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You searched for +publisher:"Virginia Tech" +contributor:("Moore, David Michael"). Showing records 1 – 30 of 83 total matches.

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Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Park, Yeonjeong. “Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 12, 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. 12 Aug 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 Aug 12]. 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

2. Wang, Wei. The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System.

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

 In contemporary Chinese higher education, classroom lectures combined with a web-based learning support system are broadly applied. This study investigated what kind of feedback strategy… (more)

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

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APA (6th Edition):

Wang, W. (2011). The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29149

Chicago Manual of Style (16th Edition):

Wang, Wei. “The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System.” 2011. Doctoral Dissertation, Virginia Tech. Accessed August 12, 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. 12 Aug 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 Aug 12]. 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

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

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

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

Subjects/Keywords: attitudinal instruction; attitudes; attitudinal strategies

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jennings, Samuel Raymond. “Structured Design Strategies for Attitude Instruction.” 2012. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/19204.

MLA Handbook (7th Edition):

Jennings, Samuel Raymond. “Structured Design Strategies for Attitude Instruction.” 2012. Web. 12 Aug 2020.

Vancouver:

Jennings SR. Structured Design Strategies for Attitude Instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Aug 12]. 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

4. Marcu, Amber Diane. Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education.

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

 In this research, it was proposed that self-efficacy is the missing underlying psychological factor in innovation diffusion models of higher education. This is based upon… (more)

Subjects/Keywords: adoption; behavior; diffusion of innovations; self-efficacy; change

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APA (6th Edition):

Marcu, A. D. (2013). Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19340

Chicago Manual of Style (16th Edition):

Marcu, Amber Diane. “Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education.” 2013. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/19340.

MLA Handbook (7th Edition):

Marcu, Amber Diane. “Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education.” 2013. Web. 12 Aug 2020.

Vancouver:

Marcu AD. Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/19340.

Council of Science Editors:

Marcu AD. Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19340


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hunger, Gail M. “Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 12, 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. 12 Aug 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 Aug 12]. 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

6. Pierson, Mary Ellen. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.

Degree: PhD, Teaching and Learning, 2011, Virginia Tech

 This study explored the design and development of the knowledge harvesting and knowledge management components of a comprehensive tool which incorporates characteristics of continuity management,… (more)

Subjects/Keywords: continuity management; knowledge management; prompting questions; knowledge harvesting; continuity

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APA (6th Edition):

Pierson, M. E. (2011). A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26284

Chicago Manual of Style (16th Edition):

Pierson, Mary Ellen. “A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.” 2011. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/26284.

MLA Handbook (7th Edition):

Pierson, Mary Ellen. “A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.” 2011. Web. 12 Aug 2020.

Vancouver:

Pierson ME. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/26284.

Council of Science Editors:

Pierson ME. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26284


Virginia Tech

7. Miller, William David. A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies.

Degree: PhD, Teaching and Learning, 2010, Virginia Tech

 The purpose of this descriptive case study was to identify the strategies used by post-secondary military institutions to adopt, implement and train faculty for the… (more)

Subjects/Keywords: innovation-decision process; faculty development; diffusion of innovation; higher education; instructional technology; adoption of innovation

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APA (6th Edition):

Miller, W. D. (2010). A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27020

Chicago Manual of Style (16th Edition):

Miller, William David. “A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/27020.

MLA Handbook (7th Edition):

Miller, William David. “A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies.” 2010. Web. 12 Aug 2020.

Vancouver:

Miller WD. A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/27020.

Council of Science Editors:

Miller WD. A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/27020


Virginia Tech

8. Ozdemir, Devrim. The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment.

Degree: PhD, Learning Sciences and Technologies, 2009, Virginia Tech

 The purpose of this study was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Two experiments… (more)

Subjects/Keywords: multimedia learning; situational interest; seductive details; context-dependency; coherence principle

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APA (6th Edition):

Ozdemir, D. (2009). The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27948

Chicago Manual of Style (16th Edition):

Ozdemir, Devrim. “The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment.” 2009. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/27948.

MLA Handbook (7th Edition):

Ozdemir, Devrim. “The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment.” 2009. Web. 12 Aug 2020.

Vancouver:

Ozdemir D. The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/27948.

Council of Science Editors:

Ozdemir D. The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/27948


Virginia Tech

9. Zaldivar, Marc Robert. Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction.

Degree: PhD, Teaching and Learning, 2008, Virginia Tech

 This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would… (more)

Subjects/Keywords: instructional design; cognitive theory; cognitive grammar; online language learning; computer-assisted language learning

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APA (6th Edition):

Zaldivar, M. R. (2008). Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29533

Chicago Manual of Style (16th Edition):

Zaldivar, Marc Robert. “Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction.” 2008. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/29533.

MLA Handbook (7th Edition):

Zaldivar, Marc Robert. “Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction.” 2008. Web. 12 Aug 2020.

Vancouver:

Zaldivar MR. Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/29533.

Council of Science Editors:

Zaldivar MR. Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/29533


Virginia Tech

10. Kazemekas, Lynn M. The Development of instructional strategies by clinical medical school faculty.

Degree: EdD, Instructional Technology, 1991, Virginia Tech

 Since the clinical faculty participants show curiosity about what they do to acquire clinical teaching awards, continuing research in instructional decision-making and teacher effectiveness may… (more)

Subjects/Keywords: Medical colleges Faculty; Clinical medicine Study and teaching; Medicine Study and teaching; LD5655.V856 1991.K394

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APA (6th Edition):

Kazemekas, L. M. (1991). The Development of instructional strategies by clinical medical school faculty. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37230

Chicago Manual of Style (16th Edition):

Kazemekas, Lynn M. “The Development of instructional strategies by clinical medical school faculty.” 1991. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/37230.

MLA Handbook (7th Edition):

Kazemekas, Lynn M. “The Development of instructional strategies by clinical medical school faculty.” 1991. Web. 12 Aug 2020.

Vancouver:

Kazemekas LM. The Development of instructional strategies by clinical medical school faculty. [Internet] [Doctoral dissertation]. Virginia Tech; 1991. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/37230.

Council of Science Editors:

Kazemekas LM. The Development of instructional strategies by clinical medical school faculty. [Doctoral Dissertation]. Virginia Tech; 1991. Available from: http://hdl.handle.net/10919/37230


Virginia Tech

11. McGraw, Tammy M. The Effects of Two-Dimensional and Three-Dimensional Stimuli on Spatial Representation in Drawings.

Degree: PhD, Curriculum and Instruction, 1997, Virginia Tech

 Visual learning experiences are becoming increasingly prevalent in education as symbols, imagery and simulations replace traditional text-based materials. Although the utilization of images for instructional… (more)

Subjects/Keywords: spatial perception; children; instructional media

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APA (6th Edition):

McGraw, T. M. (1997). The Effects of Two-Dimensional and Three-Dimensional Stimuli on Spatial Representation in Drawings. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30315

Chicago Manual of Style (16th Edition):

McGraw, Tammy M. “The Effects of Two-Dimensional and Three-Dimensional Stimuli on Spatial Representation in Drawings.” 1997. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/30315.

MLA Handbook (7th Edition):

McGraw, Tammy M. “The Effects of Two-Dimensional and Three-Dimensional Stimuli on Spatial Representation in Drawings.” 1997. Web. 12 Aug 2020.

Vancouver:

McGraw TM. The Effects of Two-Dimensional and Three-Dimensional Stimuli on Spatial Representation in Drawings. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/30315.

Council of Science Editors:

McGraw TM. The Effects of Two-Dimensional and Three-Dimensional Stimuli on Spatial Representation in Drawings. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/30315


Virginia Tech

12. Scheer, Stephanie Bleckmann. The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education.

Degree: PhD, Teaching and Learning, 2001, Virginia Tech

 The purpose of this study was (a) to determine which student support service resources should be included in an Online Wellness Resource Center (OWRC) available… (more)

Subjects/Keywords: wellness; instructional design; student support services; distance education

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APA (6th Edition):

Scheer, S. B. (2001). The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29912

Chicago Manual of Style (16th Edition):

Scheer, Stephanie Bleckmann. “The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education.” 2001. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/29912.

MLA Handbook (7th Edition):

Scheer, Stephanie Bleckmann. “The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education.” 2001. Web. 12 Aug 2020.

Vancouver:

Scheer SB. The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/29912.

Council of Science Editors:

Scheer SB. The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29912


Virginia Tech

13. Powell, Aaron Wiatt. Online Support for Intentional, Teacher Community of Practice.

Degree: PhD, Learning Sciences and Technologies, 2008, Virginia Tech

 The term Community of Practice (CoP) is often used rather loosely to describe many types of instructional settings that support more constructivist or social learning… (more)

Subjects/Keywords: teacher preparation; activity theory; vygotsky; wenger; teacher professional development; CHAT; knowledge management; CoP; CP; learning community; distance learning; social learning

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APA (6th Edition):

Powell, A. W. (2008). Online Support for Intentional, Teacher Community of Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30253

Chicago Manual of Style (16th Edition):

Powell, Aaron Wiatt. “Online Support for Intentional, Teacher Community of Practice.” 2008. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/30253.

MLA Handbook (7th Edition):

Powell, Aaron Wiatt. “Online Support for Intentional, Teacher Community of Practice.” 2008. Web. 12 Aug 2020.

Vancouver:

Powell AW. Online Support for Intentional, Teacher Community of Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/30253.

Council of Science Editors:

Powell AW. Online Support for Intentional, Teacher Community of Practice. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/30253


Virginia Tech

14. Daniels, Harold Lee. Interaction of Cognitive Style and Learner Control of Presentation Mode in a Hypermedia Environment.

Degree: PhD, Curriculum and Instruction, 1996, Virginia Tech

 Educational hypermedia has been heralded as providing instruction that accommodates learners' individual differences, allowing them to learn in accordance with their unique needs, desires, and… (more)

Subjects/Keywords: multiple-channel learning; cognitive style; learner control; hypermedia; LD5655.V856 1996.D365

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APA (6th Edition):

Daniels, H. L. (1996). Interaction of Cognitive Style and Learner Control of Presentation Mode in a Hypermedia Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30394

Chicago Manual of Style (16th Edition):

Daniels, Harold Lee. “Interaction of Cognitive Style and Learner Control of Presentation Mode in a Hypermedia Environment.” 1996. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/30394.

MLA Handbook (7th Edition):

Daniels, Harold Lee. “Interaction of Cognitive Style and Learner Control of Presentation Mode in a Hypermedia Environment.” 1996. Web. 12 Aug 2020.

Vancouver:

Daniels HL. Interaction of Cognitive Style and Learner Control of Presentation Mode in a Hypermedia Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/30394.

Council of Science Editors:

Daniels HL. Interaction of Cognitive Style and Learner Control of Presentation Mode in a Hypermedia Environment. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/30394


Virginia Tech

15. Carter, Carolyn Walsh. An Assessment of the Status of the Diffusion and Adoption of Computer-Based Technology in Appalachian College Association Colleges and Universities.

Degree: PhD, Teaching and Learning, 1998, Virginia Tech

 This descriptive study examines the status of the diffusion and adoption of computer-based technology in the 33 Appalachian College Association schools and universities. The study… (more)

Subjects/Keywords: faculty; college; diffusion; adoption; computer; technology

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APA (6th Edition):

Carter, C. W. (1998). An Assessment of the Status of the Diffusion and Adoption of Computer-Based Technology in Appalachian College Association Colleges and Universities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30661

Chicago Manual of Style (16th Edition):

Carter, Carolyn Walsh. “An Assessment of the Status of the Diffusion and Adoption of Computer-Based Technology in Appalachian College Association Colleges and Universities.” 1998. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/30661.

MLA Handbook (7th Edition):

Carter, Carolyn Walsh. “An Assessment of the Status of the Diffusion and Adoption of Computer-Based Technology in Appalachian College Association Colleges and Universities.” 1998. Web. 12 Aug 2020.

Vancouver:

Carter CW. An Assessment of the Status of the Diffusion and Adoption of Computer-Based Technology in Appalachian College Association Colleges and Universities. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/30661.

Council of Science Editors:

Carter CW. An Assessment of the Status of the Diffusion and Adoption of Computer-Based Technology in Appalachian College Association Colleges and Universities. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30661


Virginia Tech

16. Whisonant, Robert Dowling. The Effects of Humor on Cognitive Learning in a Computer-Based Environment.

Degree: PhD, Curriculum and Instruction, 1998, Virginia Tech

 Previous studies on humor in education have focused on the use of humor embedded in the presentation of content material. Some research, however, suggests that… (more)

Subjects/Keywords: humor; instructional technology; CBI; comic strips; cartoons

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APA (6th Edition):

Whisonant, R. D. (1998). The Effects of Humor on Cognitive Learning in a Computer-Based Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30668

Chicago Manual of Style (16th Edition):

Whisonant, Robert Dowling. “The Effects of Humor on Cognitive Learning in a Computer-Based Environment.” 1998. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/30668.

MLA Handbook (7th Edition):

Whisonant, Robert Dowling. “The Effects of Humor on Cognitive Learning in a Computer-Based Environment.” 1998. Web. 12 Aug 2020.

Vancouver:

Whisonant RD. The Effects of Humor on Cognitive Learning in a Computer-Based Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/30668.

Council of Science Editors:

Whisonant RD. The Effects of Humor on Cognitive Learning in a Computer-Based Environment. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30668


Virginia Tech

17. Seamans, Nancy H. Information Literacy: A Study of Freshman Students' Perceptions, with Recommendations.

Degree: PhD, Instructional Technology, 2001, Virginia Tech

 The research problem for this study is focused on the need to know how students acquire and use information. Research indicates a lack of understanding… (more)

Subjects/Keywords: Information technology - United States; Academic libraries - Aims and objectives; Libraries and education; Information services - United States - User educa; Library orientation for college students; Information retrieval - Study and teaching (Highe; Internet in education

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APA (6th Edition):

Seamans, N. H. (2001). Information Literacy: A Study of Freshman Students' Perceptions, with Recommendations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27705

Chicago Manual of Style (16th Edition):

Seamans, Nancy H. “Information Literacy: A Study of Freshman Students' Perceptions, with Recommendations.” 2001. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/27705.

MLA Handbook (7th Edition):

Seamans, Nancy H. “Information Literacy: A Study of Freshman Students' Perceptions, with Recommendations.” 2001. Web. 12 Aug 2020.

Vancouver:

Seamans NH. Information Literacy: A Study of Freshman Students' Perceptions, with Recommendations. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/27705.

Council of Science Editors:

Seamans NH. Information Literacy: A Study of Freshman Students' Perceptions, with Recommendations. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/27705


Virginia Tech

18. Hu, Deyu. The Effects of Scaffolding on the Performance of Students in Computer-based Concept Linking and Retention of Comprehension.

Degree: PhD, Learning Sciences and Technologies, 2006, Virginia Tech

 The purpose of this study was to examine two scaffolding methods on the performance of students in computer-based concept linking and retention of comprehension. After… (more)

Subjects/Keywords: scaffolding; alternative assessment; concept linking; concept map

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APA (6th Edition):

Hu, D. (2006). The Effects of Scaffolding on the Performance of Students in Computer-based Concept Linking and Retention of Comprehension. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28950

Chicago Manual of Style (16th Edition):

Hu, Deyu. “The Effects of Scaffolding on the Performance of Students in Computer-based Concept Linking and Retention of Comprehension.” 2006. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/28950.

MLA Handbook (7th Edition):

Hu, Deyu. “The Effects of Scaffolding on the Performance of Students in Computer-based Concept Linking and Retention of Comprehension.” 2006. Web. 12 Aug 2020.

Vancouver:

Hu D. The Effects of Scaffolding on the Performance of Students in Computer-based Concept Linking and Retention of Comprehension. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/28950.

Council of Science Editors:

Hu D. The Effects of Scaffolding on the Performance of Students in Computer-based Concept Linking and Retention of Comprehension. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/28950


Virginia Tech

19. Farmer, Scott Douglas. Learning 2-Way Audio and Its Impact on Communication within Needs Assessment Group Processes.

Degree: PhD, Teaching and Learning, 2005, Virginia Tech

 There is a significant amount of literature on needs assessment group processes and distance learning. There is practically no literature on the affects of using… (more)

Subjects/Keywords: communication anxiety; distance learning; needs assessment

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APA (6th Edition):

Farmer, S. D. (2005). Learning 2-Way Audio and Its Impact on Communication within Needs Assessment Group Processes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29451

Chicago Manual of Style (16th Edition):

Farmer, Scott Douglas. “Learning 2-Way Audio and Its Impact on Communication within Needs Assessment Group Processes.” 2005. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/29451.

MLA Handbook (7th Edition):

Farmer, Scott Douglas. “Learning 2-Way Audio and Its Impact on Communication within Needs Assessment Group Processes.” 2005. Web. 12 Aug 2020.

Vancouver:

Farmer SD. Learning 2-Way Audio and Its Impact on Communication within Needs Assessment Group Processes. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/29451.

Council of Science Editors:

Farmer SD. Learning 2-Way Audio and Its Impact on Communication within Needs Assessment Group Processes. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/29451


Virginia Tech

20. Smith Terry, Krista. The Effects of Online Time Management Practices on Self-Regulated Learning and Academic Self-Efficacy.

Degree: PhD, Instructional Technology, 2002, Virginia Tech

 The following study investigates the use of a web-based mechanism that was designed to attempt to influence levels of self-efficacy by engaging participants in an… (more)

Subjects/Keywords: online learning; time management; self-efficacy; feedback; self-regulated learning

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APA (6th Edition):

Smith Terry, K. (2002). The Effects of Online Time Management Practices on Self-Regulated Learning and Academic Self-Efficacy. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29745

Chicago Manual of Style (16th Edition):

Smith Terry, Krista. “The Effects of Online Time Management Practices on Self-Regulated Learning and Academic Self-Efficacy.” 2002. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/29745.

MLA Handbook (7th Edition):

Smith Terry, Krista. “The Effects of Online Time Management Practices on Self-Regulated Learning and Academic Self-Efficacy.” 2002. Web. 12 Aug 2020.

Vancouver:

Smith Terry K. The Effects of Online Time Management Practices on Self-Regulated Learning and Academic Self-Efficacy. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/29745.

Council of Science Editors:

Smith Terry K. The Effects of Online Time Management Practices on Self-Regulated Learning and Academic Self-Efficacy. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/29745


Virginia Tech

21. Pienkowski, Nathan. The Effects of Cueing Learners to a Transfer Problem Prior to Instruction.

Degree: PhD, Teaching and Learning, 2002, Virginia Tech

 Prior research indicates that cueing or priming an individual prior to exposing them to a basic stimulus, either visual or verbal, will direct their perception… (more)

Subjects/Keywords: instructional sequence; cueing; transfer; priming

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APA (6th Edition):

Pienkowski, N. (2002). The Effects of Cueing Learners to a Transfer Problem Prior to Instruction. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26204

Chicago Manual of Style (16th Edition):

Pienkowski, Nathan. “The Effects of Cueing Learners to a Transfer Problem Prior to Instruction.” 2002. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/26204.

MLA Handbook (7th Edition):

Pienkowski, Nathan. “The Effects of Cueing Learners to a Transfer Problem Prior to Instruction.” 2002. Web. 12 Aug 2020.

Vancouver:

Pienkowski N. The Effects of Cueing Learners to a Transfer Problem Prior to Instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/26204.

Council of Science Editors:

Pienkowski N. The Effects of Cueing Learners to a Transfer Problem Prior to Instruction. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/26204


Virginia Tech

22. Ogle, Gwendolyn J. Towards A Formative Evaluation Tool.

Degree: PhD, Teaching and Learning, 2002, Virginia Tech

 Evaluation is an integral part of instructional design. Formative evaluation, specifically, is a phase identified in many instructional design models and is recognized as an… (more)

Subjects/Keywords: evaluation approaches; evaluation tools; evaluation models; evaluation; summative evaluation; formative evaluation; formative evaluation

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APA (6th Edition):

Ogle, G. J. (2002). Towards A Formative Evaluation Tool. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27309

Chicago Manual of Style (16th Edition):

Ogle, Gwendolyn J. “Towards A Formative Evaluation Tool.” 2002. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/27309.

MLA Handbook (7th Edition):

Ogle, Gwendolyn J. “Towards A Formative Evaluation Tool.” 2002. Web. 12 Aug 2020.

Vancouver:

Ogle GJ. Towards A Formative Evaluation Tool. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/27309.

Council of Science Editors:

Ogle GJ. Towards A Formative Evaluation Tool. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/27309


Virginia Tech

23. Hall, Judith King. Field Dependence-Independence and Computer-based Instruction in Geography.

Degree: PhD, Teaching and Learning, 2000, Virginia Tech

 Research on the cognitive style field dependence-independence establishes its influence on learning and students' outcomes across academic disciplines and at all levels of schooling. Field… (more)

Subjects/Keywords: visual perceptiveness; hypermedia; GEFT; cognitive style; geography education

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APA (6th Edition):

Hall, J. K. (2000). Field Dependence-Independence and Computer-based Instruction in Geography. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27487

Chicago Manual of Style (16th Edition):

Hall, Judith King. “Field Dependence-Independence and Computer-based Instruction in Geography.” 2000. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/27487.

MLA Handbook (7th Edition):

Hall, Judith King. “Field Dependence-Independence and Computer-based Instruction in Geography.” 2000. Web. 12 Aug 2020.

Vancouver:

Hall JK. Field Dependence-Independence and Computer-based Instruction in Geography. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/27487.

Council of Science Editors:

Hall JK. Field Dependence-Independence and Computer-based Instruction in Geography. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27487


Virginia Tech

24. Little, Jamie Osborne. The Effects of Inter-Schools Collaboration on Student Written Product Scores in a Problem-Based, Constructivist Environment.

Degree: PhD, Teaching and Learning, 1999, Virginia Tech

 Recent studies indicate that American high school students are not performing adequately on standardized tests in the area of science. In response, there has been… (more)

Subjects/Keywords: Constructivism; Problem-Based Learning; Electronic Collaboration; Constructivist; Collaboration

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APA (6th Edition):

Little, J. O. (1999). The Effects of Inter-Schools Collaboration on Student Written Product Scores in a Problem-Based, Constructivist Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29909

Chicago Manual of Style (16th Edition):

Little, Jamie Osborne. “The Effects of Inter-Schools Collaboration on Student Written Product Scores in a Problem-Based, Constructivist Environment.” 1999. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/29909.

MLA Handbook (7th Edition):

Little, Jamie Osborne. “The Effects of Inter-Schools Collaboration on Student Written Product Scores in a Problem-Based, Constructivist Environment.” 1999. Web. 12 Aug 2020.

Vancouver:

Little JO. The Effects of Inter-Schools Collaboration on Student Written Product Scores in a Problem-Based, Constructivist Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/29909.

Council of Science Editors:

Little JO. The Effects of Inter-Schools Collaboration on Student Written Product Scores in a Problem-Based, Constructivist Environment. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/29909


Virginia Tech

25. Anderson, Myron R. An Examination of Nonverbal Cues Used By University Professors When Delivering Instruction in a Two-Way Video Classroom.

Degree: PhD, Instructional Technology, 2001, Virginia Tech

 As the education field further embraces technology and the classroom develops a distance component, more and more colleges and universities are delivering classes via two-way… (more)

Subjects/Keywords: distance education; instructional delivery; technology; nonverbal communication; two-way video

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APA (6th Edition):

Anderson, M. R. (2001). An Examination of Nonverbal Cues Used By University Professors When Delivering Instruction in a Two-Way Video Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29966

Chicago Manual of Style (16th Edition):

Anderson, Myron R. “An Examination of Nonverbal Cues Used By University Professors When Delivering Instruction in a Two-Way Video Classroom.” 2001. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/29966.

MLA Handbook (7th Edition):

Anderson, Myron R. “An Examination of Nonverbal Cues Used By University Professors When Delivering Instruction in a Two-Way Video Classroom.” 2001. Web. 12 Aug 2020.

Vancouver:

Anderson MR. An Examination of Nonverbal Cues Used By University Professors When Delivering Instruction in a Two-Way Video Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/29966.

Council of Science Editors:

Anderson MR. An Examination of Nonverbal Cues Used By University Professors When Delivering Instruction in a Two-Way Video Classroom. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29966


Virginia Tech

26. Turner, Sherri Guilliams. A Case Study Using Scenario-Based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface.

Degree: PhD, Teaching and Learning, 1998, Virginia Tech

 A Case Study Using Scenario-based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course… (more)

Subjects/Keywords: navigation; end user; scenario-based design; interface design; formative evaluation

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APA (6th Edition):

Turner, S. G. (1998). A Case Study Using Scenario-Based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30022

Chicago Manual of Style (16th Edition):

Turner, Sherri Guilliams. “A Case Study Using Scenario-Based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface.” 1998. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/30022.

MLA Handbook (7th Edition):

Turner, Sherri Guilliams. “A Case Study Using Scenario-Based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface.” 1998. Web. 12 Aug 2020.

Vancouver:

Turner SG. A Case Study Using Scenario-Based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/30022.

Council of Science Editors:

Turner SG. A Case Study Using Scenario-Based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30022


Virginia Tech

27. Roussell, John Mathieu. Adapting Television Cultivation Theory Variables to determine the effects of P.E.TV on Middle School Viewers' attitudes toward Physical Activity.

Degree: PhD, Curriculum and Instruction, 1996, Virginia Tech

 Physical Education Television (P.E.TV) is a curriculum supplement package, consisting of a series of 10-12 minute long videos and a teachers' support manual, for use… (more)

Subjects/Keywords: cultivation theory; attitudes; television; physical activity

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APA (6th Edition):

Roussell, J. M. (1996). Adapting Television Cultivation Theory Variables to determine the effects of P.E.TV on Middle School Viewers' attitudes toward Physical Activity. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30377

Chicago Manual of Style (16th Edition):

Roussell, John Mathieu. “Adapting Television Cultivation Theory Variables to determine the effects of P.E.TV on Middle School Viewers' attitudes toward Physical Activity.” 1996. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/30377.

MLA Handbook (7th Edition):

Roussell, John Mathieu. “Adapting Television Cultivation Theory Variables to determine the effects of P.E.TV on Middle School Viewers' attitudes toward Physical Activity.” 1996. Web. 12 Aug 2020.

Vancouver:

Roussell JM. Adapting Television Cultivation Theory Variables to determine the effects of P.E.TV on Middle School Viewers' attitudes toward Physical Activity. [Internet] [Doctoral dissertation]. Virginia Tech; 1996. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/30377.

Council of Science Editors:

Roussell JM. Adapting Television Cultivation Theory Variables to determine the effects of P.E.TV on Middle School Viewers' attitudes toward Physical Activity. [Doctoral Dissertation]. Virginia Tech; 1996. Available from: http://hdl.handle.net/10919/30377


Virginia Tech

28. Halpin, David M. The Effects of Locus of Control and Navigational Control on the Performance of Students in a Hypermedia Environment.

Degree: PhD, Teaching and Learning, 2005, Virginia Tech

 The purpose of this study was to examine the effect of various navigational control options within a hypermedia learning environment on the performance of students… (more)

Subjects/Keywords: locus of control; hypermedia; navigation; learner control

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APA (6th Edition):

Halpin, D. M. (2005). The Effects of Locus of Control and Navigational Control on the Performance of Students in a Hypermedia Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27495

Chicago Manual of Style (16th Edition):

Halpin, David M. “The Effects of Locus of Control and Navigational Control on the Performance of Students in a Hypermedia Environment.” 2005. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/27495.

MLA Handbook (7th Edition):

Halpin, David M. “The Effects of Locus of Control and Navigational Control on the Performance of Students in a Hypermedia Environment.” 2005. Web. 12 Aug 2020.

Vancouver:

Halpin DM. The Effects of Locus of Control and Navigational Control on the Performance of Students in a Hypermedia Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/27495.

Council of Science Editors:

Halpin DM. The Effects of Locus of Control and Navigational Control on the Performance of Students in a Hypermedia Environment. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/27495


Virginia Tech

29. Kellogg, Amy. Using Computer Generated Reminders as Time Management Support to Influence Assignment Completion Rates and Course Completion in an Online Masters Program.

Degree: PhD, Teaching and Learning, 2003, Virginia Tech

 This study investigated the influence of computer-generated reminders on the rate in which distance learners submitted assignments and completed courses. The computer-generated reminders, sent via… (more)

Subjects/Keywords: time management; pacing; course completion; distance learning

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APA (6th Edition):

Kellogg, A. (2003). Using Computer Generated Reminders as Time Management Support to Influence Assignment Completion Rates and Course Completion in an Online Masters Program. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29228

Chicago Manual of Style (16th Edition):

Kellogg, Amy. “Using Computer Generated Reminders as Time Management Support to Influence Assignment Completion Rates and Course Completion in an Online Masters Program.” 2003. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/29228.

MLA Handbook (7th Edition):

Kellogg, Amy. “Using Computer Generated Reminders as Time Management Support to Influence Assignment Completion Rates and Course Completion in an Online Masters Program.” 2003. Web. 12 Aug 2020.

Vancouver:

Kellogg A. Using Computer Generated Reminders as Time Management Support to Influence Assignment Completion Rates and Course Completion in an Online Masters Program. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/29228.

Council of Science Editors:

Kellogg A. Using Computer Generated Reminders as Time Management Support to Influence Assignment Completion Rates and Course Completion in an Online Masters Program. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/29228


Virginia Tech

30. Liu, Juhong Christie. An Exploration of Factors Related to the Completion of Distance Education Coursework.

Degree: PhD, Curriculum and Instruction, 2007, Virginia Tech

 With the fast growth of online education, factors influential to course completion need to be examined. Statistically, this study explored the relationship between five course… (more)

Subjects/Keywords: coursework completion; online courses; Incomplete

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APA (6th Edition):

Liu, J. C. (2007). An Exploration of Factors Related to the Completion of Distance Education Coursework. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26775

Chicago Manual of Style (16th Edition):

Liu, Juhong Christie. “An Exploration of Factors Related to the Completion of Distance Education Coursework.” 2007. Doctoral Dissertation, Virginia Tech. Accessed August 12, 2020. http://hdl.handle.net/10919/26775.

MLA Handbook (7th Edition):

Liu, Juhong Christie. “An Exploration of Factors Related to the Completion of Distance Education Coursework.” 2007. Web. 12 Aug 2020.

Vancouver:

Liu JC. An Exploration of Factors Related to the Completion of Distance Education Coursework. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10919/26775.

Council of Science Editors:

Liu JC. An Exploration of Factors Related to the Completion of Distance Education Coursework. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26775

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