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You searched for +publisher:"Virginia Tech" +contributor:("Potter, Kenneth R."). Showing records 1 – 30 of 74 total matches.

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Virginia Tech

1. Randall, Allison Victoria. Guidelines for Psychomotor Skill Instruction for Athletic Performance: A Design and Development Study.

Degree: PhD, Education, Vocational-Technical, 2018, Virginia Tech

 The field of Instructional Design and Technology has produced several instructional frameworks grounded in educational psychology to provide guidance for effective learning. The realm of… (more)

Subjects/Keywords: instructional design and technology; psychomotor skills; athletic performance

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APA (6th Edition):

Randall, A. V. (2018). Guidelines for Psychomotor Skill Instruction for Athletic Performance: A Design and Development Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82970

Chicago Manual of Style (16th Edition):

Randall, Allison Victoria. “Guidelines for Psychomotor Skill Instruction for Athletic Performance: A Design and Development Study.” 2018. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/82970.

MLA Handbook (7th Edition):

Randall, Allison Victoria. “Guidelines for Psychomotor Skill Instruction for Athletic Performance: A Design and Development Study.” 2018. Web. 21 Oct 2019.

Vancouver:

Randall AV. Guidelines for Psychomotor Skill Instruction for Athletic Performance: A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/82970.

Council of Science Editors:

Randall AV. Guidelines for Psychomotor Skill Instruction for Athletic Performance: A Design and Development Study. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/82970


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ondin, Zeynep. “Design Thinking Across Different Design Disciplines: A Qualitative Approach.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/83858.

MLA Handbook (7th Edition):

Ondin, Zeynep. “Design Thinking Across Different Design Disciplines: A Qualitative Approach.” 2017. Web. 21 Oct 2019.

Vancouver:

Ondin Z. Design Thinking Across Different Design Disciplines: A Qualitative Approach. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Oct 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

3. Tao, Congwu. Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches.

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

 This study explored the feasibility and practicability of designing and developing a Knowledge Assessment System (KAS) for assessing different types of knowledge as defined in… (more)

Subjects/Keywords: knowledge assessment; educational software system; weighting approaches; non-weighting approaches; concept map

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APA (6th Edition):

Tao, C. (2015). Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56982

Chicago Manual of Style (16th Edition):

Tao, Congwu. “Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches.” 2015. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/56982.

MLA Handbook (7th Edition):

Tao, Congwu. “Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches.” 2015. Web. 21 Oct 2019.

Vancouver:

Tao C. Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/56982.

Council of Science Editors:

Tao C. Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56982


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Murphy, Michael Todd. “The Perception of Ely's Conditions for Technology Implementation within Community Colleges.” 2015. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

Vancouver:

Murphy MT. The Perception of Ely's Conditions for Technology Implementation within Community Colleges. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/56983.

Council of Science Editors:

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


Virginia Tech

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

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

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

Subjects/Keywords: Accessibility; Online Learning; Visual Impairment

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ondin, Zerrin. “Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.” 2015. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

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 2019 Oct 21]. Available from: http://hdl.handle.net/10919/64393.

Council of Science Editors:

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


Virginia Tech

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

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

 As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering… (more)

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

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APA (6th Edition):

Li, W. (2015). Developing A Framework for Guiding Interaction Design in Distance Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64400

Chicago Manual of Style (16th Edition):

Li, Wei. “Developing A Framework for Guiding Interaction Design in Distance Learning.” 2015. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

Vancouver:

Li W. Developing A Framework for Guiding Interaction Design in Distance Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Oct 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. Samur, Yavuz. Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics.

Degree: PhD, Learning Sciences and Technologies, 2012, Virginia Tech

 Educational games have been demonstrated to increase engagement and engagement has been demonstrated to increase achievement. Therefore, the researcher attempted to investigate how to better… (more)

Subjects/Keywords: virtual manipulatives; game features; mathematics; domains of engagement; educational games

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APA (6th Edition):

Samur, Y. (2012). Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27583

Chicago Manual of Style (16th Edition):

Samur, Yavuz. “Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics.” 2012. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/27583.

MLA Handbook (7th Edition):

Samur, Yavuz. “Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics.” 2012. Web. 21 Oct 2019.

Vancouver:

Samur Y. Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/27583.

Council of Science Editors:

Samur Y. Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/27583


Virginia Tech

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

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

 This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several… (more)

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

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APA (6th Edition):

Vance, D. (2012). Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29097

Chicago Manual of Style (16th Edition):

Vance, David. “Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.” 2012. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

Vancouver:

Vance D. Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Oct 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

9. 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 October 21, 2019. 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 Oct 2019.

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 2019 Oct 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

Vancouver:

Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/77244.

Council of Science Editors:

Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77244


Virginia Tech

11. Bowden, Todd H. Design and Development of an Electronic Performance Enhancement Tool for Creating and Maintaining Information Management Web Sites.

Degree: PhD, Curriculum and Instruction (Instructional Design and Technology), 2011, Virginia Tech

 This study explored the design and development of an electronic performance enhancement tool that can assist a person with limited programming skills to create a… (more)

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

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APA (6th Edition):

Bowden, T. H. (2011). Design and Development of an Electronic Performance Enhancement Tool for Creating and Maintaining Information Management Web Sites. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77315

Chicago Manual of Style (16th Edition):

Bowden, Todd H. “Design and Development of an Electronic Performance Enhancement Tool for Creating and Maintaining Information Management Web Sites.” 2011. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

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 2019 Oct 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. Hilder, Janet Lynn. The Impact of Textual Display Strategies on Learning from Electronic Presentations.

Degree: PhD, Education, Vocational-Technical, 2019, Virginia Tech

 An increasing number of students are learning in classrooms that employ electronic presentations designed in PowerPoint and other similar software programs. The design of the… (more)

Subjects/Keywords: Electronic presentations; instructional message design; textual display

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APA (6th Edition):

Hilder, J. L. (2019). The Impact of Textual Display Strategies on Learning from Electronic Presentations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88726

Chicago Manual of Style (16th Edition):

Hilder, Janet Lynn. “The Impact of Textual Display Strategies on Learning from Electronic Presentations.” 2019. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/88726.

MLA Handbook (7th Edition):

Hilder, Janet Lynn. “The Impact of Textual Display Strategies on Learning from Electronic Presentations.” 2019. Web. 21 Oct 2019.

Vancouver:

Hilder JL. The Impact of Textual Display Strategies on Learning from Electronic Presentations. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/88726.

Council of Science Editors:

Hilder JL. The Impact of Textual Display Strategies on Learning from Electronic Presentations. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/88726


Virginia Tech

13. 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 October 21, 2019. http://hdl.handle.net/10919/19204.

MLA Handbook (7th Edition):

Jennings, Samuel Raymond. “Structured Design Strategies for Attitude Instruction.” 2012. Web. 21 Oct 2019.

Vancouver:

Jennings SR. Structured Design Strategies for Attitude Instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Oct 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

14. Eschenmann, Travis Wade. An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context.

Degree: PhD, Instructional Design and Technology, 2012, Virginia Tech

 Research has identified a relationship between instructional design and learner control, principally in face to face educational settings, where the selection of control types will… (more)

Subjects/Keywords: learner; control; LOC

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APA (6th Edition):

Eschenmann, T. W. (2012). An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27996

Chicago Manual of Style (16th Edition):

Eschenmann, Travis Wade. “An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context.” 2012. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/27996.

MLA Handbook (7th Edition):

Eschenmann, Travis Wade. “An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context.” 2012. Web. 21 Oct 2019.

Vancouver:

Eschenmann TW. An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/27996.

Council of Science Editors:

Eschenmann TW. An Experimental Study to Test the Relationship Between Learner Control and Locus of Control on e-Learning in a Corporate Context. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/27996


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Liu, Jianhua. “The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

Vancouver:

Liu J. The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 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

16. Ma, Xiaoyan. An Integrative Literature Review of Self-Directed Learning in Higher Education.

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

 As a prerequisite for all adult learners in life-long learning, self-directed learning has been constantly discussed since the early 1960s. However, in what manner research… (more)

Subjects/Keywords: integrative literature review; self-directed learning; higher education

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APA (6th Edition):

Ma, X. (2017). An Integrative Literature Review of Self-Directed Learning in Higher Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85573

Chicago Manual of Style (16th Edition):

Ma, Xiaoyan. “An Integrative Literature Review of Self-Directed Learning in Higher Education.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/85573.

MLA Handbook (7th Edition):

Ma, Xiaoyan. “An Integrative Literature Review of Self-Directed Learning in Higher Education.” 2017. Web. 21 Oct 2019.

Vancouver:

Ma X. An Integrative Literature Review of Self-Directed Learning in Higher Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/85573.

Council of Science Editors:

Ma X. An Integrative Literature Review of Self-Directed Learning in Higher Education. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85573


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Chen, Xin. “An Integrative Review of the Effects of Social Presence on Distance Education.” 2014. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

Vancouver:

Chen X. An Integrative Review of the Effects of Social Presence on Distance Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Oct 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

18. Jeffrey, Thomas Read. Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups.

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

 Collaborative group learning is a popular method of instruction that is used in a variety of academic disciplines but little is known about how it… (more)

Subjects/Keywords: instructor role; factors; group process; learning process; assignment of responsibility; value; learner; instructor; perceptions; collaborative group learning

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APA (6th Edition):

Jeffrey, T. R. (2010). Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26488

Chicago Manual of Style (16th Edition):

Jeffrey, Thomas Read. “Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/26488.

MLA Handbook (7th Edition):

Jeffrey, Thomas Read. “Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups.” 2010. Web. 21 Oct 2019.

Vancouver:

Jeffrey TR. Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/26488.

Council of Science Editors:

Jeffrey TR. Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26488


Virginia Tech

19. Wu, Yanzhu. An Example of Utilizing Students' Reflections in e-Portfolios for Program Evaluation: A Qualitative Content Analysis.

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

 As the growth of online programs in higher education accelerated across the nation, concerns have been addressed regarding the quality of online programs. The evaluation… (more)

Subjects/Keywords: Program evaluation; e-portfolio; reflection

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APA (6th Edition):

Wu, Y. (2014). An Example of Utilizing Students' Reflections in e-Portfolios for Program Evaluation: A Qualitative Content Analysis. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73336

Chicago Manual of Style (16th Edition):

Wu, Yanzhu. “An Example of Utilizing Students' Reflections in e-Portfolios for Program Evaluation: A Qualitative Content Analysis.” 2014. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/73336.

MLA Handbook (7th Edition):

Wu, Yanzhu. “An Example of Utilizing Students' Reflections in e-Portfolios for Program Evaluation: A Qualitative Content Analysis.” 2014. Web. 21 Oct 2019.

Vancouver:

Wu Y. An Example of Utilizing Students' Reflections in e-Portfolios for Program Evaluation: A Qualitative Content Analysis. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/73336.

Council of Science Editors:

Wu Y. An Example of Utilizing Students' Reflections in e-Portfolios for Program Evaluation: A Qualitative Content Analysis. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/73336


Virginia Tech

20. Woodyard, Jacquelyn Claire. Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences.

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

 This study investigated students' perceptions of autonomy support from an instructor in relation to students' motivational beliefs on an ePortfolio project. The motivational beliefs of… (more)

Subjects/Keywords: autonomy support; culturally based learning preferences; effort/importance; pressure/tension; value/usefulness; motivational beliefs; ePortfolio

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APA (6th Edition):

Woodyard, J. C. (2016). Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73388

Chicago Manual of Style (16th Edition):

Woodyard, Jacquelyn Claire. “Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences.” 2016. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/73388.

MLA Handbook (7th Edition):

Woodyard, Jacquelyn Claire. “Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences.” 2016. Web. 21 Oct 2019.

Vancouver:

Woodyard JC. Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/73388.

Council of Science Editors:

Woodyard JC. Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73388


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Dickens, Heidi Elizabeth. “A Revised Measure of Ely's Conditions of Change: Initial Psychometric Properties of the Implementation Profile Inventory II.” 2016. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

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 2019 Oct 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Johnson, Alicia Leinaala. “Exploration of Factors Affecting the Self-Efficacy of Asynchronous Online Learners: a Mixed Methods Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

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 2019 Oct 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

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

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

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

Subjects/Keywords: Developing Countries; Competency Framework for Teachers

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ansong-Gyimah, Kwame. “Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers:  A Design and Development Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

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 2019 Oct 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

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

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

 As more artifacts are created in a digital format, there is a need to have metadata associated with the artifacts to increase the chance for… (more)

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

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APA (6th Edition):

Ervine, M. D. (2016). Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79847

Chicago Manual of Style (16th Edition):

Ervine, Michelle D. “Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.” 2016. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

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 2019 Oct 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

25. Byers, Albert S. Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six.

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

 Stagnant student achievement in science education in the United States has placed an increased emphasis on teacher professional development. Since many elementary educators could benefit… (more)

Subjects/Keywords: online professional development; e-Learning; self-directed professional development; learning preferences; learning styles; online interaction strategies

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APA (6th Edition):

Byers, A. S. (2010). Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40430

Chicago Manual of Style (16th Edition):

Byers, Albert S. “Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/40430.

MLA Handbook (7th Edition):

Byers, Albert S. “Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six.” 2010. Web. 21 Oct 2019.

Vancouver:

Byers AS. Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/40430.

Council of Science Editors:

Byers AS. Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three â Six. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/40430


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Schilder, Evelien A. “Perceptions of Media Literacy Assessment: A Mixed Methods Study.” 2014. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

Vancouver:

Schilder EA. Perceptions of Media Literacy Assessment: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Oct 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

27. Wagner, Teri Renee. Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom.

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

 This research explores how design-based learning can be used as a pedagogical strategy in K-12 classrooms to foster students' 21st century skills in such areas… (more)

Subjects/Keywords: design-based learning; instructional design; middle school; pedagogy; design thinking; case study; student perceptions; teacher perceptions

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APA (6th Edition):

Wagner, T. R. (2014). Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47798

Chicago Manual of Style (16th Edition):

Wagner, Teri Renee. “Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom.” 2014. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/47798.

MLA Handbook (7th Edition):

Wagner, Teri Renee. “Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom.” 2014. Web. 21 Oct 2019.

Vancouver:

Wagner TR. Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/47798.

Council of Science Editors:

Wagner TR. Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47798


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Blevins, Samantha Jane. “Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory.” 2013. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. 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 Oct 2019.

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 2019 Oct 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

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

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

 Peer assessment has been adopted as a means of fair and equitable measurement of individual contributions to group work (Cheng and Warren, 2000; Conway and… (more)

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Lian, Hongri. “The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory.” 2014. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/51803.

MLA Handbook (7th Edition):

Lian, Hongri. “The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory.” 2014. Web. 21 Oct 2019.

Vancouver:

Lian H. The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/51803.

Council of Science Editors:

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


Virginia Tech

30. Wu, Rongbin. Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013.

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

 The purpose of this study was to ascertain what has been written about feedback in Distance Education: An International Journal. Distance education has been dramatically… (more)

Subjects/Keywords: feedback; distance education

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APA (6th Edition):

Wu, R. (2014). Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52582

Chicago Manual of Style (16th Edition):

Wu, Rongbin. “Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013.” 2014. Doctoral Dissertation, Virginia Tech. Accessed October 21, 2019. http://hdl.handle.net/10919/52582.

MLA Handbook (7th Edition):

Wu, Rongbin. “Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013.” 2014. Web. 21 Oct 2019.

Vancouver:

Wu R. Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10919/52582.

Council of Science Editors:

Wu R. Feedback in distance education: A content analysis of Distance Education: An  International Journal, 1980-2013. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/52582

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