You searched for +publisher:"Virginia Tech" +contributor:("Potter, Kenneth R.").
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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
URL: http://hdl.handle.net/10919/82970 
► 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)
▼ 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 athletics is an area that can benefit from these instructional frameworks by providing systematic methods to facilitate an efficient learning process. This study employed Gagne's Nine Events of Instruction to develop instructional guidelines for psychomotor skill learning of athletic movements to enhance athletic performance. This design and development study conducted model research through model development and model validation. Components of the guidelines reflected the Nine Events and were supported by research in motor skill learning in sports. These guidelines were then validated by subject matter experts and revised based on their recommendations.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Burton, John Knox (committee member), Gentry, Roy M. (committee member).
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
URL: http://hdl.handle.net/10919/83858
► Even though disciplines that are not traditionally affiliated with design have started to show interest in design thinking such as business, education, healthcare, engineering, and…
(more)
▼ Even though disciplines that are not traditionally affiliated with design have started to show interest in design thinking such as business, education, healthcare, engineering, and IT (Clark and Smith, 2008; Cross, 2007, 2011; Dorst, 2011; Finn Connell, 2013; Lawson, 2004, 2006; Owen, 2007; Razzouk and Shute, 2012) design thinking studies has tended to focus on limited design disciplines such as architecture, engineering design, and industrial design and there are not enough studies to prove that designers in different design fields perform design processes as design thinking literature proposed (Kimbell, 2011). This qualitative study explores the design process of professionals from different design disciplines, in order to understand the similarities and differences between their process and the design activities proposed by the design thinking literature. Design strategies of experts from different design disciplines were studied and compared, in relation to the activities proposed by the design thinking literature. This basic qualitative study was designed to use semi-structured interviews as the qualitative method of inquiry. This study employed purposeful sampling, specifically criterion sampling and snowball sampling methods. The researcher interviewed nine designers from instructional design, fashion design, and game design fields. A semi-structured interview protocol was developed and participants were asked demographic questions, opinion and values questions, and ideal position questions. Demographic questions provided background information such as education and number of years of design experience for the participants. Opinion and value questions were asked to learn what participants think about the research questions. Ideal position questions let participants describe what good design would be. The researcher analyzed the interview data and the results were reported in a way to demonstrate the differences and similarities within and across disciplines.
Advisors/Committee Members: Burton, John Knox (committeechair), Lockee, Barbara B. (committee member), Potter, Kenneth R. (committee member), Cennamo, Katherine S. (committee member).
Subjects/Keywords: design process; design thinking; design practices; design research
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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
URL: http://hdl.handle.net/10919/56982
► 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)
▼ 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 the revision of Bloom's Taxonomy (Anderson et al., 2001). The KAS created as a result of this study is based on concept maps and employs two differential weighting approaches. It is a developmental study, which includes the design phase, development phase and evaluation phase. The general software system design model (Sommerville, 2009) was adopted to guide the design of the Knowledge Assessment System based on its procedures, including system requirements analysis, architecture design, component design, interface design, and database design. The assessment criteria in this system are designed to be proposition-based and consist of either a non-weighting approach or a weighting approach, which can help provide instructors with flexible assessing methods as well as help them obtain a whole picture of what kinds of knowledge their students have grasped and to what extent the students have mastered that knowledge, based on the student-created concept maps. The two differential weighting approaches initially compare student-created concept maps with expert maps stored in the system. Because some correct propositions in student concept maps may be not included in the initial expert concept maps, the system is designed to continually refine the assessment criterion by inspecting and evaluating the correctness of the propositions in the student-created concept maps and adding the results to the system's database.
The current system is able to assess three types of knowledge: factual, conceptual, and procedural, all of which are defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The assessment process begins with the assignment of different types of concept map tasks entered and stored in the Knowledge Assessment System. Following by student completion of the tasks and submission of a concept map, the submitted concept map is compared to the criteria stored in the system and a performance report is generated.
The research results show that the Knowledge Assessment System based on concept maps and two differential weighting approaches can act as a useful tool for assessing students' factual, conceptual and procedural knowledge based on their concept maps.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Ogle, Jeffrey Todd (committee member), Burton, John Knox (committee member), Cennamo, Katherine S. (committee member).
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
URL: http://hdl.handle.net/10919/56983
► Change is a concept that has been studied for generations and continues to evolve in the literature. An area of change is diffusion of innovation…
(more)
▼ Change is a concept that has been studied for generations and continues to evolve in the literature. An area of change is diffusion of innovation which examines how new technologies or innovations are spread throughout a population. Using Ely's (1990) eight conditions that facilitate the implementation of educational technologies, this study was conducted to measure the influence of those conditions for the implementation of technologies in community college environments. Within this study, 634 participants from 18 community colleges across
Virginia were surveyed and identified the conditions they perceived to be most influential in regards to their decisions to implement a specific technology. The perceived influence of Ely's eight conditions was analyzed for differences between various technologies, as well as within various demographic groups. The findings of this study identify those conditions with highly perceived influences which may lead practitioners to ensure the more influential conditions are in place prior to future technology implementations with the goal of more successful implementations.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Change; Instructional Design; Technology; Implementation; Diffusion of Innovation; Community College
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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
URL: http://hdl.handle.net/10919/64393
► Accessibility is a very important criterion to make online learning inclusive to students with different abilities. According to Burgstahler, Corrigan and McCarter (2004) unless design…
(more)
▼ Accessibility is a very important criterion to make online learning inclusive to students with different abilities. According to Burgstahler, Corrigan and McCarter (2004) unless design of the courses are accessible to all students, including those with disabilities, the ultimate goal of distance learning to make education available to everyone cannot be accomplished. However, accessibility is rarely a priority for online course developers and students with disabilities are not considered as a large group (Treviranus and Roberts, 2006). This exploratory case study investigated the experiences of the students with visual impairment in online learning environments with regards to media used in their courses with the intent of providing suggestions for accessible media design. Media included text, visuals (pictures, diagrams, charts, and graphs), audio, and multimedia (video and animation) used in online learning environments. This study used a purposive sampling technique and participants who are visually impaired, who had an online course experience, and who are older than 18 years old were included in the study. A semi-structured interview protocol was developed and participants were asked about challenges they experienced and what worked well for them in terms of media in online learning environment. Because of the lack of scientific research examining design of online learning for students with visual impairment, this dissertation fills an important research gap and also makes contributions to the field of Instructional Design and Technology by providing students' perspectives and suggestions for accessible design. Suggestions provided in this study is valuable in terms of designing accessible online courses and that there is a lack of information and guidance for answering the needs of students with visual impairment in online learning environments.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Asselin, Susan B. (committee member), Burton, John Knox (committee member).
Subjects/Keywords: Accessibility; Online Learning; Visual Impairment
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APA ·
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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
URL: http://hdl.handle.net/10919/64400
► As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering…
(more)
▼ As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering pedagogically effective interaction is a major challenge for educators in distance learning. In response to this challenge, the goal of this research was to develop a theoretically- and empirically- grounded framework for guiding interaction design in distance learning. It is anticipated that this framework can assist educators and instructional designers in designing quality interaction in distance learning. This study employed a design and developmental research methodology with three phases: analysis, development and evaluation, and revision. Findings from a systematic literature review of peer-reviewed interaction theory and research in distance learning as well as expert review informed the building of a three-phase framework for guiding interaction instructional design in distance learning.
Advisors/Committee Members: Brill, Jennifer Mary (committeechair), Potter, Kenneth R. (committee member), Lockee, Barbara B. (committee member), Burton, John Knox (committee member).
Subjects/Keywords: distance learning; design and development research; interaction; instructional design
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APA ·
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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
URL: http://hdl.handle.net/10919/27583
► 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)
▼ 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 measure engagement and refine the measurement of engagement in this study. To frame the engagement, three domains of engagement – behavioral, cognitive, and emotional– are analyzed in detail to be able to examine the qualities of each type. Moreover, three game attributes –clear goals, immediate feedback, and balance between challenges and skills- are presented and discussed as fundamental features of virtual manipulatives and educational games used in this study to make an impact on students’ engagement. To measure effects of educational games and virtual manipulatives on three domains of engagement, the researcher designed an engagement survey that examines each domain separately with their sub-domains. The Cronbach’s alphas for engagement pre-test and post-test were found .89 and .91 respectively. In this pre-test and post-test quasi-experimental design, four fifth-grade classrooms (N=86) from four schools in southwest
Virginia were assigned as three experimental groups and one control group. In the first experimental group, participants played an educational game called Candy Factory and in the second experimental group, the students played another educational game called Pearl Diver on iPod Touch for eight days consecutively, for 20 minutes each. In the third experimental group, participants performed activities with virtual manipulatives, whereas in the control group, participants did paper-and-pencil iii drills for the same duration. All of the groups studied on the same topic, fractions.
According to the results of ANCOVA, experimental group students’ engagement scores were found significantly higher than control group students’, F(1,80)=11.568, p=.001. When three domains of engagement were analyzed, significant differences were found among all three domains between experimental and control groups. When the researcher conducted separate analysis for educational games group and virtual manipulatives group, students who played educational games were also found significantly different than control group students in terms of all three domains of engagement and general engagement, F(1, 58)= 8.883, p=.004. In addition to this, students who did activities with virtual manipulatives showed significantly higher engagement than students who did paper-and-pencil drills in control group, F(1, 46)= 7.967, p=.007. Statistical difference was found in emotional and cognitive engagement while the results showed no significant difference in behavioral engagement between virtual manipulatives and control group students. Therefore, the three game attributes were considered as the main determining factors to engage students more to the content.
Advisors/Committee Members: Evans, Michael A. (committeechair), Burton, John K. (committee member), Potter, Kenneth R. (committee member), Chang, Mido (committee member).
Subjects/Keywords: virtual manipulatives; game features; mathematics; domains of engagement; educational games
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APA ·
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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
URL: http://hdl.handle.net/10919/29097
► This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several…
(more)
▼ This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several evangelical seminaries in the U.S. It also investigated whether students believed they had become competent practitioners of these skills or had received sufficient mentored field education in order for them to do so. A new self-efficacy survey was developed, and N=102 students from seven seminaries participated. Practice accounted for 7.9% of the variance in self-efficacy. Observation, instruction, and feedback were more weakly correlated with self-efficacy and not significant in the regression. On a scale from 0 (â I cannot do at allâ ) to 10 (â Highly certain I can doâ ), participantsâ self-efficacy in the skills ranged from 6.89 in counseling to 8.98 in â using and interpreting Scripture;â and there were indications that many participants had received a somewhat uneven field education. Only 23% of participants reported receiving sufficient practice and 19% sufficient feedback for them to become competent professionals. Future directions for research are suggested; and implications for both schools and churches are discussed from the perspective of instructional design, including incorporating studentsâ self-assessments into learner analysis and field education program evaluation.
Advisors/Committee Members: Brill, Jennifer Mary (committeechair), Rees, Loren Paul (committee member), Potter, Kenneth R. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: professional education; ministerial education; seminary; instructional design; quantitative research
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APA ·
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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
URL: http://hdl.handle.net/10919/29149
► In contemporary Chinese higher education, classroom lectures combined with a web-based learning support system are broadly applied. This study investigated what kind of feedback strategy…
(more)
▼ In contemporary Chinese higher education, classroom lectures combined with a web-based learning support system are broadly applied. This study investigated what kind of feedback strategy could be effective in improving studentsâ self-efficacy and course satisfaction in a blended learning context. Standard volitional messages were constructed andâ along with traditional feedback content (knowledge of results and knowledge of correct response)â distributed to a large undergraduate class in China. Sixty-seven freshmen participated in this pure experimental study. Results indicated that studentsâ learning self-efficacy and course satisfaction were significantly correlated. In addition, participants who received the knowledge of correct response plus volitional messages (KCR+V) showed greater course satisfaction than those who received other types of feedback messages. No significant difference emerged in self-efficacy. Future research directions are discussed.
Advisors/Committee Members: Burton, John Knox (committeechair), Moore, David Michael (committee member), Potter, Kenneth R. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Volition; Feedback; satisfaction; self-efficacy
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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
URL: http://hdl.handle.net/10919/77244
► In response to the demands of 21st century teacher preparation practices, this developmental study was instigated by the need to employ appropriate strategies in the…
(more)
▼ In response to the demands of 21st century teacher preparation practices, this developmental study was instigated by the need to employ appropriate strategies in the teaching of English as second language (L2) in Malawi. Using situated cognition theoretical construct as a basis, a framework for teaching L2 English as a situated practice was created. The development process was guided by views and practices of English methodology faculty members in Malawi's five secondary school teacher training institutions. The study was conducted in three phases, (i) analysis, where eight English methodology faculty members from Malawi's five institutions of higher learning were interviewed on the strategies they use to train pre-service secondary school teachers of English, (ii) development, where the framework was created based on results from the analysis phase, and (iii) evaluation and revision where the framework was reviewed and validated by a situated cognition expert and three of the faculty members interviewed in Malawi before it was revised.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Burton, John K. (committee member), Potter, Kenneth R. (committee member), Brill, Jennifer M. (committee member).
Subjects/Keywords: Situated Cognition; Authentic Learning; English as an L2; Developmental Research; Framework
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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
URL: http://hdl.handle.net/10919/77315
► This study explored the design and development of an electronic performance enhancement tool that can assist a person with limited programming skills to create a…
(more)
▼ This study explored the design and development of an electronic performance enhancement tool that can assist a person with limited programming skills to create a variety of simple customized information management websites. In particular, this study was modeled after needs within an Instruction Technology department in which individuals were able to create pre-functional web pages with various elements such as textboxes and dropdown menus but lacked the programming skills necessary to add functionality to these web forms. Skilled programmers could add functionality to these pre-functioning web forms or create customized information management websites from scratch. However, programmers are not always available when needed. At the time of this study, there was no readily available way for persons to create customized information management websites without the services of a programmer or without needing to learn programming skills themselves. This study sought to determine what functionalities, characteristics and capabilities could be included in an electronic performance enhancement tool to assist non-programmers to create simple customized information management websites and how a tool with such functionalities, characteristics and capabilities could be designed and developed. A prototype version of such tool (named the Form And DataBase Interaction Tool or "FADBIT") was designed and developed in this study. This tool asks users who have created simple pre-functional web forms to answer a series of questions related to those webforms. Given the user's responses to these questions, this tool is able to form a metalanguage representation of the user's intentions for the web form and can translate this representation into useful programming code to add the desired functionality. The tool was successfully designed and developed using a generalized modular framework, and a Create-Adapt-Generalize model, with each module addressing one or more patterns common to web programming. The prototype tool successfully allowed non-programmers to create functional information websites for two structured evaluation projects, and achieved some level of success and encountered some difficulties with an unstructured project. Proposed modifications and extensions to the tool to address the difficulties encountered are presented.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Lockee, Barbara B. (committee member), Little, Jamie O. (committee member), Ogle, Jeffrey Todd (committee member).
Subjects/Keywords: Programming; Web Design; Electronic Performance Support Systems; metaprogramming; FADBIT; Dreamweaver; Web Forms; Databases; Cold Fusion
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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
URL: http://hdl.handle.net/10919/88726
► An increasing number of students are learning in classrooms that employ electronic presentations designed in PowerPoint and other similar software programs. The design of the…
(more)
▼ An increasing number of students are learning in classrooms that employ electronic presentations designed in PowerPoint and other similar software programs. The design of the slides in such electronic presentations has an impact upon student learning, and ample recommendations are made within the literature as to specific strategies that serve as presumed best practices for the design of those slides that will best facilitate learning. While most of such recommended strategies are well supported by cognitive theory – they are considered to positively impact learning by contributing to decreased cognitive load, leveraged dual coding, and facilitated active processing, for example – many of them are not supported by empirical evidence that they do in fact enhance learning. Some of the recommended best practice strategies unsupported by empirical evidence include the use of progressive disclosure, dimming, and highlighting of text instead of full disclosure of text. Through the development and use of four separate electronic presentations, each of which was designed to employ one of these specific strategies (full disclosure, progressive disclosure, dimming, and highlighting), this study examined the impact of such strategies on student learning. The findings of this study indicate that significant differences are not evident in learning among the four different strategies. As such, this initial foray into the examination of the effectiveness of these four strategies indicates that any of the four strategies may be used with equal impact in the design of electronic presentations by instructors who want to help foster student learning.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Cennamo, Katherine S. (committee member), Bond, Mark Aaron (committee member).
Subjects/Keywords: Electronic presentations; instructional message design; textual display
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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
URL: http://hdl.handle.net/10919/19204
► Social psychologists believe that attitudes occur both implicitly and explicitly suggesting that people can think, feel, and behave in ways that are counter to their…
(more)
▼ Social psychologists believe that attitudes occur both implicitly and explicitly suggesting that people can think, feel, and behave in ways that are counter to their outward views. Researchers within the field of instructional technology have proposed treatments for explicit attitude manipulation within an instructional situation but have yet to implement strategies that encompass implicit attitudes. Researchers from both fields concur that attitudes are malleable and can be manipulated with appropriate intervention strategies (Bertrand et al., 2005; Dasgupta & Greenwald, 2001; Dick & Carey, 1996; Gagné, Briggs, & Wager, 1988; Kamradt & Kamradt, 1999; Krathwohl, Bloom, & Masia, 1964). The purpose of this study was to investigate the effectiveness of instructional design strategies intended to influence implicit and explicit attitudes in the direction of a target attitude. The predominant strategies for attitude manipulation prescribed in the instructional design and technology literature were combined and adapted for online delivery. In addition, proven strategies from social psychology research were integrated into the existing instructional design strategies for implicit attitude manipulation. The independent variable for this experimental study consisted of the prescribed instructional strategies for influencing both implicit and explicit attitudes. For the purpose of this study, the attitude that the instruction was designed to address was the reduction of biased-based policing, thus, the dependent variables were implicit attitudes as measured by the Race Implicit Association Test (IAT), and explicit attitudes as measured by the Symbolic Racism Test 2000 (SR2K). Fifty volunteers were randomly assigned to one of two instructional modules. One module served as a control for 25 of the participants. The second module served as a treatment for the remaining 25 participants. The treatment was based on the incorporation of the recommended strategies for attitudinal instruction found in the literature. Implicit attitude assessment revealed that there was no statistically significant difference between the control and treatment groups as measured by the Race Implicit Association Test (Race IAT). Furthermore, explicit attitude assessment also revealed that that there was no statistically significant difference between the control and treatment groups as measured by the Symbolic Racism Test 2000 (SR2K). However, there were several limitations that may have affected the study. As a result, we still do not know for certain how the incorporation of attitudinal strategies within web-based instruction influence implicit and explicit attitudes.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Potter, Kenneth R. (committee member), Moore, David Michael (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: attitudinal instruction; attitudes; attitudinal strategies
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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
URL: http://hdl.handle.net/10919/27996
► 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)
▼ 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 have an impact on the learner. However, as Miltiadou and Savenye (2003) note, more research is required that will "shed light on which motivational constructs can be identified as predictors of success in an online environment." (p. 21). In both the corporate and academic arenas, there is a growing interest in online courses; however, there is a lack of sufficient studies on the effects of design criterion that can potentially heighten learner motivation and reduce attrition rates in online courses. Abdul-Rahman (1994) identified a similar concern with respect to dropout rates and suggested that "identifying factors that interact to affect students' completion or non-completion of a distance education course" (p. 9) would go a long way to arming administrators and distance educators with information and tools that will help reduce learner attrition in distance education.
This experimental study will test the relationship between learner control and locus of control as measured by scores on an assessment administered to selected employees of the Automobile Associate of America (AAA) Mid-Atlantic. The independent variables will be learner control and locus of control. Locus of control will be defined by each learnerâ s score on the Adult Nowicki-Strickland Locus of Control Scale. Three dependent variables will be measured including assessment score, number of minutes spent in the learning program and amount of content viewed in an online, asynchronous course.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Burton, John K. (committee member), Moore, David M. (committee member).
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
URL: http://hdl.handle.net/10919/29231
► This dissertation explores the feasibility of employing software agent technology to support large-scale assessment. The research included the design, development, and evaluation of the Assessment…
(more)
▼ This dissertation explores the feasibility of employing software agent technology to support large-scale assessment. The research included the design, development, and evaluation of the Assessment Agent System for assessing comprehensive understanding based on concept maps.
The system was designed by following an agent-oriented software design method. The Assessment Agent System is composed of five types of software agents: instructor agent, student agent, management agent, assessment agent, and reporting agent. Each of these agents was designed to possess different capabilities. Software agents in the system, through communication and cooperation, collectively provide the functionalities of user-system interaction, user management, task authoring and management, assessment delivery, task presentation, response collection, automatic assessing with feedback, and reporting. Through the process of design, development, and evaluation of the Assessment Agent System, this study demonstrates an approach that employs an agent-oriented software design method to produce sophisticated educational software applications.
Furthermore, this study explored the concept map assessing method for the Assessment Agent System. When node terms and linking phrases are provided, assessing student concept maps can be automated by comparing student concept maps with assessment criteria, proposition by proposition. However, the usefulness of the proposition-comparing method depends heavily on the accuracy and thoroughness of the criterion propositions. Therefore, assessment criteria need to be continually refined and improved through examining student-created propositions.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Lockee, Barbara B. (committee member), Moore, David Michael (committee member), Ogle, Jeffrey Todd (committee member).
Subjects/Keywords: concept map; learning assessment; software agent; assessment agent
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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
URL: http://hdl.handle.net/10919/85573
► 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)
▼ 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 operationalizes the concepts and what similarities occur across the empirical studies and theoretical studies are still ambiguous. The purpose of this study is to employ an integrative literature review to investigate and disentangle various interpretations of self-directed learning by identifying how the topic is defined and what competencies and strategies are needed for a highly self-directed learner. This is a six-phase study, including: 1) problem formulation; 2) data collection; 3) problem re-formulation; 4) data evaluation; 5) data collection; and 6) presentation of the findings. This study provided a comprehensive perspective of self-directed learning in a dynamically expanding process to include multifaceted interpretations of the topic and advanced research in self-directed learning in an updated, enriched learning environment. Specifically, the researcher updated the evidence for self-directed learning to date, identified all of the potential dimensions of self-directed learning that distinguish a highly-directed self-directed learner and the related instructional strategies, and made suggestions for the future direction of research on the topic.
Advisors/Committee Members: Burton, John Knox (committeechair), Lockee, Barbara B. (committee member), Paredes, Elsie Elena (committee member), Potter, Kenneth R. (committee member).
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
URL: http://hdl.handle.net/10919/71298
► Social presence has drawn great attention in the last three decades. A large number of studies attempted to prove that social presence exerted an effect…
(more)
▼ Social presence has drawn great attention in the last three decades. A large number of studies attempted to prove that social presence exerted an effect on distance learning through including more interaction. This integrative review provided a comprehensive summary of current studies on social presence, identified problems in measuring social presence, and evaluated the effects of social presence on learning. Data were collected from 189 social presence studies in the area of distance education from 1976 to 2012. Data were analyzed qualitatively followed by a quantitative meta-analysis. This study revealed that social presence was still illusive and difficult to define. Due to its ambiguity, many doubts exist related to the measurement of social presence. The results of this study suggest future researchers should be cautious when advocating the importance of social presence in distance learning.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Burton, John Knox (committee member), Cennamo, Katherine S. (committee member).
Subjects/Keywords: Social Presence; Distance Learning; Integrative Review; Meta-Analysis; Interaction
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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
URL: http://hdl.handle.net/10919/26488
► 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)
▼ 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 is perceived as an instructional approach. The purpose of this study was to discover how college-level learners and instructors perceive collaborative group learning in regard to value and benefit, role of the instructor, and factors that contribute to positive and negative collaborative experiences. A non-experimental study provided information about participants in the form of descriptive data, correlational statistics, and qualitative analysis. Findings indicated that collaborative group learning was valued because it supported the achievement of learning goals, was an effective method of learning, and held professional benefit. However, value and benefit were reported to be affected by a variety of factors, such as work and reward inequities, the social context of collaboration, and the appropriateness of the activity to the learning situation and objectives. Findings related to the instructorâ s role showed that students acknowledged and accepted ownership of group processes; however, they also indicated that they would like the instructor to play an active role in the collaborative activity to support the learning process. This and other instructor role findings indicate the complexity of balancing instructor functions, as highlighted in results that showed some learners and instructors preferred a hands-off approach on the part of the instructor, while other learners and instructors felt that instructor involvement was a necessity. Suggestions provided by learners and instructors regarding instructor functions that supported effective collaboration included such activities as mentoring collaborative behavior, monitoring group and individual progress, and providing clear expectations and guidance. Findings from this study may be useful for informing the design, development, and implementation of collaborative group learning activities by providing insight into the factors that contribute to effective collaborative experiences, as well as perceptual differences and similarities between the learners and instructors.
Advisors/Committee Members: Brill, Jennifer Mary (committeechair), Potter, Kenneth R. (committee member), Evans, Michael A. (committee member), Burton, John K. (committee member).
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
URL: http://hdl.handle.net/10919/73336
► 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)
▼ 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 of programs for quality assurance has become an important component of successful online programs (Kindgren, Nilsson, and Wiklund, 2012, Martinez, Liu, Watson, and Bichelmeyer, 2006). Deggs and Weaver (2009) stated that student perception is "essential to improving the quality of instruction in higher education" (p. 41). In the online program evaluation literature, majority of evaluation studies commonly collected students' perceptions of their learning outcomes and their learning experiences through survey questionnaires. Few studies had been conducted on using students' reflections in e-portfolios for program evaluation in higher education. The purpose of this study was to explore how students' reflections in their e-portfolio can be used as a mechanism for program evaluation. This study employed a qualitative content analysis method. Seventy students' reflections in their e-portfolios of an online master's program were collected. Three types of reflections in e-portfolios have been reviewed and analyzed: (1) students' reflections on their previous approaches to the five tasks of instructional design including design, development, utilization, management, and evaluation; (2) the students' reflections on their current approaches to these five instructional design tasks; and (3) the perceptions on their learning experiences in this online master's program. Two overarching themes emerged from the students' reflections including students' perceptions on their learning outcomes and their learning experiences in the program. The results of the study indicated that students' reflections in their e-portfolios provide
another dimension of qualitative information for program evaluation with respect to students' perceptions, and this qualitative data can be used in conjunction with other methods of data collection to conduct a comprehensive evaluation of online programs.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Moore, David M. (committee member), Burton, John Knox (committee member).
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
URL: http://hdl.handle.net/10919/73388
► 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)
▼ 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 interest included: Effort/Importance, felt Pressure/Tension, and Value/Usefulness. These relationships were further examined with particular focus on the potential moderating role of students' culturally based learning preferences as outlined in Parrish and Linder-VanBerschot's (2010) Cultural Dimensions of Learning Framework (CDLF). This study was quasi-experimental, survey-based research supported by self-reported data collected from a convenience sample of graduate and undergraduate students. Students enrolled in a variety of courses that assigned an ePortfolio assignment received an email invitation from their instructor and self-selected to participate. Based on the responses of 35 students, the findings from this research showed significant relationships between three culturally based learning preferences and the motivational belief of Value/Usefulness. A summary of findings, limitations, and implications for further research are discussed.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committeechair), Bixler, Jacqueline E. (committee member), Brill, Jennifer Mary (committee member).
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
URL: http://hdl.handle.net/10919/73708
► This study provided reliability and validity evidence to substantiate the Implementation Profile Inventory II's (IPI-II) use as a measure of a user's perceptions of Ely's…
(more)
▼ This study provided reliability and validity evidence to substantiate the Implementation Profile Inventory II's (IPI-II) use as a measure of a user's perceptions of Ely's (1990a) eight conditions of change. To establish the psychometric properties of the IPI-II, three alternative factor structure models for Ely's conditions were compared. A confirmatory approach was used for the analysis of the evidence. A four-factor structure hypothesized by Ensminger et al (2004) appears to fit reasonably well; however, this study provided stronger evidence for a fifth underlying construct as a better model for the IPI-II's structure in a sample of 252 university faculty and staff. Perceptions of conditions that influence implementation of innovations are important measures of success and can serve as a planning guide for the instructional designer (Ely, 1990a, 1990b, 1999a, 1999b; Ensminger and Surry, 2002; Ensminger, 2005). The IPI-II is a revised scale (Ensminger and Surry, n.d.) designed to measure a user's perceptions of the importance of Ely's eight conditions of change. Psychometric information was obtained and reported on the measure's dimensionality, reliability, and validity. Recommendations are offered to facilitate the revision of questionnaire items to achieve a stable, well-defined solution for the factor structure (dimensionality) of the IPI-II. This study represented the first psychometric evaluation of the IPI-II and the first confirmatory study in the development cycle of the Implementation Profile Inventory.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Lockee, Barbara B. (committee member), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member).
Subjects/Keywords: psychometric properties; Ely's conditions of change; implementation; innovations; instructional design
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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
URL: http://hdl.handle.net/10919/77518
► This study explored former and current graduate and undergraduate online students' self-efficacy perceptions for asynchronous online coursework. Self-efficacy is described as a person's judgment of…
(more)
▼ This study explored former and current graduate and undergraduate online students' self-efficacy perceptions for asynchronous online coursework. Self-efficacy is described as a person's judgment of his or her ability to successfully complete a learning or performance task (Bandura, 1997). Using an exploratory sequential mixed methods approach, this study explored the research question in three phases: 1) Conducted interviews and analyzed transcripts of 11 current and previous asynchronous online learners; 2) Created and enlisted the expert review of a survey instrument developed from the interview data analysis; and 3) Collected and analyzed survey responses from current and previous asynchronous online learners. The findings from this research show, based on 215 participant responses, several factors present or absent in asynchronous online learning experiences have positive, negative or no effects on perceived self-efficacy to complete online course requirements. Findings, limitations, practical implications and future research ideas are discussed in Chapter Six of this document.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committeechair), Burton, John Knox (committee member), Hodges, Charles B. (committee member).
Subjects/Keywords: Online Learning; Distance Learning; Asynchronous; Self-Efficacy Sources
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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
URL: http://hdl.handle.net/10919/77955
► Information and Communications Technology play prominent roles in all aspects of human life today. School curricula is continually being revised to take advantage of the…
(more)
▼ Information and Communications Technology play prominent roles in all aspects of human life today. School curricula is continually being revised to take advantage of the opportunities that ICTs offer to improve teaching and learning. Using the tool development type of design and development research, this study translates the UNESCO ICT Competency Framework for Teachers (UNESCO ICT-CFT) into an online survey that is capable of detecting if computer labs of teacher training colleges in developing countries have the capability to be used to train teachers to exhibit the UNESCO ICT competencies. By employing design and development techniques of expert review and field tests, an online tool was developed that was able to provide feedback on the capability of selected computer labs to be used as centers for training teachers on the UNESCO ICT-CFT. This report provides a detailed account of the tool development process, including expert review and field tests.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Bond, Mark Aaron (committee member), Burton, John Knox (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Developing Countries; Competency Framework for Teachers
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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
URL: http://hdl.handle.net/10919/79847
► As more artifacts are created in a digital format, there is a need to have metadata associated with the artifacts to increase the chance for…
(more)
▼ As more artifacts are created in a digital format, there is a need to have metadata associated with the artifacts to increase the chance for resource discovery by others. This is especially the case with non-textual artifacts. Once these artifacts have descriptive metadata associated with them, they have the potential to become learning objects which can be used by others in their own teaching and research. This study explored the design and development of a performance support tool to create descriptive metadata by users that are most familiar with the non-textual learning objects, yet may not have an understanding of the various metadata schemas and standards required by other institutional/knowledge repositories and search engines.
In order to create such a tool, certain features need to be included in order for users to create appropriate metadata. The tool needs to have Unicode character support in order metadata entry, display and searching. Research found that characteristics such as controlled vocabularies, tooltips, validation rules, and having a relevant image on the same screen as the metadata form help users to create appropriate and accurate metadata; yet, no existing tool was found that contained all of these features to assist faculty in describing their non-textual learning objects.
These characteristics were operationalized in the design and development of the performance support tool. Findings from the evaluation of the tool indicate that the owner of the learning objects was able to create a customized, non-standard metadata form that users were then able to use to create appropriate and accurate descriptive metadata.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Bond, Mark Aaron (committee member), Burton, John Knox (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Instructional technology; metadata; knowledge harvesting; performance support; non-textual learning objects
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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
URL: http://hdl.handle.net/10919/40430
► 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)
▼ 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 from improved science content knowledgeâ and given the challenge of providing this at a level scalable and sustainable through face-to-face delivery aloneâ this study sought to understand what types of online self-directed content-interaction strategies are of greatest learner satisfaction and provide the highest learning impact for teachers in grades three â six. Employing Andersonâ s Equivalency of Interaction Theorem, and looking at age, years teaching experience, and learning preferences via Kolb and Kolbâ s Learning Style Inventory 3.1 (2005), this descriptive study non-randomly sampled 85 educators who passed a series of self-paced interactive web modules to rate their preferences for five different types of content-interactive strategies: (a) simulations, (b) interactive reference, (c) hands-on, (d) personal feedback, and (e) pedagogical implications. Using an online survey and a pre- and postassessment instrument it was found that (a) as age and years teaching experience increase, teachersâ preferences for personal feedback, interactive reference, and simulations increased, (b) teachersâ content knowledge increased significantly after completing the web modules, (c) teachersâ learning style moderately aligned with their preferences for content-interaction strategies, and (d) teachers least preferred the pedagogical implications component. Instructional designers and education administrators selecting professional development for teachers may find this informative. Data from this research support Andersonâ s theory that if the content interaction is rich, human interaction may be provided in diminished capacities.
Advisors/Committee Members: Burton, John Knox (committeechair), Brand, Brenda R. (committee member), Lockee, Barbara B. (committee member), Potter, Kenneth R. (committee member).
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
URL: http://hdl.handle.net/10919/47727
► Media literacy scholars have to a great extent ignored the assessment of media literacy outcomes and associated challenges. Martens (2010) states that evaluating and explaining…
(more)
▼ Media literacy scholars have to a great extent ignored the assessment of media literacy outcomes and associated challenges. Martens (2010) states that evaluating and explaining the effectiveness of media literacy education is one of the most overwhelming challenges for current research in the field. Buckingham and Domaille (2009) claim that the lack of structured assessment procedures likely contributed to the lack of status of media literacy education. The purpose of this mixed methods study (exploratory sequential design) was therefore to explore the views of media literacy scholars and professionals on media literacy assessment through qualitative interviews (N = 10) with the intent of using this information to develop a quantitative survey to validate and extend the qualitative findings with a larger sample of media literacy professionals and scholars from all around the world (N = 171).
The study provides an overview of goals and outcomes of media literacy education. In addition, it provides information about the extent to which outcomes are specified and by whom these outcomes are specified. The study also offers a comprehensive overview of assessment methods that were used by participants of the study, the role that media literacy plays in their work, and the entities which developed these assessment methods. It provides further detail about the extent to which the learning process and product are assessed, the importance of context in assessment, approaches that are used to evaluate and interpret students' work, and factors that influence the way participants assess media literacy. The study also offers an overview of assessment challenges that were encountered by participants and the extent to which these are considered challenges for the field. In addition, for each of the assessment methods that were used by participants, a distinct set of challenges is identified. An account of the extent that respondents felt constrained by any outside regulations or mandates is provided as well, along with a description of how they would assess media literacy void of these constraints. Finally, methods to overcome media literacy challenges are presented, along with recommendations to improve the effectiveness of media literacy assessment.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Cennamo, Katherine S. (committee member), Burton, John Knox (committee member), Potter, Kenneth R. (committee member).
Subjects/Keywords: Media Literacy; Media Education; Assessment; Media Literacy Assessment
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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
URL: http://hdl.handle.net/10919/47798
► 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)
▼ 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 as communication, collaboration, and critical thinking. The research aims to identify what students and teachers who participated in a design-based learning environment perceived to be the benefits and challenges of the project. The findings are used to suggest strategies that can be used to capitalize on the benefits and mitigate the challenges of the strategy.
This research employs a multiple case study methodology to investigate the unique perspectives of three audiences who participated in the study: (1) an eighth grade English teacher, (2) an eighth grade social studies teacher, and (3) fifty eighth grade students. It gives a detailed description of the results of post-implementation interviews during which participants reported on what they perceived to be the benefits and challenges of the project. The results of the interviews are utilized as the primary data source for the findings.
The study reveals that a majority of the participants perceived that students benefitted from the environment. They gained skills in communication and collaboration, developed the ability to empathize by exploring multiple perspectives, gained real-world experience that prepared them for their future by solving problems they identified in their immediate world, and gained knowledge and skills from a variety of disciplines. The teachers also benefitted from the environment in that they gained a new respect for their students' skills and abilities, explored and re-defined their own pedagogical philosophies, and improved their own design thinking skills.
While participants reported multiple benefits to the learning environment, they also acknowledged several challenges. Time was a challenge for everyone involved. Teachers perceived keeping students motivated when they faced ambiguity and assessing students to be a challenge. They also noted that administrative support for design-based learning is a challenge that must be overcome in order for wide-scale adoption to be realized. While students also identified many challenges to the environment, they consistently acknowledged that the challenging aspects - communication, collaboration, exploring multiple perspectives, managing real-world constraints, and critical thinking - were ultimately beneficial. The findings translate to an overarching message that design-based learning is hard, but it's worth it.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Potter, Kenneth R. (committee member), Burton, John Knox (committee member), Brill, Jennifer Mary (committee member).
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
URL: http://hdl.handle.net/10919/51763
► The use of electronic portfolios (ePortfolios) to support learning, assessment, and professional development across higher education has increased in recent years. However, higher education faculty…
(more)
▼ The use of electronic portfolios (ePortfolios) to support learning, assessment, and professional development across higher education has increased in recent years. However, higher education faculty who are instrumental to successful adoption and implementation are not often invited as active participants in the innovation process. In addition, while student perspectives of ePortfolio adoption are well represented in the literature, faculty perspectives are not. The goal of this research study was to investigate faculty and administrators perspectives regarding the university-wide implementation of an ePortfolio initiative in order to develop a framework for implementation that integrates the voice of faculty as well as diffusion of innovation (DOI) theory. The study employed a design and development research methodology, comprised of three phases (analysis, development and evaluation, and revision) and focused on a large United States research university in its tenth year of electronic portfolio implementation. An analysis of survey and interview data in light of DOI theory as well as expert review resulted in a six-component modular framework that can be used by any faculty group to guide electronic portfolio adoption and implementation. One implication is that higher education now has a process technology to support successful integration of an instructional technology, electronic portfolios, in university teaching and learning.
Advisors/Committee Members: Brill, Jennifer Mary (committeechair), Burton, John Knox (committee member), Lockee, Barbara B. (committee member), Potter, Kenneth R. (committee member).
Subjects/Keywords: electronic portfolios; diffusion of innovation; development research
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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
URL: http://hdl.handle.net/10919/51803
► Peer assessment has been adopted as a means of fair and equitable measurement of individual contributions to group work (Cheng and Warren, 2000; Conway and…
(more)
▼ Peer assessment has been adopted as a means of fair and equitable measurement of
individual contributions to group work (Cheng and Warren, 2000; Conway and Kember,
1993; Gatfield, 1999; Goldfinch and Raeside, 1990; Lejk and Wyvill, 2001; Lejk, Wyvill, and
Farrow, 1996) and it usually requires a certain mechanism or formula to quantify peer
assessment criteria. The problem, however, is that it leads to circumstances where a
student can be strategic and be easily able to obtain a higher score by simply giving lower
scores to other members within a group. The need is to find a new mechanism and the
purpose of this study is to develop an Online Database-Driven Peer Assessment Tool
(ODDPAT) using the Division Rule mechanism as its core computational algorithm. This
developmental study used modified Collaborative Create-Adapt-Generalize (CAG)
model (Hicks,
Potter, Snider, and Holmes, 2004) as its design and developmental
framework. The process of design, development, and evaluation of the entire project was
documented. Three experts were interviewed and detailed analysis of data was discussed.
Finally, recommendations were made for its implementation and future research.
Advisors/Committee Members: Burton, John Knox (committeechair), Lockee, Barbara B. (committee member), Potter, Kenneth R. (committee member), Larson, Miriam Bender (committee member).
Subjects/Keywords: Collaborative learning; peer assessment; peer assessment methods; online peer assessment tools; division rule
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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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
URL: http://hdl.handle.net/10919/52582
► The purpose of this study was to ascertain what has been written about feedback in Distance Education: An International Journal. Distance education has been dramatically…
(more)
▼ The purpose of this study was to ascertain what has been written about feedback in Distance Education: An International Journal. Distance education has been dramatically developed in domestic and international education. It is a kind of education that concentrates on teaching methods and technologies, intending to deliver teaching to students who are not physically present in the traditional education setting such as the classroom. In distance education, students have fewer chances to get immediate responses from their teachers. Hence, in order to make sure that students have really learned and made progress, students and instructors should interact or communicate with each other frequently. The definition of feedback is that it is a reinforcer information given by different kinds of sources to help feedback receivers to make progress. Feedback serves as a useful learning tool with which to interact and communicate. In many cases, feedback may be the only learning communication between students and teacher in distance education courses. Content analysis methodology had been chosen for this research project in order to get a systematic and deep understanding of feedback in distance education. A coding form was utilized to support the objective observation. Predetermined themes were used to categorize the articles from the Distance Education: An International Journal. Six hundred and twenty peer reviewed articles were searched, and three hundred and fifty eight articles include the term feedback. The researcher read all these three hundred and fifty eight articles. One hundred and twenty four articles were about sources, sixty-two were about types of feedback, fifty-seven were about technology, and nineteen of them were about quality. There were also some other kinds of topics appeared in the articles of this journal. In order to make the analysis much more clear, the researcher categorized topics into four specific themes: feedback types, feedback providers, ways to deliver feedback and feedback quality. Results and discussion were provided.
Advisors/Committee Members: Burton, John Knox (committeechair), Cennamo, Katherine S. (committee member), Potter, Kenneth R. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: feedback; distance education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wu, R. (2014). Feedback in distance education: A content analysis of Distance Education: An International Journal, 1980-2013. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52582
Chicago Manual of Style (16th Edition):
Wu, Rongbin. “Feedback in distance education: A content analysis of Distance Education: An International Journal, 1980-2013.” 2014. Doctoral Dissertation, Virginia Tech. Accessed 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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Open Access Theses and Dissertations
