You searched for +publisher:"Virginia Tech" +contributor:("Lockee, Barbara B.").
Showing records 1 – 30 of
125 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, Teaching and Learning, 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 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
URL: http://hdl.handle.net/10919/82931
► Citations allow researchers to define relationships across articles and develop arguments by building on the work of others. This study explores citation of theory symbols…
(more)
▼ Citations allow researchers to define relationships across articles and develop arguments by building on the work of others. This study explores citation of theory symbols in Instructional Design and Technology (IDT) academic articles. The term theory symbol is used to define a concept that, after its original publication, is subsequently incorporated by later writers through citation. Exploring the citation history of the seminal publications makes it possible to trace theory symbol use over time and thus to trace its dissemination in the field. A typology of theory symbol use in IDT academic publication is developed through a citation context analysis (CCA) of a sample of articles published in Educational Technology Research and Development (ETRD) and its predecessor journals (1953–2012) which incorporate theory symbols through citation. This analysis contributes to an understanding of how theory has shaped IDT disciplinary knowledge and augments discourse analysis and bibliometrics by examining the context in which theory is incorporated into academic publication.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Larson, Miriam Bender (committee member), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member).
Subjects/Keywords: Citation Context Analysis (CCA); Theory Symbol; Theory; Typology; Bibliometrics; Instructional Design and Technology (IDT); Discouse Analysis; Disciplinary Knowledge
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):
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
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 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
URL: http://hdl.handle.net/10919/56983
► Change is a concept that has been studied for generations and continues to evolve in the literature. An area of change is diffusion of innovation…
(more)
▼ Change is a concept that has been studied for generations and continues to evolve in the literature. An area of change is diffusion of innovation which examines how new technologies or innovations are spread throughout a population. Using Ely's (1990) eight conditions that facilitate the implementation of educational technologies, this study was conducted to measure the influence of those conditions for the implementation of technologies in community college environments. Within this study, 634 participants from 18 community colleges across
Virginia were surveyed and identified the conditions they perceived to be most influential in regards to their decisions to implement a specific technology. The perceived influence of Ely's eight conditions was analyzed for differences between various technologies, as well as within various demographic groups. The findings of this study identify those conditions with highly perceived influences which may lead practitioners to ensure the more influential conditions are in place prior to future technology implementations with the goal of more successful implementations.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Change; Instructional Design; Technology; Implementation; Diffusion of Innovation; Community College
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):
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
URL: http://hdl.handle.net/10919/64393
► 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)
▼ 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 of the courses are accessible to all students, including those with disabilities, the ultimate goal of distance learning to make education available to everyone cannot be accomplished. However, accessibility is rarely a priority for online course developers and students with disabilities are not considered as a large group (Treviranus and Roberts, 2006). This exploratory case study investigated the experiences of the students with visual impairment in online learning environments with regards to media used in their courses with the intent of providing suggestions for accessible media design. Media included text, visuals (pictures, diagrams, charts, and graphs), audio, and multimedia (video and animation) used in online learning environments. This study used a purposive sampling technique and participants who are visually impaired, who had an online course experience, and who are older than 18 years old were included in the study. A semi-structured interview protocol was developed and participants were asked about challenges they experienced and what worked well for them in terms of media in online learning environment. Because of the lack of scientific research examining design of online learning for students with visual impairment, this dissertation fills an important research gap and also makes contributions to the field of Instructional Design and Technology by providing students' perspectives and suggestions for accessible design. Suggestions provided in this study is valuable in terms of designing accessible online courses and that there is a lack of information and guidance for answering the needs of students with visual impairment in online learning environments.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Asselin, Susan B. (committee member), Burton, John Knox (committee member).
Subjects/Keywords: Accessibility; Online Learning; Visual Impairment
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. (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
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 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
URL: http://hdl.handle.net/10919/27662
► 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)
▼ 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 backgrounds. However, these studentsâ challenges in linguistic and socio-cultural adjustment impact their effective learning and academic success. Intercultural Communicative Competence (ICC) is an important ability that they need to consider. It assesses attitude, skills, knowledge, adaptability, flexibility, and communication ability with culturally different people.
Researchers in Instructional Design and Technology (IDT) have suggested that instructional designers should understand diverse learnersâ abilities and cultural characteristics and apply them in their Instructional Design (ID) strategies. However, the existing ID models do not specifically include ICC as a consideration in the design process. Furthermore, there has been a lack of research on culturally diverse or minority students.
Considering NNS graduate studentsâ characteristics, cultural diversity, and need to develop ICC, the researcher reviewed three social theories of learning: social learning theory, sociocultural and cultural-historical activity theory, and situated learning theory. Socially engaged learning, a synthesized framework, was recommended for NNS graduate students along with effective ID strategies.
This research investigated perceptions on ICC and ID strategies for socially engaged learning in a sample of 208 NNS graduate students. Quantitative methods were used to assess studentsâ ICC level and perceptions of effective instructional strategies in four categories: (1) studentsâ gradual engagement and active participation, (2) learning in rich cultural context, (3) self-regulation and learning ownership, and (4) integration of communication technologies.
Results showed that NNS graduate students were diverse in background characteristics, academic disciplines, cultural origins, and previous experiences; they perceived a moderately high level of ICC; and they generally had positive views on ID strategies for socially engaged learning. This research can help instructional designers and instructors in higher education to better understand the needs of NNS graduate students and to prepare them to study more effectively and have more valuable intercultural experiences.
Advisors/Committee Members: Moore, David Michael (committeechair), Shrum, Judith L. (committee member), Burton, John K. (committee member), Lockee, Barbara B. (committeecochair).
Subjects/Keywords: instructional design strategies; intercultural communicative competence; international graduate students; non-native English speakers; socially engaged 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):
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
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 Michael (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 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
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 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
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 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
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, Jeffrey 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 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
URL: http://hdl.handle.net/10919/19204
► Social psychologists believe that attitudes occur both implicitly and explicitly suggesting that people can think, feel, and behave in ways that are counter to their…
(more)
▼ Social psychologists believe that attitudes occur both implicitly and explicitly suggesting that people can think, feel, and behave in ways that are counter to their outward views. Researchers within the field of instructional technology have proposed treatments for explicit attitude manipulation within an instructional situation but have yet to implement strategies that encompass implicit attitudes. Researchers from both fields concur that attitudes are malleable and can be manipulated with appropriate intervention strategies (Bertrand et al., 2005; Dasgupta & Greenwald, 2001; Dick & Carey, 1996; Gagné, Briggs, & Wager, 1988; Kamradt & Kamradt, 1999; Krathwohl, Bloom, & Masia, 1964). The purpose of this study was to investigate the effectiveness of instructional design strategies intended to influence implicit and explicit attitudes in the direction of a target attitude. The predominant strategies for attitude manipulation prescribed in the instructional design and technology literature were combined and adapted for online delivery. In addition, proven strategies from social psychology research were integrated into the existing instructional design strategies for implicit attitude manipulation. The independent variable for this experimental study consisted of the prescribed instructional strategies for influencing both implicit and explicit attitudes. For the purpose of this study, the attitude that the instruction was designed to address was the reduction of biased-based policing, thus, the dependent variables were implicit attitudes as measured by the Race Implicit Association Test (IAT), and explicit attitudes as measured by the Symbolic Racism Test 2000 (SR2K). Fifty volunteers were randomly assigned to one of two instructional modules. One module served as a control for 25 of the participants. The second module served as a treatment for the remaining 25 participants. The treatment was based on the incorporation of the recommended strategies for attitudinal instruction found in the literature. Implicit attitude assessment revealed that there was no statistically significant difference between the control and treatment groups as measured by the Race Implicit Association Test (Race IAT). Furthermore, explicit attitude assessment also revealed that that there was no statistically significant difference between the control and treatment groups as measured by the Symbolic Racism Test 2000 (SR2K). However, there were several limitations that may have affected the study. As a result, we still do not know for certain how the incorporation of attitudinal strategies within web-based instruction influence implicit and explicit attitudes.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Potter, Kenneth R. (committee member), Moore, David Michael (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: attitudinal instruction; attitudes; attitudinal strategies
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 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
URL: http://hdl.handle.net/10919/29231
► 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)
▼ 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 Agent System for assessing comprehensive understanding based on concept maps.
The system was designed by following an agent-oriented software design method. The Assessment Agent System is composed of five types of software agents: instructor agent, student agent, management agent, assessment agent, and reporting agent. Each of these agents was designed to possess different capabilities. Software agents in the system, through communication and cooperation, collectively provide the functionalities of user-system interaction, user management, task authoring and management, assessment delivery, task presentation, response collection, automatic assessing with feedback, and reporting. Through the process of design, development, and evaluation of the Assessment Agent System, this study demonstrates an approach that employs an agent-oriented software design method to produce sophisticated educational software applications.
Furthermore, this study explored the concept map assessing method for the Assessment Agent System. When node terms and linking phrases are provided, assessing student concept maps can be automated by comparing student concept maps with assessment criteria, proposition by proposition. However, the usefulness of the proposition-comparing method depends heavily on the accuracy and thoroughness of the criterion propositions. Therefore, assessment criteria need to be continually refined and improved through examining student-created propositions.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Lockee, Barbara B. (committee member), Moore, David Michael (committee member), Ogle, Jeffrey Todd (committee member).
Subjects/Keywords: concept map; learning assessment; software agent; assessment agent
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):
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
URL: http://hdl.handle.net/10919/26241
► 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)
▼ 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, causative organism Neisseria gonorrhoeae. The purpose of this study was to determine the prevalence of Chlamydia and Gonorrhea among adolescent and adult females that utilize the clinic in Veron, Dominican Republic. Clinical standards of care for these STIs and educational programs for prevention were developed from the data gathered from this study. Significance at 0.05 ά of the relationship of educational level, management of risk factors and other selected independent variables on prevalence rate of Chlamydia and Gonorrhea in the clinic population of Veron, Dominican Republic were determined. The objectives of the study were to 1) determine the prevalence of adolescent and young adult females diagnosed with Gonorrhea and Chlamydia who visit the clinic for prenatal visits, annual pap smear exams and gynecological complaints; 2) determine the extent to which educational level is a predictor of positive diagnosis or risk for infection of Chlamydia and Gonorrhea and; 3) determine which selected demographic and risk factors are associated with positive test results for Gonorrhea and Chlamydia.
Methods
All adolescent and adult females ages 15 years and older visiting the clinic in Veron for prenatal exams, pap smear exams and gynecological complaints between January 28, 2008 â March 3, 2008 were invited to participate in this prevalence study. Of the 90 invited, the accepting sample was 90 who signed an informed consent form. Prior to STI testing each patient completed a verbal interview and questionnaire on sociodemographic characteristics as well as knowledge, attitudes, and beliefs related to Chlamydia and gonorrhea, sexual experiences and behaviors and illicit drugs use. Specimens collected from the endocervical canal of each female were tested and results provided within two hours, followed by immediate treatment by a licensed Dominican physician and follow-up care based on the guidelines and standards of care. The data were analyzed using descriptive statistics, chi square, t-test and logistic regression.
Results
A total of ninety women participated in the study. Chlamydia was detected in 6.7% of the patient population and Gonorrhea was detected in 22.2% of the patient population. Co-infection of both Chlamydia and Gonorrhea was present in 2 cases. Among the positive Chlamydia tests results, 50% had less than a six-year education and 50% had more then six years of education. In addition, 83.3% of the patients with positive Chlamydia results answered â yesâ , they could read and 16.6% stated they could not read, while 83.3% of the patients with positive Chlamydia results stated they could write and 16.6% stated they could not write (P>0.05). Among the patients that tested positive for Gonorrhea, 55% stated they had less than six years of formal education and 45% had more than six years of formal…
Advisors/Committee Members: Sutphin, H. Dean (committeechair), Lockee, Barbara B. (committee member), Palmieri, James (committee member), Redican, Kerry J. (committee member).
Subjects/Keywords: sexually transmitted infections (STIs); Chlamydia trachomatis; Neisseria gonorrhoeae; risk factors; Dominican Republic
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):
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
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 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
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 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
URL: http://hdl.handle.net/10919/26546
► 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)
▼ 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 are motivators of human actions that impact an individual's self-esteem and behavioral tendencies (Stryker, 1968). An individual has three identity aspects that are related to different behavioral tendencies: individual, relational, and collective aspects. The identity aspect that an individual acts out across a variety of situations is their identity salience. Implied by the identity salience theory, students' behaviors may be detrimental or beneficial to the effectiveness of collaborative learning based on their identity salience. Results of the study revealed a possible relationship between students' identity salience and their attitudes, prior experiences, working preferences, and priorities in collaborative learning. In addition, results of the study also disclosed students' behavioral tendencies in dealing with collaborative learning problems including group tension, the free-rider effect, and role taking in relation to students' identity salience. Findings of this study can be used to support further investigations on personalized student grouping for effective collaborative learning.
Advisors/Committee Members: Burton, John K. (committeechair), Lockee, Barbara B. (committee member), Jones, Brett D. (committee member), Evans, Michael A. (committee member).
Subjects/Keywords: collaborative learning; identity salience
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, 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
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 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
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 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
URL: http://hdl.handle.net/10919/26455
► 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)
▼ 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 in the online environment. Herrington and Oliver (2000) state that designing authentic tasks for online learning can be captured using nine characteristics. Bonk and Dennenâ s (2003) research empirically demonstrated a Framework for Online Instruction. Combining these two research frameworks, guidelines to inform the decisions to of instructional designers when for authentic in the online environment are designed, developed, and validated with expert reviewers in authentic learning.
Advisors/Committee Members: Lockee, Barbara B. (committee member), Doolittle, Peter E. (committee member), Moore, David Michael (committeecochair), Burton, John K. (committeecochair).
Subjects/Keywords: Guidelines for Authentic Instruction; Distance Learning; Online Instruction; Instructional Design; Development 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):
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
URL: http://hdl.handle.net/10919/73299
► 21st century work environments are becoming more dynamic; they are fast-paced and require critical incidents to be dealt with in a shorter time frame. At…
(more)
▼ 21st century work environments are becoming more dynamic; they are fast-paced and require critical incidents to be dealt with in a shorter time frame. At the same time, in order for organizations to survive knowledge management (KM) systems need to be in place that allow organizations to learn from these incidents and use the knowledge gained to solve new problems.
The knowledge life cycle consists of three phases: create, preserve, and disseminate. The knowledge life cycle also involves the transformation of knowledge from tacit to explicit, which is important to shift knowledge from the individual level to the organizational level; this represents a very important objective of KM.
KM is not a domain on its own but intersects with other areas such as organizational learning, performance support, and communities of practice. Learning and performance support are among the concerns of practitioners in the sister fields of instructional design and technology (IDT) and human performance technology (HPT). Yet still, there are not many studies that examine KM through the lens of these professions. There is a need for knowledge to be accessible and for structures to be put in place to facilitate the knowledge life cycle.
The purpose of this study was to explore how workers in a fast-paced environment go through the knowledge life cycle when dealing with critical incidents, and the factors that acted as driving and restraining forces. A single instrumental case study research design was used to study employees of a walk-in computer software help desk. The HPT model along with principles and procedures of critical incident technique were used to create a framework for data collection, which included interviews, a focus group session, and examination of extant data.
Findings revealed that workers went through the knowledge life cycle by making internal and external connections and both organizational and individual factors impacted the flow of knowledge. A disconnection between available tools and work processes posed the greatest barrier to going through all the knowledge life cycle process.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Burton, John Knox (committee member), Brill, Jennifer Mary (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: knowledge management; knowledge life cycle; organizational learning; instructional design and technology; human performance technology; fast-paced
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):
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
URL: http://hdl.handle.net/10919/73481
► Needs assessment plays a vital role in the field of instructional design. It is considered essential to determine whether instructional needs exist, and to then…
(more)
▼ Needs assessment plays a vital role in the field of instructional design. It is considered essential to determine whether instructional needs exist, and to then specify interventions appropriate for the context examined. This process involves the thoughtful analysis of the learner, the task, and the context. Despite the importance of this process, the literature appears to lack recent publications on needs assessment processes in international settings. Given the limited examination of the implementation of the needs assessment process within the context of different countries and cultures, a need exists for the development of a revised needs assessment model for use within international settings. Witkin and Altschuld (1995) have suggested a three-phase model for conducting needs assessments taking place in large organizational change and development contexts. This study attempts to describe the development and the validation process for the three-phase model that has been developed in the United States so that it may be adopted in an international context (Saudi Arabia). Using developmental research methods, the construction and validation of the model for the Saudi context occurred in three phases including: analysis, validation, and revision (Richeyand Klein, 2008). In phase one, a comprehensive overview of the literature was used as a theoretical foundation for developing the three-phase model. In phase two, formative evaluation of the model was conducted by two expert reviewers followed by an open-ended survey of practitioners and scholars in the instructional design field (N = 15). In phase three, the three-phase model was further revised and modified based on the results of the formative evaluation. Data analysis procedures followed qualitative methodologies. Triangulation of the findings from the literature review, expert review, and open-ended survey provided the validation for the three-phase model. As a result, a culturally-based model considering contextual, social, cultural, and political aspects was developed for the Saudi context. This model is proposed to enable instructional designers and developers in the Instructional Design field to better understand the local contextual and cultural factors prior to actual implementation of the needs assessment into the new country. Recommendations were given to practitioners choosing to use the culturally-based model in the Saudi context, and suggestions for future research were provided
Advisors/Committee Members: Burton, John Knox (committeechair), Lockee, Barbara B. (committeechair), Johari, Abbas (committee member), Cennamo, Katherine S. (committee member), Doolittle, Peter E. (committee member).
Subjects/Keywords: Needs Assessment; Culturally-Based Model; Developmental Research; Saudi Arabia
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):
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
URL: http://hdl.handle.net/10919/73708
► This study provided reliability and validity evidence to substantiate the Implementation Profile Inventory II's (IPI-II) use as a measure of a user's perceptions of Ely's…
(more)
▼ This study provided reliability and validity evidence to substantiate the Implementation Profile Inventory II's (IPI-II) use as a measure of a user's perceptions of Ely's (1990a) eight conditions of change. To establish the psychometric properties of the IPI-II, three alternative factor structure models for Ely's conditions were compared. A confirmatory approach was used for the analysis of the evidence. A four-factor structure hypothesized by Ensminger et al (2004) appears to fit reasonably well; however, this study provided stronger evidence for a fifth underlying construct as a better model for the IPI-II's structure in a sample of 252 university faculty and staff. Perceptions of conditions that influence implementation of innovations are important measures of success and can serve as a planning guide for the instructional designer (Ely, 1990a, 1990b, 1999a, 1999b; Ensminger and Surry, 2002; Ensminger, 2005). The IPI-II is a revised scale (Ensminger and Surry, n.d.) designed to measure a user's perceptions of the importance of Ely's eight conditions of change. Psychometric information was obtained and reported on the measure's dimensionality, reliability, and validity. Recommendations are offered to facilitate the revision of questionnaire items to achieve a stable, well-defined solution for the factor structure (dimensionality) of the IPI-II. This study represented the first psychometric evaluation of the IPI-II and the first confirmatory study in the development cycle of the Implementation Profile Inventory.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Lockee, Barbara B. (committee member), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member).
Subjects/Keywords: psychometric properties; Ely's conditions of change; implementation; innovations; instructional design
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):
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
URL: http://hdl.handle.net/10919/77518
► 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)
▼ 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 his or her ability to successfully complete a learning or performance task (Bandura, 1997). Using an exploratory sequential mixed methods approach, this study explored the research question in three phases: 1) Conducted interviews and analyzed transcripts of 11 current and previous asynchronous online learners; 2) Created and enlisted the expert review of a survey instrument developed from the interview data analysis; and 3) Collected and analyzed survey responses from current and previous asynchronous online learners. The findings from this research show, based on 215 participant responses, several factors present or absent in asynchronous online learning experiences have positive, negative or no effects on perceived self-efficacy to complete online course requirements. Findings, limitations, practical implications and future research ideas are discussed in Chapter Six of this document.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committeechair), Burton, John Knox (committee member), Hodges, Charles B. (committee member).
Subjects/Keywords: Online Learning; Distance Learning; Asynchronous; Self-Efficacy Sources
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):
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
URL: http://hdl.handle.net/10919/77955
► 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)
▼ 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 opportunities that ICTs offer to improve teaching and learning. Using the tool development type of design and development research, this study translates the UNESCO ICT Competency Framework for Teachers (UNESCO ICT-CFT) into an online survey that is capable of detecting if computer labs of teacher training colleges in developing countries have the capability to be used to train teachers to exhibit the UNESCO ICT competencies. By employing design and development techniques of expert review and field tests, an online tool was developed that was able to provide feedback on the capability of selected computer labs to be used as centers for training teachers on the UNESCO ICT-CFT. This report provides a detailed account of the tool development process, including expert review and field tests.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Bond, Mark Aaron (committee member), Burton, John Knox (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Developing Countries; Competency Framework for Teachers
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):
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
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 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
URL: http://hdl.handle.net/10919/47727
► Media literacy scholars have to a great extent ignored the assessment of media literacy outcomes and associated challenges. Martens (2010) states that evaluating and explaining…
(more)
▼ Media literacy scholars have to a great extent ignored the assessment of media literacy outcomes and associated challenges. Martens (2010) states that evaluating and explaining the effectiveness of media literacy education is one of the most overwhelming challenges for current research in the field. Buckingham and Domaille (2009) claim that the lack of structured assessment procedures likely contributed to the lack of status of media literacy education. The purpose of this mixed methods study (exploratory sequential design) was therefore to explore the views of media literacy scholars and professionals on media literacy assessment through qualitative interviews (N = 10) with the intent of using this information to develop a quantitative survey to validate and extend the qualitative findings with a larger sample of media literacy professionals and scholars from all around the world (N = 171).
The study provides an overview of goals and outcomes of media literacy education. In addition, it provides information about the extent to which outcomes are specified and by whom these outcomes are specified. The study also offers a comprehensive overview of assessment methods that were used by participants of the study, the role that media literacy plays in their work, and the entities which developed these assessment methods. It provides further detail about the extent to which the learning process and product are assessed, the importance of context in assessment, approaches that are used to evaluate and interpret students' work, and factors that influence the way participants assess media literacy. The study also offers an overview of assessment challenges that were encountered by participants and the extent to which these are considered challenges for the field. In addition, for each of the assessment methods that were used by participants, a distinct set of challenges is identified. An account of the extent that respondents felt constrained by any outside regulations or mandates is provided as well, along with a description of how they would assess media literacy void of these constraints. Finally, methods to overcome media literacy challenges are presented, along with recommendations to improve the effectiveness of media literacy assessment.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member), Potter, Kenneth R. (committee member).
Subjects/Keywords: Media Literacy; Media Education; Assessment; Media Literacy Assessment
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):
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
URL: http://hdl.handle.net/10919/50569
► Faculty who teach online courses at large research institutions have unique professional development and support needs. Communities of practice may provide a solution to feelings…
(more)
▼ Faculty who teach online courses at large research institutions have unique professional development and support needs. Communities of practice may provide a solution to feelings of isolation reported by faculty who teach online courses. Through a community of practice faculty may offer support to each and share online instructional best practices. Using a developmental study, research-based practices were operationalized using the ADDIE model to form guidelines for building and maintaining a virtual community of practice for online teaching faculty. An expert review validated and led the revision process for the set of guidelines. This study describes the development of the guidelines, the expert review, and the validation of the final product.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member), Brill, Jennifer Mary (committee member).
Subjects/Keywords: community of practice; faculty development; ADDIE model
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):
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
URL: http://hdl.handle.net/10919/51763
► 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)
▼ 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 who are instrumental to successful adoption and implementation are not often invited as active participants in the innovation process. In addition, while student perspectives of ePortfolio adoption are well represented in the literature, faculty perspectives are not. The goal of this research study was to investigate faculty and administrators perspectives regarding the university-wide implementation of an ePortfolio initiative in order to develop a framework for implementation that integrates the voice of faculty as well as diffusion of innovation (DOI) theory. The study employed a design and development research methodology, comprised of three phases (analysis, development and evaluation, and revision) and focused on a large United States research university in its tenth year of electronic portfolio implementation. An analysis of survey and interview data in light of DOI theory as well as expert review resulted in a six-component modular framework that can be used by any faculty group to guide electronic portfolio adoption and implementation. One implication is that higher education now has a process technology to support successful integration of an instructional technology, electronic portfolios, in university teaching and learning.
Advisors/Committee Members: Brill, Jennifer Mary (committeechair), Burton, John Knox (committee member), Lockee, Barbara B. (committee member), Potter, Kenneth R. (committee member).
Subjects/Keywords: electronic portfolios; diffusion of innovation; 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):
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
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 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
◁ [1] [2] [3] [4] [5] ▶
. 
Open Access Theses and Dissertations
