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You searched for +publisher:"Virginia Tech" +contributor:("Lockee, Barbara B."). Showing records 1 – 30 of 125 total matches.

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Virginia Tech

1. Nyirongo, Nertha Kate. Technology Adoption and Integration: A Descriptive Study of a Higher Education Institution in a Developing Nation.

Degree: PhD, Teaching and Learning, 2009, Virginia Tech

 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)

Subjects/Keywords: Diffusion and adoption of innovations.; Instructional technology; electronic technologies for teaching and learning; Adoption and Integration of electronic technologie

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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 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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. Gentry, Wendy Ann. Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles.

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Gentry, Wendy Ann. “Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/82931.

MLA Handbook (7th Edition):

Gentry, Wendy Ann. “Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles.” 2016. Web. 21 Feb 2020.

Vancouver:

Gentry WA. Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/82931.

Council of Science Editors:

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


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ondin, Zeynep. “Design Thinking Across Different Design Disciplines: A Qualitative Approach.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/83858.

MLA Handbook (7th Edition):

Ondin, Zeynep. “Design Thinking Across Different Design Disciplines: A Qualitative Approach.” 2017. Web. 21 Feb 2020.

Vancouver:

Ondin Z. Design Thinking Across Different Design Disciplines: A Qualitative Approach. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 21]. 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Murphy, Michael Todd. “The Perception of Ely's Conditions for Technology Implementation within Community Colleges.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/56983.

MLA Handbook (7th Edition):

Murphy, Michael Todd. “The Perception of Ely's Conditions for Technology Implementation within Community Colleges.” 2015. Web. 21 Feb 2020.

Vancouver:

Murphy MT. The Perception of Ely's Conditions for Technology Implementation within Community Colleges. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/56983.

Council of Science Editors:

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


Virginia Tech

5. Ondin, Zerrin. Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.

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

 Accessibility is a very important criterion to make online learning inclusive to students with different abilities. According to Burgstahler, Corrigan and McCarter (2004) unless design… (more)

Subjects/Keywords: Accessibility; Online Learning; Visual Impairment

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APA (6th Edition):

Ondin, Z. (2015). Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64393

Chicago Manual of Style (16th Edition):

Ondin, Zerrin. “Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/64393.

MLA Handbook (7th Edition):

Ondin, Zerrin. “Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.” 2015. Web. 21 Feb 2020.

Vancouver:

Ondin Z. Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/64393.

Council of Science Editors:

Ondin Z. Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64393


Virginia Tech

6. Li, Wei. Developing A Framework for Guiding Interaction Design in Distance Learning.

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

 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)

Subjects/Keywords: distance learning; design and development research; interaction; instructional design

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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 21, 2020. http://hdl.handle.net/10919/64400.

MLA Handbook (7th Edition):

Li, Wei. “Developing A Framework for Guiding Interaction Design in Distance Learning.” 2015. Web. 21 Feb 2020.

Vancouver:

Li W. Developing A Framework for Guiding Interaction Design in Distance Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Feb 21]. 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Park, Yeonjeong. “Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/27662.

MLA Handbook (7th Edition):

Park, Yeonjeong. “Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning.” 2010. Web. 21 Feb 2020.

Vancouver:

Park Y. Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/27662.

Council of Science Editors:

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


Virginia Tech

8. 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

 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)

Subjects/Keywords: Volition; Feedback; satisfaction; self-efficacy

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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 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

9. 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

 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)

Subjects/Keywords: elderly; El Salvador; fractures; osteoporosis

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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 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/77244.

MLA Handbook (7th Edition):

Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Web. 21 Feb 2020.

Vancouver:

Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Feb 21]. 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

11. 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

 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)

Subjects/Keywords: Programming; Web Design; Electronic Performance Support Systems; metaprogramming; FADBIT; Dreamweaver; Web Forms; Databases; Cold Fusion

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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 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

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

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

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

Subjects/Keywords: attitudinal instruction; attitudes; attitudinal strategies

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jennings, Samuel Raymond. “Structured Design Strategies for Attitude Instruction.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/19204.

MLA Handbook (7th Edition):

Jennings, Samuel Raymond. “Structured Design Strategies for Attitude Instruction.” 2012. Web. 21 Feb 2020.

Vancouver:

Jennings SR. Structured Design Strategies for Attitude Instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Feb 21]. 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

13. Liu, Jianhua. The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps.

Degree: PhD, Learning Sciences and Technologies, 2010, Virginia Tech

 This dissertation explores the feasibility of employing software agent technology to support large-scale assessment. The research included the design, development, and evaluation of the Assessment… (more)

Subjects/Keywords: concept map; learning assessment; software agent; assessment agent

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APA (6th Edition):

Liu, J. (2010). The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29231

Chicago Manual of Style (16th Edition):

Liu, Jianhua. “The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/29231.

MLA Handbook (7th Edition):

Liu, Jianhua. “The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps.” 2010. Web. 21 Feb 2020.

Vancouver:

Liu J. The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/29231.

Council of Science Editors:

Liu J. The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/29231


Virginia Tech

14. Henson, Camille Jeanette. Risk Factors Contributing to Transmission Rates of Chlamydia trachomatis and Neisseria gonorrhoeae Among Women in Veron, Dominican Republic.

Degree: PhD, Education, 2011, Virginia Tech

 Background Selected factors place Dominican female adolescent and adults at risk for sexually transmitted infections (STIs) such as Chlamydia, causative organism Chlamydia trachomatis, and Gonorrhea,… (more)

Subjects/Keywords: sexually transmitted infections (STIs); Chlamydia trachomatis; Neisseria gonorrhoeae; risk factors; Dominican Republic

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APA (6th Edition):

Henson, C. J. (2011). Risk Factors Contributing to Transmission Rates of Chlamydia trachomatis and Neisseria gonorrhoeae Among Women in Veron, Dominican Republic. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26241

Chicago Manual of Style (16th Edition):

Henson, Camille Jeanette. “Risk Factors Contributing to Transmission Rates of Chlamydia trachomatis and Neisseria gonorrhoeae Among Women in Veron, Dominican Republic.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/26241.

MLA Handbook (7th Edition):

Henson, Camille Jeanette. “Risk Factors Contributing to Transmission Rates of Chlamydia trachomatis and Neisseria gonorrhoeae Among Women in Veron, Dominican Republic.” 2011. Web. 21 Feb 2020.

Vancouver:

Henson CJ. Risk Factors Contributing to Transmission Rates of Chlamydia trachomatis and Neisseria gonorrhoeae Among Women in Veron, Dominican Republic. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/26241.

Council of Science Editors:

Henson CJ. Risk Factors Contributing to Transmission Rates of Chlamydia trachomatis and Neisseria gonorrhoeae Among Women in Veron, Dominican Republic. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26241


Virginia Tech

15. Vance, David. Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.

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

 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)

Subjects/Keywords: professional education; ministerial education; seminary; instructional design; quantitative research

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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 21, 2020. http://hdl.handle.net/10919/29097.

MLA Handbook (7th Edition):

Vance, David. “Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.” 2012. Web. 21 Feb 2020.

Vancouver:

Vance D. Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Feb 21]. 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

16. 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

 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)

Subjects/Keywords: eLearning; PSI; Self-regulated learning

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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 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

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

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

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

Subjects/Keywords: collaborative learning; identity salience

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Wang, FeiHong. “Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/26546.

MLA Handbook (7th Edition):

Wang, FeiHong. “Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities.” 2010. Web. 21 Feb 2020.

Vancouver:

Wang F. Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/26546.

Council of Science Editors:

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


Virginia Tech

18. 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

 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)

Subjects/Keywords: instructional design and technology; self-efficacy; second language

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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 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Chen, Xin. “An Integrative Review of the Effects of Social Presence on Distance Education.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/71298.

MLA Handbook (7th Edition):

Chen, Xin. “An Integrative Review of the Effects of Social Presence on Distance Education.” 2014. Web. 21 Feb 2020.

Vancouver:

Chen X. An Integrative Review of the Effects of Social Presence on Distance Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Feb 21]. 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hunger, Gail M. “Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/26455.

MLA Handbook (7th Edition):

Hunger, Gail M. “Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.” 2010. Web. 21 Feb 2020.

Vancouver:

Hunger GM. Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/26455.

Council of Science Editors:

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


Virginia Tech

21. Fowlin, Julaine M. A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents.

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

 21st century work environments are becoming more dynamic; they are fast-paced and require critical incidents to be dealt with in a shorter time frame. At… (more)

Subjects/Keywords: knowledge management; knowledge life cycle; organizational learning; instructional design and technology; human performance technology; fast-paced

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APA (6th Edition):

Fowlin, J. M. (2014). A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73299

Chicago Manual of Style (16th Edition):

Fowlin, Julaine M. “A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/73299.

MLA Handbook (7th Edition):

Fowlin, Julaine M. “A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents.” 2014. Web. 21 Feb 2020.

Vancouver:

Fowlin JM. A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/73299.

Council of Science Editors:

Fowlin JM. A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/73299


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alqahtani, Mashael Hassan. “Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/73481.

MLA Handbook (7th Edition):

Alqahtani, Mashael Hassan. “Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia.” 2016. Web. 21 Feb 2020.

Vancouver:

Alqahtani MH. Towards Development of a Needs Assessment Process in International Contexts: A Model for Saudi Arabia. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/73481.

Council of Science Editors:

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


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Dickens, Heidi Elizabeth. “A Revised Measure of Ely's Conditions of Change: Initial Psychometric Properties of the Implementation Profile Inventory II.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/73708.

MLA Handbook (7th Edition):

Dickens, Heidi Elizabeth. “A Revised Measure of Ely's Conditions of Change: Initial Psychometric Properties of the Implementation Profile Inventory II.” 2016. Web. 21 Feb 2020.

Vancouver:

Dickens HE. A Revised Measure of Ely's Conditions of Change: Initial Psychometric Properties of the Implementation Profile Inventory II. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/73708.

Council of Science Editors:

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


Virginia Tech

24. Johnson, Alicia Leinaala. Exploration of Factors Affecting the Self-Efficacy of Asynchronous Online Learners: a Mixed Methods Study.

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

 This study explored former and current graduate and undergraduate online students' self-efficacy perceptions for asynchronous online coursework. Self-efficacy is described as a person's judgment of… (more)

Subjects/Keywords: Online Learning; Distance Learning; Asynchronous; Self-Efficacy Sources

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APA (6th Edition):

Johnson, A. L. (2017). Exploration of Factors Affecting the Self-Efficacy of Asynchronous Online Learners: a Mixed Methods Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77518

Chicago Manual of Style (16th Edition):

Johnson, Alicia Leinaala. “Exploration of Factors Affecting the Self-Efficacy of Asynchronous Online Learners: a Mixed Methods Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/77518.

MLA Handbook (7th Edition):

Johnson, Alicia Leinaala. “Exploration of Factors Affecting the Self-Efficacy of Asynchronous Online Learners: a Mixed Methods Study.” 2017. Web. 21 Feb 2020.

Vancouver:

Johnson AL. Exploration of Factors Affecting the Self-Efficacy of Asynchronous Online Learners: a Mixed Methods Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/77518.

Council of Science Editors:

Johnson AL. Exploration of Factors Affecting the Self-Efficacy of Asynchronous Online Learners: a Mixed Methods Study. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77518

25. Ansong-Gyimah, Kwame. Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers:  A Design and Development Study.

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

 Information and Communications Technology play prominent roles in all aspects of human life today. School curricula is continually being revised to take advantage of the… (more)

Subjects/Keywords: Developing Countries; Competency Framework for Teachers

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APA (6th Edition):

Ansong-Gyimah, K. (2017). Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers:  A Design and Development Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77955

Chicago Manual of Style (16th Edition):

Ansong-Gyimah, Kwame. “Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers:  A Design and Development Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/77955.

MLA Handbook (7th Edition):

Ansong-Gyimah, Kwame. “Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers:  A Design and Development Study.” 2017. Web. 21 Feb 2020.

Vancouver:

Ansong-Gyimah K. Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers:  A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/77955.

Council of Science Editors:

Ansong-Gyimah K. Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers:  A Design and Development Study. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77955


Virginia Tech

26. Ervine, Michelle D. Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.

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

 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)

Subjects/Keywords: Instructional technology; metadata; knowledge harvesting; performance support; non-textual learning objects

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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 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Schilder, Evelien A. “Perceptions of Media Literacy Assessment: A Mixed Methods Study.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/47727.

MLA Handbook (7th Edition):

Schilder, Evelien A. “Perceptions of Media Literacy Assessment: A Mixed Methods Study.” 2014. Web. 21 Feb 2020.

Vancouver:

Schilder EA. Perceptions of Media Literacy Assessment: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/47727.

Council of Science Editors:

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


Virginia Tech

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

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

 Faculty who teach online courses at large research institutions have unique professional development and support needs. Communities of practice may provide a solution to feelings… (more)

Subjects/Keywords: community of practice; faculty development; ADDIE model

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APA (6th Edition):

Bond, M. A. (2013). Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50569

Chicago Manual of Style (16th Edition):

Bond, Mark Aaron. “Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/50569.

MLA Handbook (7th Edition):

Bond, Mark Aaron. “Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments.” 2013. Web. 21 Feb 2020.

Vancouver:

Bond MA. Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/50569.

Council of Science Editors:

Bond MA. Constructing Guidelines for Building Communities of Practice for  Supporting Faculty Professional Development in Electronic Environments. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50569


Virginia Tech

29. Blevins, Samantha Jane. Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory.

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

 The use of electronic portfolios (ePortfolios) to support learning, assessment, and professional development across higher education has increased in recent years. However, higher education faculty… (more)

Subjects/Keywords: electronic portfolios; diffusion of innovation; development research

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APA (6th Edition):

Blevins, S. J. (2013). Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51763

Chicago Manual of Style (16th Edition):

Blevins, Samantha Jane. “Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 21, 2020. http://hdl.handle.net/10919/51763.

MLA Handbook (7th Edition):

Blevins, Samantha Jane. “Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory.” 2013. Web. 21 Feb 2020.

Vancouver:

Blevins SJ. Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10919/51763.

Council of Science Editors:

Blevins SJ. Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/51763


Virginia Tech

30. Dannenberg, David Randall. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.

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

 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)

Subjects/Keywords: virtual worlds; CLE; constructivist learning environments; education; instructional design; design and development research

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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 21, 2020. 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. 21 Feb 2020.

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 2020 Feb 21]. 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

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