web. 27 Feb 2021.
Vancouver:
Alshehri KG. Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/100706.
Council of Science Editors:
Alshehri KG. Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/100706
Virginia Tech
3.
Alshammari, Mohammed Habib.
Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/100860
► Learning Management Systems (LMSs) have been an essential part of the Electronic-Learning ecosystem since the 1990s. LMSs have been developed and widely adopted by higher…
(more)
▼ Learning Management Systems (LMSs) have been an essential part of the Electronic-Learning ecosystem since the 1990s. LMSs have been developed and widely adopted by higher education institutions around the world. Despite the instructional and financial benefits of using LMSs, the usage rate of LMSs by faculty members continues to be challenging in higher education institutions, and particularly in developing countries.
The purpose of this study is to determine the factors influencing the usage of learning management systems (LMSs) by faculty members in Saudi Arabian higher education. The study employed a mixed method approach and applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to explore these factors. Specifically, the study aims to determine the extent at which Performance Expectancy (PE), Effort Expectancy (EE), Facilitating Conditions (FC), and Social Norms (SN) influence faculty members' Behavioral Intention (BI) to adopt the Blackboard LMS. It also examines the moderating roles of age, gender, experience, perceived voluntariness, and computer self-efficacy on Performance Expectancy (PE), Effort Expectancy (EE), Social Norms (SN), and Facilitating Conditions (FC). The results of the study revealed a strong and positive correlation between performance expectancy and behavioral intention for Blackboard usage. The study also found Effort Expectancy, Facilitating Conditions, and Social Norms to be strong predictors of Behavioral Intention for Blackboard usage.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Bond, Mark Aaron (committee member), Lockee, Barbara B. (committee member), Ervine, Michelle D. (committee member).
Subjects/Keywords: Learning Management Systems; The Unified Theory of Acceptance and Use of Technology (UTAUT); Behavioral Intention; Performance Expectancy; Effort Expectancy; Social Norm; Facilitating Conditions.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Alshammari, M. H. (2020). Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/100860
Chicago Manual of Style (16th Edition):
Alshammari, Mohammed Habib. “Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia.” 2020. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/100860.
MLA Handbook (7th Edition):
Alshammari, Mohammed Habib. “Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia.” 2020. Web. 27 Feb 2021.
Vancouver:
Alshammari MH. Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/100860.
Council of Science Editors:
Alshammari MH. Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/100860
Virginia Tech
4.
Jennings, Samuel Raymond.
Structured Design Strategies for Attitude Instruction.
Degree: PhD, Curriculum and Instruction, 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 M. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: attitudinal instruction; attitudes; attitudinal strategies
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 February 27, 2021.
http://hdl.handle.net/10919/19204.
MLA Handbook (7th Edition):
Jennings, Samuel Raymond. “Structured Design Strategies for Attitude Instruction.” 2012. Web. 27 Feb 2021.
Vancouver:
Jennings SR. Structured Design Strategies for Attitude Instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Feb 27].
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
5.
Wang, Wei.
The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System.
Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/29149
► In contemporary Chinese higher education, classroom lectures combined with a web-based learning support system are broadly applied. This study investigated what kind of feedback strategy…
(more)
▼ In contemporary Chinese higher education, classroom lectures combined with a web-based learning support system are broadly applied. This study investigated what kind of feedback strategy could be effective in improving studentsâ self-efficacy and course satisfaction in a blended learning context. Standard volitional messages were constructed andâ along with traditional feedback content (knowledge of results and knowledge of correct response)â distributed to a large undergraduate class in China. Sixty-seven freshmen participated in this pure experimental study. Results indicated that studentsâ learning self-efficacy and course satisfaction were significantly correlated. In addition, participants who received the knowledge of correct response plus volitional messages (KCR+V) showed greater course satisfaction than those who received other types of feedback messages. No significant difference emerged in self-efficacy. Future research directions are discussed.
Advisors/Committee Members: Burton, John Knox (committeechair), Moore, David M. (committee member), Potter, Kenneth R. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Volition; Feedback; satisfaction; self-efficacy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wang, W. (2011). The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29149
Chicago Manual of Style (16th Edition):
Wang, Wei. “The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/29149.
MLA Handbook (7th Edition):
Wang, Wei. “The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System.” 2011. Web. 27 Feb 2021.
Vancouver:
Wang W. The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/29149.
Council of Science Editors:
Wang W. The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29149
Virginia Tech
6.
Pierson, Mary Ellen.
A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.
Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/26284
► This study explored the design and development of the knowledge harvesting and knowledge management components of a comprehensive tool which incorporates characteristics of continuity management,…
(more)
▼ This study explored the design and development of the knowledge harvesting and knowledge management components of a comprehensive tool which incorporates characteristics of continuity management, knowledge harvesting, and knowledge management. While tools exist to support restoring continuity in the aftermath of a disastrous event, little is done to address maintaining continuity through the non-disastrous events. Employee separation is one such non-disastrous event, and one that all organizations face. Knowledge harvesting is suggested as a means to address collecting the knowledge of employees within an organization so that it can be reused by new employees or temporary replacements. The combination of the attributes of continuity management, knowledge harvesting, and knowledge management resulted in five characteristics of a comprehensive tool. These characteristics were operationalized in the design of a comprehensive tool and provided contextual information for the design and development of the knowledge harvesting and knowledge management components. Findings of the evaluations of the components indicated that the developed components complied with the design-based specifications. Lessons learned from the implementation and evaluations of the knowledge harvesting component suggest that the right questions for the knowledge harvesting process should be determined by the organization based on the need for the information and the nature of the information needed; that the tool should incorporate terminology, prompting questions, and a structure that are right for the organization and that the users will understand; that users may benefit from time to respond and having options to submit responses in various formats; and that users may benefit from encouragement and support throughout the knowledge harvesting process. Lessons learned from the implementation and evaluations of the knowledge management components suggest that the ability to provide a prompt follow-up to a user's response could improve the effectiveness of the tool; that the structure and development of the database requires precision; and that while the database must be precise, it must also be flexible and accurately accommodate changes to the content.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Moore, David M. (committee member), Lockee, Barbara B. (committee member), Little, Jamie O. (committee member).
Subjects/Keywords: continuity management; knowledge management; prompting questions; knowledge harvesting; continuity
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pierson, M. E. (2011). A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26284
Chicago Manual of Style (16th Edition):
Pierson, Mary Ellen. “A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/26284.
MLA Handbook (7th Edition):
Pierson, Mary Ellen. “A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.” 2011. Web. 27 Feb 2021.
Vancouver:
Pierson ME. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/26284.
Council of Science Editors:
Pierson ME. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26284
Virginia Tech
7.
Ondin, Zeynep.
Design Thinking Across Different Design Disciplines: A Qualitative Approach.
Degree: PhD, Curriculum and Instruction, 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 February 27, 2021.
http://hdl.handle.net/10919/83858.
MLA Handbook (7th Edition):
Ondin, Zeynep. “Design Thinking Across Different Design Disciplines: A Qualitative Approach.” 2017. Web. 27 Feb 2021.
Vancouver:
Ondin Z. Design Thinking Across Different Design Disciplines: A Qualitative Approach. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Feb 27].
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
8.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 February 27, 2021.
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. 27 Feb 2021.
Vancouver:
Hilder JL. The Impact of Textual Display Strategies on Learning from Electronic Presentations. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Feb 27].
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
9.
Sanga, Mapopa William.
Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.
Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/77244
► In response to the demands of 21st century teacher preparation practices, this developmental study was instigated by the need to employ appropriate strategies in the…
(more)
▼ In response to the demands of 21st century teacher preparation practices, this developmental study was instigated by the need to employ appropriate strategies in the teaching of English as second language (L2) in Malawi. Using situated cognition theoretical construct as a basis, a framework for teaching L2 English as a situated practice was created. The development process was guided by views and practices of English methodology faculty members in Malawi's five secondary school teacher training institutions. The study was conducted in three phases, (i) analysis, where eight English methodology faculty members from Malawi's five institutions of higher learning were interviewed on the strategies they use to train pre-service secondary school teachers of English, (ii) development, where the framework was created based on results from the analysis phase, and (iii) evaluation and revision where the framework was reviewed and validated by a situated cognition expert and three of the faculty members interviewed in Malawi before it was revised.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Burton, John K. (committee member), Potter, Kenneth R. (committee member), Brill, Jennifer M. (committee member).
Subjects/Keywords: Situated Cognition; Authentic Learning; English as an L2; Developmental Research; Framework
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sanga, M. W. (2011). Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77244
Chicago Manual of Style (16th Edition):
Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/77244.
MLA Handbook (7th Edition):
Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Web. 27 Feb 2021.
Vancouver:
Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/77244.
Council of Science Editors:
Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77244
Virginia Tech
10.
James-Springer, Cathy Daria.
Building a tool for determining e-learning readiness in organizations: A design and development study.
Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 February 27, 2021.
http://hdl.handle.net/10919/70912.
MLA Handbook (7th Edition):
James-Springer, Cathy Daria. “Building a tool for determining e-learning readiness in organizations: A design and development study.” 2016. Web. 27 Feb 2021.
Vancouver:
James-Springer CD. Building a tool for determining e-learning readiness in organizations: A design and development study. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Feb 27].
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
11.
Wu, Rongbin.
Feedback in distance education: A content analysis of Distance Education: An International Journal, 1980-2013.
Degree: PhD, Curriculum and Instruction, 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 February 27, 2021.
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. 27 Feb 2021.
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 2021 Feb 27].
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
12.
Song, Kibong.
Development of an Information Base Tool for IDT Research.
Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/52590
► Identifying and articulating a research topic and related problems are important processes for novice researchers. However, some novice researchers have trouble in these processes due…
(more)
▼ Identifying and articulating a research topic and related problems are important processes for novice researchers. However, some novice researchers have trouble in these processes due to their low domain knowledge, low structural knowledge, insufficient metacognition, or insufficient information access skills. This study addressed these problems by developing an information base tool using strategies and tools investigated by previous studies. The tool includes conceptual modeling, guided search, experimental variables and relationships examination, note-taking, suggestion, file import, and review features. The tool was populated with relevant information to permit testing and formative evaluation by novice researchers. Expert reviewers evaluated the effects of each feature of the tool on scaffolding individuals who have low domain knowledge or low structural knowledge and supplementing individuals who have insufficient metacognition or insufficient information access skills. The reviewers commonly agreed that specific components of the tool would be effective in scaffolding individuals who have low domain knowledge or low structural knowledge, or supplementing individuals who have insufficient information access skills.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Brill, Jennifer Mary (committee member), Burton, John Knox (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Research Information Base Tool; Scaffolding Knowledge; Supplementing Information Access Skills
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Song, K. (2014). Development of an Information Base Tool for IDT Research. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52590
Chicago Manual of Style (16th Edition):
Song, Kibong. “Development of an Information Base Tool for IDT Research.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/52590.
MLA Handbook (7th Edition):
Song, Kibong. “Development of an Information Base Tool for IDT Research.” 2014. Web. 27 Feb 2021.
Vancouver:
Song K. Development of an Information Base Tool for IDT Research. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/52590.
Council of Science Editors:
Song K. Development of an Information Base Tool for IDT Research. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/52590
Virginia Tech
13.
Nandy, Vaishali.
Impact of Organizational Context Factors on Individuals' Self-Reported Knowledge Sharing Behaviors.
Degree: PhD, Curriculum and Instruction, 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 February 27, 2021.
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. 27 Feb 2021.
Vancouver:
Nandy V. Impact of Organizational Context Factors on Individuals' Self-Reported Knowledge Sharing Behaviors. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Feb 27].
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
14.
Alemtairy, Ghader M. A. S. B.
Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/97917
► Newly hired teachers in the Kuwaiti context often fail to transfer knowledge and skills of technology integration from instructional technology courses to in classroom teaching.…
(more)
▼ Newly hired teachers in the Kuwaiti context often fail to transfer knowledge and skills of technology integration from instructional technology courses to in classroom teaching. Research in knowledge transfer has identified factors that can promote the transfer of skills and knowledge from the learning context to the application context. These factors showed their effectiveness in technology integration literature. This study used a developmental research approach in which factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This study describes the development process of the instructional considerations, the expert review, and the revision of the final product.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Ervine, Michelle D. (committee member), Lockee, Barbara B. (committee member), Bond, Mark Aaron (committee member).
Subjects/Keywords: Technology integration; teacher education; knowledge transfer; technology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Alemtairy, G. M. A. S. B. (2020). Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97917
Chicago Manual of Style (16th Edition):
Alemtairy, Ghader M A S B. “Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study.” 2020. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/97917.
MLA Handbook (7th Edition):
Alemtairy, Ghader M A S B. “Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study.” 2020. Web. 27 Feb 2021.
Vancouver:
Alemtairy GMASB. Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/97917.
Council of Science Editors:
Alemtairy GMASB. Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97917
Virginia Tech
15.
Dannenberg, David Randall.
Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.
Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/51794
► By their very nature, physical classrooms limit the external resources that are readily available to teachers and students. However, many educators desire to expand the…
(more)
▼ By their very nature, physical classrooms limit the external resources that are readily available to teachers and students. However, many educators desire to expand the student's learning environment to include outside resources (Partnership for 21st Century Skills, 2009; NCSS, 2010; U.S. Dept. of Education, 2004). Much of this desire is due to the influence of constructivism; however, many teachers are without the knowledge and resources to implement a Constructivist Learning Environment (CLE) (Diem, 1999; Mason et al., 2000; Swan and Hofer, 2008). Therefore, how to create a suitable community-driven learning environment that allows classroom teachers to utilize resources outside their immediate location is a problem faced by many of today's educators.
Past research has identified five key attributes any CLE must incorporate: embedded within realistic and authentic environments, allow for communication and collaboration among and between students, teachers and mentors, allow for multiple perspectives and views to be seen and shared, promote a student's self-awareness and self-reflection, and allow the learner to be autonomous (Jonassen, 1994; Driscoll, 2005). When considering this list against technological affordances, the one technology that appears capable of fulfilling these requirements is virtual worlds (Kemp and Haycock, 2008). Designed as a developmental research study, this research validates the use of virtual worlds as a development tool when building a CLE within the K-12 environment.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Burton, John Knox (committee member), Hicks, David (committee member), Brill, Jennifer Mary (committee member).
Subjects/Keywords: virtual worlds; CLE; constructivist learning environments; education; instructional design; design and development research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dannenberg, D. R. (2014). Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51794
Chicago Manual of Style (16th Edition):
Dannenberg, David Randall. “Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/51794.
MLA Handbook (7th Edition):
Dannenberg, David Randall. “Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.” 2014. Web. 27 Feb 2021.
Vancouver:
Dannenberg DR. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/51794.
Council of Science Editors:
Dannenberg DR. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/51794
Virginia Tech
16.
Malapile, Lesiba Joseph.
Development of a Technology Planning Framework for School Districts in Developing Countries.
Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech
URL: http://hdl.handle.net/10919/50854
► This developmental research used components of Rogersd́iffusion of innovations (1962) theory to develop a technology planning framework for school districts in developing countries. The Framework…
(more)
▼ This developmental research used components of Rogersd́iffusion of innovations (1962) theory to develop a technology planning framework for school districts in developing countries. The Framework may be used by officials from developing countries in different levels of government to develop a technology plan for their districts and states. The study utilized two types of expert reviewers to evaluate the proposed Framework. The first type was the Diffusion of Innovations theory expert reviewers who were selected to determine if the Framework conforms to the principles of the theory. The second expert reviewers were individuals in different parts of Africa who were selected to establish if the Framework is feasible and practical to the conditions of developing countries. The overall feedback from expert reviewers was positive and suggestions and comments were used to modify the Framework in order to improve it to be an effective technology planning tool. The final product of this study is a step-by-step procedural guide consisting of activities and suggestions that can be used to develop a school district technology plan in a developing country.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Burton, John Knox (committee member), Brill, Jennifer Mary (committee member), Potter, Kenneth R. (committee member).
Subjects/Keywords: diffusion of innovations; technology framework; technology planning; school districts; developing countries
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Malapile, L. J. (2013). Development of a Technology Planning Framework for School Districts in Developing Countries. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50854
Chicago Manual of Style (16th Edition):
Malapile, Lesiba Joseph. “Development of a Technology Planning Framework for School Districts in Developing Countries.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/50854.
MLA Handbook (7th Edition):
Malapile, Lesiba Joseph. “Development of a Technology Planning Framework for School Districts in Developing Countries.” 2013. Web. 27 Feb 2021.
Vancouver:
Malapile LJ. Development of a Technology Planning Framework for School Districts in Developing Countries. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/50854.
Council of Science Editors:
Malapile LJ. Development of a Technology Planning Framework for School Districts in Developing Countries. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50854
Virginia Tech
17.
Binthabit, Nouf Mohammed.
Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.
Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/95969
► This study was conducted to establish instructional considerations that combine strategies that show, in the literature, to have an effect on second language acquisitions such…
(more)
▼ This study was conducted to establish instructional considerations that combine strategies that show, in the literature, to have an effect on second language acquisitions such as self-efficacy enhancing strategies and language learning strategies and apply these strategies in everyday instructions using Gagne's Nine Events (1985). It is hoped that the proposed considerations, after revised by expert reviewers, can be utilized when teaching second language learning skills to international students who seek higher education degrees and have limited time to acquire these skills. The considerations were created and supported by current research in three areas of the literature: self-efficacy enhancing strategies, language learning strategies, and Gagne's Nine Events (1985) and validated by experts from these three areas.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Bond, Mark Aaron (committee member), Ervine, Michelle D. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: instructional design and technology; self-efficacy; second language
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Binthabit, N. M. (2019). Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/95969
Chicago Manual of Style (16th Edition):
Binthabit, Nouf Mohammed. “Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.” 2019. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/95969.
MLA Handbook (7th Edition):
Binthabit, Nouf Mohammed. “Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.” 2019. Web. 27 Feb 2021.
Vancouver:
Binthabit NM. Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/95969.
Council of Science Editors:
Binthabit NM. Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/95969
Virginia Tech
18.
Chen, Xin.
An Integrative Review of the Effects of Social Presence on Distance Education.
Degree: PhD, Curriculum and Instruction, 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 February 27, 2021.
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. 27 Feb 2021.
Vancouver:
Chen X. An Integrative Review of the Effects of Social Presence on Distance Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Feb 27].
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
19.
Li, Wei.
Developing A Framework for Guiding Interaction Design in Distance Learning.
Degree: PhD, Curriculum and Instruction, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/64400
► As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering…
(more)
▼ As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering pedagogically effective interaction is a major challenge for educators in distance learning. In response to this challenge, the goal of this research was to develop a theoretically- and empirically- grounded framework for guiding interaction design in distance learning. It is anticipated that this framework can assist educators and instructional designers in designing quality interaction in distance learning. This study employed a design and developmental research methodology with three phases: analysis, development and evaluation, and revision. Findings from a systematic literature review of peer-reviewed interaction theory and research in distance learning as well as expert review informed the building of a three-phase framework for guiding interaction instructional design in distance learning.
Advisors/Committee Members: Brill, Jennifer Mary (committeechair), Potter, Kenneth R. (committee member), Lockee, Barbara B. (committee member), Burton, John Knox (committee member).
Subjects/Keywords: distance learning; design and development research; interaction; instructional design
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Li, W. (2015). Developing A Framework for Guiding Interaction Design in Distance Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64400
Chicago Manual of Style (16th Edition):
Li, Wei. “Developing A Framework for Guiding Interaction Design in Distance Learning.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/64400.
MLA Handbook (7th Edition):
Li, Wei. “Developing A Framework for Guiding Interaction Design in Distance Learning.” 2015. Web. 27 Feb 2021.
Vancouver:
Li W. Developing A Framework for Guiding Interaction Design in Distance Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/64400.
Council of Science Editors:
Li W. Developing A Framework for Guiding Interaction Design in Distance Learning. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64400
Virginia Tech
20.
Moseley, Brian Isles.
Description of Instructional Design Framework Usage in the Development of Learning Objects.
Degree: PhD, Curriculum and Instruction, 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 February 27, 2021.
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. 27 Feb 2021.
Vancouver:
Moseley BI. Description of Instructional Design Framework Usage in the Development of Learning Objects. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Feb 27].
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
21.
Lampi, Evans.
The Effectiveness of Using Virtual Laboratories to Teach Computer Networking Skills in Zambia.
Degree: PhD, Career and Technical Education, 2013, Virginia Tech
URL: http://hdl.handle.net/10919/22013
► The effectiveness of using virtual labs to train students in computer networking skills, when real equipment is limited or unavailable, is uncertain. The purpose of…
(more)
▼ The effectiveness of using virtual labs to train students in computer networking skills, when real equipment is limited or unavailable, is uncertain. The purpose of this study was to determine the effectiveness of using virtual labs to train students in the acquisition of computer network configuration and troubleshooting skills. The study was conducted in the developing country of Zambia, where there is an acute shortage of network lab equipment. Effectiveness was determined by the transfer of skills learned in a virtual lab to a real lab. A two stage true experimental design, that compared the proficiency of randomly assigned experimental (virtual-lab) and control (no-virtual-lab) groups, was used to determine effectiveness (N = 56). In the first stage, the virtual-lab group practiced in a virtual lab while the no-virtual-lab group did not. Both groups were subjected to a lab test where the speed and accuracy of network configuration and troubleshooting of real equipment was measured, prior and after treatment. In the second stage, both groups practiced using real equipment and the speed and accuracy was again measured. An independent t-test was used to determine if there was a significant difference in the final performance between the two groups. It was found that there were significant differences between the groups in the configuration time (p = 0.011) and troubleshooting time (p = 0.03), favoring the virtual-lab group. On the other hand, there were no significant difference in configuration accuracy (p = 0.06) and troubleshooting accuracy (p = 0.440) between the two groups. In addition, there was positive transfer of training from the virtual lab to the real lab for configuration accuracy, configuration speed, troubleshooting accuracy and troubleshooting speed. There was also evidence that students showed performance gains both in using virtual and real labs by comparing their pre-test and post-test results. From the results, there is evidence that the use of virtual labs contributes positively to the transfer of practical computer networking skills from the virtual to the real lab environment. Hence, virtual labs were found to be effective in the teaching of computer networking skills relating to configuration and troubleshooting.
Advisors/Committee Members: Price, William T. Jr. (committeechair), Lockee, Barbara B. (committee member), Burton, John Knox (committee member), Cartwright, Daisy Louise (committee member).
Subjects/Keywords: Virtual; Labs; Training; Simulations; Computer Networks; Skills training; Transfer of learning; Configuration; Troubleshooting
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lampi, E. (2013). The Effectiveness of Using Virtual Laboratories to Teach Computer Networking Skills in Zambia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/22013
Chicago Manual of Style (16th Edition):
Lampi, Evans. “The Effectiveness of Using Virtual Laboratories to Teach Computer Networking Skills in Zambia.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/22013.
MLA Handbook (7th Edition):
Lampi, Evans. “The Effectiveness of Using Virtual Laboratories to Teach Computer Networking Skills in Zambia.” 2013. Web. 27 Feb 2021.
Vancouver:
Lampi E. The Effectiveness of Using Virtual Laboratories to Teach Computer Networking Skills in Zambia. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/22013.
Council of Science Editors:
Lampi E. The Effectiveness of Using Virtual Laboratories to Teach Computer Networking Skills in Zambia. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/22013
Virginia Tech
22.
Pan, Xin.
The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.
Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech
URL: http://hdl.handle.net/10919/39335
► This developmental research adopted an adapted Personalized System of Instruction (PSI) structure to design an e-learning course module and a learning procedure, and embedded a…
(more)
▼ This developmental research adopted an adapted Personalized System of Instruction (PSI) structure to design an e-learning course module and a learning procedure, and embedded a self-regulated learning procedure into the PSI course. A set of self-regulated learning tools were developed and applied in this process. Through this PSI-based course, students learned a comparative culture study topic and learned to develop their self-regulated learning skills.
This research also conducted Formative Evaluation. Suggestions from expert review and small group evaluation were used to design and revise this module and learning procedure. Evaluation outcomes from expert review and small group evaluation confirmed that this SRL embedded PSI framework was applicable for this e-learning environment. Implications for future use in both academic and practical areas were discussed.
Advisors/Committee Members: Burton, John Knox (committeechair), Lockee, Barbara B. (committee member), Potter, Kenneth R. (committee member), Evans, Michael A. (committeecochair).
Subjects/Keywords: eLearning; PSI; Self-regulated learning
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pan, X. (2012). The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39335
Chicago Manual of Style (16th Edition):
Pan, Xin. “The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/39335.
MLA Handbook (7th Edition):
Pan, Xin. “The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.” 2012. Web. 27 Feb 2021.
Vancouver:
Pan X. The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/39335.
Council of Science Editors:
Pan X. The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/39335
Virginia Tech
23.
Wasko, Christopher Warren.
Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality.
Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech
URL: http://hdl.handle.net/10919/23142
► Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information…
(more)
▼ Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information to it, is rapidly developing in terms of associated hardware (wearable displays, wireless mobile devices) and software (development platforms). AR enhanced instruction has been shown to provide cognitive and psychomotor support during procedural learning and has been shown to use both words and pictures when delivering instructional content. A set of message design guidelines, created using a design and development research approach, can be used by novice designers to effectively manage the use of words and pictures while developing instructional applications for AR.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Burton, John Knox (committee member), Moore, David M. (committee member), Potter, Kenneth R. (committee member).
Subjects/Keywords: instructional message design; augmented reality; multimedia learning; design and development research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wasko, C. W. (2013). Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23142
Chicago Manual of Style (16th Edition):
Wasko, Christopher Warren. “Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/23142.
MLA Handbook (7th Edition):
Wasko, Christopher Warren. “Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality.” 2013. Web. 27 Feb 2021.
Vancouver:
Wasko CW. Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/23142.
Council of Science Editors:
Wasko CW. Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23142
Virginia Tech
24.
Lian, Hongri.
The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory.
Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/51803
► 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…
(more)
▼ 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
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 February 27, 2021.
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. 27 Feb 2021.
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 2021 Feb 27].
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
Virginia Tech
25.
Ervine, Michelle D.
Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.
Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech
URL: http://hdl.handle.net/10919/79847
► As more artifacts are created in a digital format, there is a need to have metadata associated with the artifacts to increase the chance for…
(more)
▼ As more artifacts are created in a digital format, there is a need to have metadata associated with the artifacts to increase the chance for resource discovery by others. This is especially the case with non-textual artifacts. Once these artifacts have descriptive metadata associated with them, they have the potential to become learning objects which can be used by others in their own teaching and research. This study explored the design and development of a performance support tool to create descriptive metadata by users that are most familiar with the non-textual learning objects, yet may not have an understanding of the various metadata schemas and standards required by other institutional/knowledge repositories and search engines.
In order to create such a tool, certain features need to be included in order for users to create appropriate metadata. The tool needs to have Unicode character support in order metadata entry, display and searching. Research found that characteristics such as controlled vocabularies, tooltips, validation rules, and having a relevant image on the same screen as the metadata form help users to create appropriate and accurate metadata; yet, no existing tool was found that contained all of these features to assist faculty in describing their non-textual learning objects.
These characteristics were operationalized in the design and development of the performance support tool. Findings from the evaluation of the tool indicate that the owner of the learning objects was able to create a customized, non-standard metadata form that users were then able to use to create appropriate and accurate descriptive metadata.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Bond, Mark Aaron (committee member), Burton, John Knox (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Instructional technology; metadata; knowledge harvesting; performance support; non-textual learning objects
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ervine, M. D. (2016). Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79847
Chicago Manual of Style (16th Edition):
Ervine, Michelle D. “Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/79847.
MLA Handbook (7th Edition):
Ervine, Michelle D. “Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.” 2016. Web. 27 Feb 2021.
Vancouver:
Ervine MD. Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/79847.
Council of Science Editors:
Ervine MD. Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79847
Virginia Tech
26.
Martinek, Melissa Ann.
Knowledge, Causes, and Risk Factors Associated with Fractures in the Elderly Population at Hospital Zacamil in El Salvador.
Degree: PhD, Education, Curriculum and Instruction, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/77205
► As the Salvadoran population's life expectancy increases, fractures among the elderly are also increasing. There is a dearth of data available on the incidence and…
(more)
▼ As the Salvadoran population's life expectancy increases, fractures among the elderly are also increasing. There is a dearth of data available on the incidence and cause of fractures in the elderly within developing countries including El Salvador. Inadequate knowledge about bone health and osteoporosis among the elderly is contributing to health issues in the aging population. The purpose of this study was to investigate incidence, knowledge, causes, and risk factors affecting elderly patients admitted for fractures at Hospital Zacamil in order to develop programs targeted to prevention. Study objectives included: 1) determine incidence, causes, and treatment of elderly fractures including hip fractures, vertebral fractures, and forearm fractures and related post-morbidity and/or mortality; 2) compare patient knowledge, cause, treatment of fractures and related post-morbidity and/or mortality among those aged 45 to 65 years with those over 65 years; 3) determine the level of knowledge and presence of risk factors for fractures and osteoporosis among patients including diet, exercise, and environmental risk factors and compare by gender. The research was approved by IRB prior to data collection. The methodology included a researcher-designed and validated survey administered to an accepting sample of 155 patients presenting with fractures to Hospital Zacamil between January 2008 and May 2008. The data were analyzed with SPSS software. Findings indicate that the incidence of fractures in the study sample and those in developed countries are similar. Knowledge and presence of risk factors are similar by age and gender within the study sample. The primary conclusion was that education is needed to prevent falls and osteoporosis. Recommendations for further research include recognition of culturally-specific factors in prevention education and further study of the methods of addressing prevention in the specified population and the outcomes of the educational intervention.
Advisors/Committee Members: Sutphin, H. Dean (committeechair), Bolin, Delmas (committee member), Lockee, Barbara B. (committee member), Redican, Kerry J. (committee member).
Subjects/Keywords: elderly; El Salvador; fractures; osteoporosis
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Martinek, M. A. (2011). Knowledge, Causes, and Risk Factors Associated with Fractures in the Elderly Population at Hospital Zacamil in El Salvador. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77205
Chicago Manual of Style (16th Edition):
Martinek, Melissa Ann. “Knowledge, Causes, and Risk Factors Associated with Fractures in the Elderly Population at Hospital Zacamil in El Salvador.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/77205.
MLA Handbook (7th Edition):
Martinek, Melissa Ann. “Knowledge, Causes, and Risk Factors Associated with Fractures in the Elderly Population at Hospital Zacamil in El Salvador.” 2011. Web. 27 Feb 2021.
Vancouver:
Martinek MA. Knowledge, Causes, and Risk Factors Associated with Fractures in the Elderly Population at Hospital Zacamil in El Salvador. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/77205.
Council of Science Editors:
Martinek MA. Knowledge, Causes, and Risk Factors Associated with Fractures in the Elderly Population at Hospital Zacamil in El Salvador. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77205
Virginia Tech
27.
Al Zahrani, Turki Saad.
Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia.
Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/99145
► The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology…
(more)
▼ The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Cennamo, Katherine S. (committee member), Bond, Mark Aaron (committee member).
Subjects/Keywords: EFL instructions; design and development research; technology integration in EFL; Saudi EFL teachers; development research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Al Zahrani, T. S. (2019). Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/99145
Chicago Manual of Style (16th Edition):
Al Zahrani, Turki Saad. “Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia.” 2019. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/99145.
MLA Handbook (7th Edition):
Al Zahrani, Turki Saad. “Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia.” 2019. Web. 27 Feb 2021.
Vancouver:
Al Zahrani TS. Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/99145.
Council of Science Editors:
Al Zahrani TS. Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/99145
Virginia Tech
28.
Bowden, Todd H.
Design and Development of an Electronic Performance Enhancement Tool for Creating and Maintaining Information Management Web Sites.
Degree: PhD, Curriculum and Instruction (Instructional Design and Technology), 2011, Virginia Tech
URL: http://hdl.handle.net/10919/77315
► This study explored the design and development of an electronic performance enhancement tool that can assist a person with limited programming skills to create a…
(more)
▼ This study explored the design and development of an electronic performance enhancement tool that can assist a person with limited programming skills to create a variety of simple customized information management websites. In particular, this study was modeled after needs within an Instruction Technology department in which individuals were able to create pre-functional web pages with various elements such as textboxes and dropdown menus but lacked the programming skills necessary to add functionality to these web forms. Skilled programmers could add functionality to these pre-functioning web forms or create customized information management websites from scratch. However, programmers are not always available when needed. At the time of this study, there was no readily available way for persons to create customized information management websites without the services of a programmer or without needing to learn programming skills themselves. This study sought to determine what functionalities, characteristics and capabilities could be included in an electronic performance enhancement tool to assist non-programmers to create simple customized information management websites and how a tool with such functionalities, characteristics and capabilities could be designed and developed. A prototype version of such tool (named the Form And DataBase Interaction Tool or "FADBIT") was designed and developed in this study. This tool asks users who have created simple pre-functional web forms to answer a series of questions related to those webforms. Given the user's responses to these questions, this tool is able to form a metalanguage representation of the user's intentions for the web form and can translate this representation into useful programming code to add the desired functionality. The tool was successfully designed and developed using a generalized modular framework, and a Create-Adapt-Generalize model, with each module addressing one or more patterns common to web programming. The prototype tool successfully allowed non-programmers to create functional information websites for two structured evaluation projects, and achieved some level of success and encountered some difficulties with an unstructured project. Proposed modifications and extensions to the tool to address the difficulties encountered are presented.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Lockee, Barbara B. (committee member), Little, Jamie O. (committee member), Ogle, J. Todd (committee member).
Subjects/Keywords: Programming; Web Design; Electronic Performance Support Systems; metaprogramming; FADBIT; Dreamweaver; Web Forms; Databases; Cold Fusion
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bowden, T. H. (2011). Design and Development of an Electronic Performance Enhancement Tool for Creating and Maintaining Information Management Web Sites. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77315
Chicago Manual of Style (16th Edition):
Bowden, Todd H. “Design and Development of an Electronic Performance Enhancement Tool for Creating and Maintaining Information Management Web Sites.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/77315.
MLA Handbook (7th Edition):
Bowden, Todd H. “Design and Development of an Electronic Performance Enhancement Tool for Creating and Maintaining Information Management Web Sites.” 2011. Web. 27 Feb 2021.
Vancouver:
Bowden TH. Design and Development of an Electronic Performance Enhancement Tool for Creating and Maintaining Information Management Web Sites. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/77315.
Council of Science Editors:
Bowden TH. Design and Development of an Electronic Performance Enhancement Tool for Creating and Maintaining Information Management Web Sites. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77315
Virginia Tech
29.
Vance, David.
Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.
Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech
URL: http://hdl.handle.net/10919/29097
► This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several…
(more)
▼ This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several evangelical seminaries in the U.S. It also investigated whether students believed they had become competent practitioners of these skills or had received sufficient mentored field education in order for them to do so. A new self-efficacy survey was developed, and N=102 students from seven seminaries participated. Practice accounted for 7.9% of the variance in self-efficacy. Observation, instruction, and feedback were more weakly correlated with self-efficacy and not significant in the regression. On a scale from 0 (â I cannot do at allâ ) to 10 (â Highly certain I can doâ ), participantsâ self-efficacy in the skills ranged from 6.89 in counseling to 8.98 in â using and interpreting Scripture;â and there were indications that many participants had received a somewhat uneven field education. Only 23% of participants reported receiving sufficient practice and 19% sufficient feedback for them to become competent professionals. Future directions for research are suggested; and implications for both schools and churches are discussed from the perspective of instructional design, including incorporating studentsâ self-assessments into learner analysis and field education program evaluation.
Advisors/Committee Members: Brill, Jennifer Mary (committeechair), Rees, Loren Paul (committee member), Potter, Kenneth R. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: professional education; ministerial education; seminary; instructional design; quantitative research
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Vance, D. (2012). Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29097
Chicago Manual of Style (16th Edition):
Vance, David. “Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/29097.
MLA Handbook (7th Edition):
Vance, David. “Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.” 2012. Web. 27 Feb 2021.
Vancouver:
Vance D. Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/29097.
Council of Science Editors:
Vance D. Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/29097
Virginia Tech
30.
Brenner, Aimee Michelle.
Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.
Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech
URL: http://hdl.handle.net/10919/39472
► In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration…
(more)
▼ In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration practices on the part of the teacher education program, as well as exemplary programs themselves (Hofer, 2005; Mergendoller et al., 1994; Strudler & Wetzler, 1999). A significant number of studies focus on examining various components of technology integration plans within teacher education programs, but few have extended this examination to determine if transfer is evidenced in the practices of graduates. The purpose of this study, therefore, was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers.
This study employed a two-phase, sequential explanatory strategy, where quantitative data were collected via an online survey during the first phase and then interview data were collected during the second phase. The targeted sample population for this research study consisted of male and female early career teachers who had completed a graduate level teacher education program through the School of Education (SOE) at a large, research university located in the Southeast. Overall, these early career teachers assessed themselves as being proficient users of instructional technologies and feeling comfortable with their level of technology integration in the classroom. Out of nine qualities demonstrated in literature to promote learning transfer of technology integration knowledge and skills, the early career teachers reported the top three factors found in the study institution to be: the modeling of effective uses of technology integration by faculty in content-specific areas; opportunities to reflect upon technology integration practices in the classroom; and opportunities to practice and experiment with instructional technologies.
The early career teachers reported the three top barriers inhibiting technology integration in their classrooms as being: too much content to cover; lack of time to design and implement technology-enhanced lessons; and a lack of software resources. Although a majority of the early career teachers reported that the teacher education program overall prepared them to integrate technology into the classroom, they also reported that opportunities to practice technology integration and having access to expert guidance during their field experiences were lacking. Several suggestions were made by study respondents and these included: providing more opportunities to experiment and play with instructional technologies like SmartBoards; faculty support with regards to implementing and practicing with technology integration in field experiences; and technology courses that focus on up-to-date instructional technology tools within each of the content areas.
Findings from this study might be useful to…
Advisors/Committee Members: Brill, Jennifer Mary (committeechair), Kelly, Patricia Proudfoot (committee member), Burton, John K. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: learning transfer; technology integration; teacher education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Brenner, A. M. (2012). Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39472
Chicago Manual of Style (16th Edition):
Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/39472.
MLA Handbook (7th Edition):
Brenner, Aimee Michelle. “Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers.” 2012. Web. 27 Feb 2021.
Vancouver:
Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/39472.
Council of Science Editors:
Brenner AM. Investigating the Practices in Teacher Education that Promote and Inhibit Technology Integration in Early Career Teachers. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/39472
◁ [1] [2] [3] [4] [5] ▶
. 
Open Access Theses and Dissertations