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Virginia Tech
1.
Alshehri, Khaled Ghanem.
Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/100706 
► Information and communication technology (ICT) is becoming a critical part of operations and innovations in many sectors around the world (Basri, Alandejani, and Almadani, 2018).…
(more)
▼ Information and communication technology (ICT) is becoming a critical part of operations and innovations in many sectors around the world (Basri, Alandejani, and Almadani, 2018). Currently in Saudi Arabia, the integration of technology in educational environments is viewed as essential in the growth of Saudi education (Alali, 2015). Some scholars report that while the use of ICT is advocated in many universities and schools, and in particular in Saudi Arabia, some instructors are not likely to use it in their teaching processes because of barriers hindering their utilization and integration of ICT (Asiri, 2012; Albugami and Ahmad, 2015; Al Mulhim, 2014; Muhametjanova and Cagiltay, 2016).
This study aimed to examine how ICT is being used for teaching and learning within the context of an emerging university in Saudi Arabia, as well as what factors faculty identify as barriers and enablers to its use. The current study replicates the research conducted by Nyirongo (2009) in the country of Malawi, and is based on the theoretical principles of technology adoption proposed by Rogers, Ely, and Surry (Ely, 1999; Rogers, 2003; Surry, 2002). Faculty members at Al-Baha University served as the participants. This study found that there are several common factors that impede the adoption and integration of ICT for teaching and learning at Al-Baha University. Those factors are: lack of computer availability and accessibility for faculty members and students, poor Internet connection, lack of faculty participating in decision making regarding electronic technology, access to training and pedagogical support regarding such technology, and lack of technical support. These findings correlate with the same kinds of factors that have been identified as barriers in other educational contexts (Al Mulhim, 2014; Albugami and Ahmed, 2016; Alkahtani, 2017; Hsu, 2016; Kilinc, et al. 2018; Kler, 2014; Machado and Chung, 2015; Nyirongo, 2009).
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Bond, Mark Aaron (committee member), Potter, Kenneth R. (committee member), Johnson, Alicia Leinaala (committee member).
Subjects/Keywords: Instructional technology; Electronic technologies for teaching and learning; Adoption and integration of electronic technologies; Diffusion and adoption of innovations; Information and communication technology (ICT).
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APA (6th Edition):
Alshehri, K. G. (2020). Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/100706
Chicago Manual of Style (16th Edition):
Alshehri, Khaled Ghanem. “Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study.” 2020. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/100706.
MLA Handbook (7th Edition):
Alshehri, Khaled Ghanem. “Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study.” 2020. Web. 27 Feb 2021.
Vancouver:
Alshehri KG. Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/100706.
Council of Science Editors:
Alshehri KG. Technology Adoption and Integration at a University in Saudi Arabia: A Descriptive Study. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/100706
Virginia Tech
2.
Nino, Miguel Alfonso.
Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction.
Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/100686
► The adoption of new technologies in K-12 classrooms usually generates claims about their effectiveness, but in many cases, these claims are not carefully studied. Furthermore,…
(more)
▼ The adoption of new technologies in K-12 classrooms usually generates claims about their
effectiveness, but in many cases, these claims are not carefully studied. Furthermore, conclusions drawn from effectiveness studies generally focus on technologies as the sole responsible factor for such effectiveness, without considering other factors and conditions. Through an integrative review, this study evaluated and critiqued the current status of K-12 digital game-based learning (DGBL) to determine the implications and limitations of these effectiveness claims, as well as problems when conducting this type of research. In addition, this study explored factors and conditions, beyond the digital game, that could have had an impact on effectiveness. Findings from this study can provide teachers and researchers a guide to effectively implement and research DGBL in K-12 classrooms, as well as conceptual classifications of factors and conditions that could play an important role when adopting digital games in instruction.
Advisors/Committee Members: Cennamo, Katherine S. (committeechair), Potter, Kenneth R. (committee member), Bond, Mark Aaron (committee member), Baum Walker, Liesl M. (committee member).
Subjects/Keywords: digital game-based learning; K-12 education; instructional effectiveness
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APA (6th Edition):
Nino, M. A. (2019). Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/100686
Chicago Manual of Style (16th Edition):
Nino, Miguel Alfonso. “Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction.” 2019. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/100686.
MLA Handbook (7th Edition):
Nino, Miguel Alfonso. “Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction.” 2019. Web. 27 Feb 2021.
Vancouver:
Nino MA. Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/100686.
Council of Science Editors:
Nino MA. Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/100686
Virginia Tech
3.
Alshammari, Mohammed Habib.
Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/100860
► Learning Management Systems (LMSs) have been an essential part of the Electronic-Learning ecosystem since the 1990s. LMSs have been developed and widely adopted by higher…
(more)
▼ Learning Management Systems (LMSs) have been an essential part of the Electronic-Learning ecosystem since the 1990s. LMSs have been developed and widely adopted by higher education institutions around the world. Despite the instructional and financial benefits of using LMSs, the usage rate of LMSs by faculty members continues to be challenging in higher education institutions, and particularly in developing countries.
The purpose of this study is to determine the factors influencing the usage of learning management systems (LMSs) by faculty members in Saudi Arabian higher education. The study employed a mixed method approach and applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to explore these factors. Specifically, the study aims to determine the extent at which Performance Expectancy (PE), Effort Expectancy (EE), Facilitating Conditions (FC), and Social Norms (SN) influence faculty members' Behavioral Intention (BI) to adopt the Blackboard LMS. It also examines the moderating roles of age, gender, experience, perceived voluntariness, and computer self-efficacy on Performance Expectancy (PE), Effort Expectancy (EE), Social Norms (SN), and Facilitating Conditions (FC). The results of the study revealed a strong and positive correlation between performance expectancy and behavioral intention for Blackboard usage. The study also found Effort Expectancy, Facilitating Conditions, and Social Norms to be strong predictors of Behavioral Intention for Blackboard usage.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Bond, Mark Aaron (committee member), Lockee, Barbara B. (committee member), Ervine, Michelle D. (committee member).
Subjects/Keywords: Learning Management Systems; The Unified Theory of Acceptance and Use of Technology (UTAUT); Behavioral Intention; Performance Expectancy; Effort Expectancy; Social Norm; Facilitating Conditions.
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APA (6th Edition):
Alshammari, M. H. (2020). Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/100860
Chicago Manual of Style (16th Edition):
Alshammari, Mohammed Habib. “Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia.” 2020. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/100860.
MLA Handbook (7th Edition):
Alshammari, Mohammed Habib. “Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia.” 2020. Web. 27 Feb 2021.
Vancouver:
Alshammari MH. Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/100860.
Council of Science Editors:
Alshammari MH. Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/100860
Virginia Tech
4.
Jennings, Samuel Raymond.
Structured Design Strategies for Attitude Instruction.
Degree: PhD, Curriculum and Instruction, 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 M. (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 February 27, 2021.
http://hdl.handle.net/10919/19204.
MLA Handbook (7th Edition):
Jennings, Samuel Raymond. “Structured Design Strategies for Attitude Instruction.” 2012. Web. 27 Feb 2021.
Vancouver:
Jennings SR. Structured Design Strategies for Attitude Instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Feb 27].
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
5.
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 M. (committee member), Potter, Kenneth R. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Volition; Feedback; satisfaction; self-efficacy
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APA ·
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APA (6th Edition):
Wang, W. (2011). The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29149
Chicago Manual of Style (16th Edition):
Wang, Wei. “The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
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. 27 Feb 2021.
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 2021 Feb 27].
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
6.
Pierson, Mary Ellen.
A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.
Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/26284
► This study explored the design and development of the knowledge harvesting and knowledge management components of a comprehensive tool which incorporates characteristics of continuity management,…
(more)
▼ This study explored the design and development of the knowledge harvesting and knowledge management components of a comprehensive tool which incorporates characteristics of continuity management, knowledge harvesting, and knowledge management. While tools exist to support restoring continuity in the aftermath of a disastrous event, little is done to address maintaining continuity through the non-disastrous events. Employee separation is one such non-disastrous event, and one that all organizations face. Knowledge harvesting is suggested as a means to address collecting the knowledge of employees within an organization so that it can be reused by new employees or temporary replacements. The combination of the attributes of continuity management, knowledge harvesting, and knowledge management resulted in five characteristics of a comprehensive tool. These characteristics were operationalized in the design of a comprehensive tool and provided contextual information for the design and development of the knowledge harvesting and knowledge management components. Findings of the evaluations of the components indicated that the developed components complied with the design-based specifications. Lessons learned from the implementation and evaluations of the knowledge harvesting component suggest that the right questions for the knowledge harvesting process should be determined by the organization based on the need for the information and the nature of the information needed; that the tool should incorporate terminology, prompting questions, and a structure that are right for the organization and that the users will understand; that users may benefit from time to respond and having options to submit responses in various formats; and that users may benefit from encouragement and support throughout the knowledge harvesting process. Lessons learned from the implementation and evaluations of the knowledge management components suggest that the ability to provide a prompt follow-up to a user's response could improve the effectiveness of the tool; that the structure and development of the database requires precision; and that while the database must be precise, it must also be flexible and accurately accommodate changes to the content.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Moore, David M. (committee member), Lockee, Barbara B. (committee member), Little, Jamie O. (committee member).
Subjects/Keywords: continuity management; knowledge management; prompting questions; knowledge harvesting; continuity
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APA (6th Edition):
Pierson, M. E. (2011). A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26284
Chicago Manual of Style (16th Edition):
Pierson, Mary Ellen. “A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/26284.
MLA Handbook (7th Edition):
Pierson, Mary Ellen. “A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.” 2011. Web. 27 Feb 2021.
Vancouver:
Pierson ME. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/26284.
Council of Science Editors:
Pierson ME. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26284
Virginia Tech
7.
Ondin, Zeynep.
Design Thinking Across Different Design Disciplines: A Qualitative Approach.
Degree: PhD, Curriculum and Instruction, 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 February 27, 2021.
http://hdl.handle.net/10919/83858.
MLA Handbook (7th Edition):
Ondin, Zeynep. “Design Thinking Across Different Design Disciplines: A Qualitative Approach.” 2017. Web. 27 Feb 2021.
Vancouver:
Ondin Z. Design Thinking Across Different Design Disciplines: A Qualitative Approach. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Feb 27].
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
8.
Hilder, Janet Lynn.
The Impact of Textual Display Strategies on Learning from Electronic Presentations.
Degree: PhD, Curriculum and Instruction, 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, 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 ·
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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 February 27, 2021.
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. 27 Feb 2021.
Vancouver:
Hilder JL. The Impact of Textual Display Strategies on Learning from Electronic Presentations. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Feb 27].
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
9.
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 ·
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APA (6th Edition):
Sanga, M. W. (2011). Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77244
Chicago Manual of Style (16th Edition):
Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
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. 27 Feb 2021.
Vancouver:
Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Feb 27].
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
10.
Wu, Rongbin.
Feedback in distance education: A content analysis of Distance Education: An International Journal, 1980-2013.
Degree: PhD, Curriculum and Instruction, 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
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APA (6th Edition):
Wu, R. (2014). Feedback in distance education: A content analysis of Distance Education: An International Journal, 1980-2013. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52582
Chicago Manual of Style (16th Edition):
Wu, Rongbin. “Feedback in distance education: A content analysis of Distance Education: An International Journal, 1980-2013.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
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. 27 Feb 2021.
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 2021 Feb 27].
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
Virginia Tech
11.
Song, Kibong.
Development of an Information Base Tool for IDT Research.
Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/52590
► Identifying and articulating a research topic and related problems are important processes for novice researchers. However, some novice researchers have trouble in these processes due…
(more)
▼ Identifying and articulating a research topic and related problems are important processes for novice researchers. However, some novice researchers have trouble in these processes due to their low domain knowledge, low structural knowledge, insufficient metacognition, or insufficient information access skills. This study addressed these problems by developing an information base tool using strategies and tools investigated by previous studies. The tool includes conceptual modeling, guided search, experimental variables and relationships examination, note-taking, suggestion, file import, and review features. The tool was populated with relevant information to permit testing and formative evaluation by novice researchers. Expert reviewers evaluated the effects of each feature of the tool on scaffolding individuals who have low domain knowledge or low structural knowledge and supplementing individuals who have insufficient metacognition or insufficient information access skills. The reviewers commonly agreed that specific components of the tool would be effective in scaffolding individuals who have low domain knowledge or low structural knowledge, or supplementing individuals who have insufficient information access skills.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Brill, Jennifer Mary (committee member), Burton, John Knox (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: Research Information Base Tool; Scaffolding Knowledge; Supplementing Information Access Skills
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APA (6th Edition):
Song, K. (2014). Development of an Information Base Tool for IDT Research. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52590
Chicago Manual of Style (16th Edition):
Song, Kibong. “Development of an Information Base Tool for IDT Research.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/52590.
MLA Handbook (7th Edition):
Song, Kibong. “Development of an Information Base Tool for IDT Research.” 2014. Web. 27 Feb 2021.
Vancouver:
Song K. Development of an Information Base Tool for IDT Research. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/52590.
Council of Science Editors:
Song K. Development of an Information Base Tool for IDT Research. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/52590
Virginia Tech
12.
Alemtairy, Ghader M. A. S. B.
Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/97917
► Newly hired teachers in the Kuwaiti context often fail to transfer knowledge and skills of technology integration from instructional technology courses to in classroom teaching.…
(more)
▼ Newly hired teachers in the Kuwaiti context often fail to transfer knowledge and skills of technology integration from instructional technology courses to in classroom teaching. Research in knowledge transfer has identified factors that can promote the transfer of skills and knowledge from the learning context to the application context. These factors showed their effectiveness in technology integration literature. This study used a developmental research approach in which factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This study describes the development process of the instructional considerations, the expert review, and the revision of the final product.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Ervine, Michelle D. (committee member), Lockee, Barbara B. (committee member), Bond, Mark Aaron (committee member).
Subjects/Keywords: Technology integration; teacher education; knowledge transfer; technology
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APA (6th Edition):
Alemtairy, G. M. A. S. B. (2020). Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97917
Chicago Manual of Style (16th Edition):
Alemtairy, Ghader M A S B. “Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study.” 2020. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/97917.
MLA Handbook (7th Edition):
Alemtairy, Ghader M A S B. “Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study.” 2020. Web. 27 Feb 2021.
Vancouver:
Alemtairy GMASB. Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/97917.
Council of Science Editors:
Alemtairy GMASB. Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97917
Virginia Tech
13.
Malapile, Lesiba Joseph.
Development of a Technology Planning Framework for School Districts in Developing Countries.
Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech
URL: http://hdl.handle.net/10919/50854
► This developmental research used components of Rogersd́iffusion of innovations (1962) theory to develop a technology planning framework for school districts in developing countries. The Framework…
(more)
▼ This developmental research used components of Rogersd́iffusion of innovations (1962) theory to develop a technology planning framework for school districts in developing countries. The Framework may be used by officials from developing countries in different levels of government to develop a technology plan for their districts and states. The study utilized two types of expert reviewers to evaluate the proposed Framework. The first type was the Diffusion of Innovations theory expert reviewers who were selected to determine if the Framework conforms to the principles of the theory. The second expert reviewers were individuals in different parts of Africa who were selected to establish if the Framework is feasible and practical to the conditions of developing countries. The overall feedback from expert reviewers was positive and suggestions and comments were used to modify the Framework in order to improve it to be an effective technology planning tool. The final product of this study is a step-by-step procedural guide consisting of activities and suggestions that can be used to develop a school district technology plan in a developing country.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Burton, John Knox (committee member), Brill, Jennifer Mary (committee member), Potter, Kenneth R. (committee member).
Subjects/Keywords: diffusion of innovations; technology framework; technology planning; school districts; developing countries
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APA (6th Edition):
Malapile, L. J. (2013). Development of a Technology Planning Framework for School Districts in Developing Countries. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50854
Chicago Manual of Style (16th Edition):
Malapile, Lesiba Joseph. “Development of a Technology Planning Framework for School Districts in Developing Countries.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/50854.
MLA Handbook (7th Edition):
Malapile, Lesiba Joseph. “Development of a Technology Planning Framework for School Districts in Developing Countries.” 2013. Web. 27 Feb 2021.
Vancouver:
Malapile LJ. Development of a Technology Planning Framework for School Districts in Developing Countries. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/50854.
Council of Science Editors:
Malapile LJ. Development of a Technology Planning Framework for School Districts in Developing Countries. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50854
Virginia Tech
14.
Binthabit, Nouf Mohammed.
Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.
Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/95969
► This study was conducted to establish instructional considerations that combine strategies that show, in the literature, to have an effect on second language acquisitions such…
(more)
▼ This study was conducted to establish instructional considerations that combine strategies that show, in the literature, to have an effect on second language acquisitions such as self-efficacy enhancing strategies and language learning strategies and apply these strategies in everyday instructions using Gagne's Nine Events (1985). It is hoped that the proposed considerations, after revised by expert reviewers, can be utilized when teaching second language learning skills to international students who seek higher education degrees and have limited time to acquire these skills. The considerations were created and supported by current research in three areas of the literature: self-efficacy enhancing strategies, language learning strategies, and Gagne's Nine Events (1985) and validated by experts from these three areas.
Advisors/Committee Members: Potter, Kenneth R. (committeechair), Bond, Mark Aaron (committee member), Ervine, Michelle D. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: instructional design and technology; self-efficacy; second language
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APA (6th Edition):
Binthabit, N. M. (2019). Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/95969
Chicago Manual of Style (16th Edition):
Binthabit, Nouf Mohammed. “Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.” 2019. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/95969.
MLA Handbook (7th Edition):
Binthabit, Nouf Mohammed. “Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.” 2019. Web. 27 Feb 2021.
Vancouver:
Binthabit NM. Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/95969.
Council of Science Editors:
Binthabit NM. Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/95969
Virginia Tech
15.
Chen, Xin.
An Integrative Review of the Effects of Social Presence on Distance Education.
Degree: PhD, Curriculum and Instruction, 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 February 27, 2021.
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. 27 Feb 2021.
Vancouver:
Chen X. An Integrative Review of the Effects of Social Presence on Distance Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Feb 27].
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
16.
Li, Wei.
Developing A Framework for Guiding Interaction Design in Distance Learning.
Degree: PhD, Curriculum and Instruction, 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 (6th Edition):
Li, W. (2015). Developing A Framework for Guiding Interaction Design in Distance Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64400
Chicago Manual of Style (16th Edition):
Li, Wei. “Developing A Framework for Guiding Interaction Design in Distance Learning.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/64400.
MLA Handbook (7th Edition):
Li, Wei. “Developing A Framework for Guiding Interaction Design in Distance Learning.” 2015. Web. 27 Feb 2021.
Vancouver:
Li W. Developing A Framework for Guiding Interaction Design in Distance Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Feb 27].
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
17.
Moseley, Brian Isles.
Description of Instructional Design Framework Usage in the Development of Learning Objects.
Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech
URL: http://hdl.handle.net/10919/22040
► The present study used a case study approach to gather information about learning object usage from multiple instructional design contexts. The study examined three case…
(more)
▼ The present study used a case study approach to gather information about learning object usage from multiple instructional design contexts. The study examined three case contexts: A non-profit organization, a corporate organization, and a military organization. The research obtained information from two sources within each context – interviews conducted with current instructional design practitioners and documentation used within the process of developing learning objects – to find out if, when, and how, instructional design processes are modified to accommodate learning objects as defined in publications reviewed in this study. The interview of the practitioners identified issues of instructional design process structure, context, and methods that were used in the context of their professional practice, as well as solicited their opinions on learning object uses for their particular context. A document analysis approach was then used to identify issues and themes within learning object development. Document analysis was also used to further explain and clarify the findings of the interview of the research participants.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Burton, John Knox (committee member), Cennamo, Katherine S. (committee member).
Subjects/Keywords: Instructional Design; Learning Objects; Framework; Development; Case Study
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APA (6th Edition):
Moseley, B. I. (2013). Description of Instructional Design Framework Usage in the Development of Learning Objects. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/22040
Chicago Manual of Style (16th Edition):
Moseley, Brian Isles. “Description of Instructional Design Framework Usage in the Development of Learning Objects.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/22040.
MLA Handbook (7th Edition):
Moseley, Brian Isles. “Description of Instructional Design Framework Usage in the Development of Learning Objects.” 2013. Web. 27 Feb 2021.
Vancouver:
Moseley BI. Description of Instructional Design Framework Usage in the Development of Learning Objects. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/22040.
Council of Science Editors:
Moseley BI. Description of Instructional Design Framework Usage in the Development of Learning Objects. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/22040
Virginia Tech
18.
Pan, Xin.
The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.
Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech
URL: http://hdl.handle.net/10919/39335
► This developmental research adopted an adapted Personalized System of Instruction (PSI) structure to design an e-learning course module and a learning procedure, and embedded a…
(more)
▼ This developmental research adopted an adapted Personalized System of Instruction (PSI) structure to design an e-learning course module and a learning procedure, and embedded a self-regulated learning procedure into the PSI course. A set of self-regulated learning tools were developed and applied in this process. Through this PSI-based course, students learned a comparative culture study topic and learned to develop their self-regulated learning skills.
This research also conducted Formative Evaluation. Suggestions from expert review and small group evaluation were used to design and revise this module and learning procedure. Evaluation outcomes from expert review and small group evaluation confirmed that this SRL embedded PSI framework was applicable for this e-learning environment. Implications for future use in both academic and practical areas were discussed.
Advisors/Committee Members: Burton, John Knox (committeechair), Lockee, Barbara B. (committee member), Potter, Kenneth R. (committee member), Evans, Michael A. (committeecochair).
Subjects/Keywords: eLearning; PSI; Self-regulated learning
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APA ·
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APA (6th Edition):
Pan, X. (2012). The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/39335
Chicago Manual of Style (16th Edition):
Pan, Xin. “The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/39335.
MLA Handbook (7th Edition):
Pan, Xin. “The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course.” 2012. Web. 27 Feb 2021.
Vancouver:
Pan X. The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/39335.
Council of Science Editors:
Pan X. The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/39335
Virginia Tech
19.
Holbrook, Heather Anne.
An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study.
Degree: PhD, Instructional Design and Technology, 2012, Virginia Tech
URL: http://hdl.handle.net/10919/26621
► In this world of fast-paced learning, training agencies often require their learners to acquire the knowledge and skills needed for a job at an expedited…
(more)
▼ In this world of fast-paced learning, training agencies often require their learners to acquire the knowledge and skills needed for a job at an expedited rate. Because of this rapid form of training, learners are sometimes uncertain about their abilities to execute task-based performances. This uncertainty can lead to a decrease in learners’ self-efficacy on expected task performance. In order to help with this training, trainers are using a variety of simulations and simulators to provide learners’ valuable and necessary training experiences. This mixed methods study explored the influence of high-fidelity virtual training simulators on learners’ self-efficacy. It used pre- and post-simulation-use surveys that combined general self-efficacy questions (Schwarzer & Jerusalem, 1995) and task-specific self-efficacy questions (Bandura, 1977, 1997, 2006; Bandura, Adams, Hardy, & Howells, 1980). This study had a sample size of 18 participants. It was assumed that the intent of providing learners with the vital experience needed to perform specific tasks in a high-fidelity virtual training simulator was to increase their self-efficacy on task-specific criteria. Instead, through surveys, observations, and interviews, the research revealed a decrease in learners’ self-efficacy due to heightened emotional arousal stemming from the learners’ experiences with the level of realism the simulator provide, as well as with breakdowns within the simulator. The breakdowns and the realism were the most influential aspects that influenced self-efficacy in this study. The significance of these findings shows that despite learners wanting to use high-fidelity virtual training simulators, improperly functioning simulators can negatively influence learners’ self-efficacy in task-based performances.
Advisors/Committee Members: Potter, Kenneth R. (committee member), Brill, Jennifer M. (committee member), Cennamo, Katherine (committeecochair), Burton, John K. (committeecochair).
Subjects/Keywords: self-efficacy; high-fidelity; simulator
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APA (6th Edition):
Holbrook, H. A. (2012). An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26621
Chicago Manual of Style (16th Edition):
Holbrook, Heather Anne. “An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/26621.
MLA Handbook (7th Edition):
Holbrook, Heather Anne. “An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study.” 2012. Web. 27 Feb 2021.
Vancouver:
Holbrook HA. An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/26621.
Council of Science Editors:
Holbrook HA. An Exploration of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy: A Mixed Methods Study. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26621
Virginia Tech
20.
Wasko, Christopher Warren.
Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality.
Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech
URL: http://hdl.handle.net/10919/23142
► Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information…
(more)
▼ Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information to it, is rapidly developing in terms of associated hardware (wearable displays, wireless mobile devices) and software (development platforms). AR enhanced instruction has been shown to provide cognitive and psychomotor support during procedural learning and has been shown to use both words and pictures when delivering instructional content. A set of message design guidelines, created using a design and development research approach, can be used by novice designers to effectively manage the use of words and pictures while developing instructional applications for AR.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Burton, John Knox (committee member), Moore, David M. (committee member), Potter, Kenneth R. (committee member).
Subjects/Keywords: instructional message design; augmented reality; multimedia learning; design and development research
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APA (6th Edition):
Wasko, C. W. (2013). Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23142
Chicago Manual of Style (16th Edition):
Wasko, Christopher Warren. “Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/23142.
MLA Handbook (7th Edition):
Wasko, Christopher Warren. “Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality.” 2013. Web. 27 Feb 2021.
Vancouver:
Wasko CW. Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/23142.
Council of Science Editors:
Wasko CW. Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23142
Virginia Tech
21.
Lian, Hongri.
The Design and Development of an Online Database-Driven Peer Assessment Tool Using Division Rule Theory.
Degree: PhD, Curriculum and Instruction, 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 (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 February 27, 2021.
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. 27 Feb 2021.
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 2021 Feb 27].
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
22.
Ervine, Michelle D.
Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects.
Degree: PhD, Curriculum and Instruction, 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 February 27, 2021.
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. 27 Feb 2021.
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 2021 Feb 27].
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
23.
Al Zahrani, Turki Saad.
Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia.
Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/99145
► The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology…
(more)
▼ The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Cennamo, Katherine S. (committee member), Bond, Mark Aaron (committee member).
Subjects/Keywords: EFL instructions; design and development research; technology integration in EFL; Saudi EFL teachers; development research
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APA (6th Edition):
Al Zahrani, T. S. (2019). Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/99145
Chicago Manual of Style (16th Edition):
Al Zahrani, Turki Saad. “Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia.” 2019. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/99145.
MLA Handbook (7th Edition):
Al Zahrani, Turki Saad. “Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia.” 2019. Web. 27 Feb 2021.
Vancouver:
Al Zahrani TS. Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/99145.
Council of Science Editors:
Al Zahrani TS. Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/99145
Virginia Tech
24.
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, J. 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 February 27, 2021.
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. 27 Feb 2021.
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 2021 Feb 27].
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
25.
Wagner, Teri Renee.
Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom.
Degree: PhD, Curriculum and Instruction, 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 February 27, 2021.
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. 27 Feb 2021.
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 2021 Feb 27].
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
26.
Vance, David.
Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.
Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech
URL: http://hdl.handle.net/10919/29097
► This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several…
(more)
▼ This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several evangelical seminaries in the U.S. It also investigated whether students believed they had become competent practitioners of these skills or had received sufficient mentored field education in order for them to do so. A new self-efficacy survey was developed, and N=102 students from seven seminaries participated. Practice accounted for 7.9% of the variance in self-efficacy. Observation, instruction, and feedback were more weakly correlated with self-efficacy and not significant in the regression. On a scale from 0 (â I cannot do at allâ ) to 10 (â Highly certain I can doâ ), participantsâ self-efficacy in the skills ranged from 6.89 in counseling to 8.98 in â using and interpreting Scripture;â and there were indications that many participants had received a somewhat uneven field education. Only 23% of participants reported receiving sufficient practice and 19% sufficient feedback for them to become competent professionals. Future directions for research are suggested; and implications for both schools and churches are discussed from the perspective of instructional design, including incorporating studentsâ self-assessments into learner analysis and field education program evaluation.
Advisors/Committee Members: Brill, Jennifer Mary (committeechair), Rees, Loren Paul (committee member), Potter, Kenneth R. (committee member), Lockee, Barbara B. (committee member).
Subjects/Keywords: professional education; ministerial education; seminary; instructional design; quantitative research
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APA (6th Edition):
Vance, D. (2012). Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29097
Chicago Manual of Style (16th Edition):
Vance, David. “Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/29097.
MLA Handbook (7th Edition):
Vance, David. “Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective.” 2012. Web. 27 Feb 2021.
Vancouver:
Vance D. Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Feb 27].
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
27.
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 learner'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 February 27, 2021.
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. 27 Feb 2021.
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 2021 Feb 27].
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
28.
Schilder, Evelien A.
Perceptions of Media Literacy Assessment: A Mixed Methods Study.
Degree: PhD, Curriculum and Instruction, 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 February 27, 2021.
http://hdl.handle.net/10919/47727.
MLA Handbook (7th Edition):
Schilder, Evelien A. “Perceptions of Media Literacy Assessment: A Mixed Methods Study.” 2014. Web. 27 Feb 2021.
Vancouver:
Schilder EA. Perceptions of Media Literacy Assessment: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Feb 27].
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
29.
Blevins, Samantha Jane.
Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory.
Degree: PhD, Curriculum and Instruction, 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 February 27, 2021.
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. 27 Feb 2021.
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 2021 Feb 27].
Available from: http://hdl.handle.net/10919/51763.
Council of Science Editors:
Blevins SJ. Electronic Portfolio Adoption: Developing a Framework by Exploring Faculty Perspectives Through the Lens of Diffusion of Innovation Theory. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/51763
Virginia Tech
30.
Arnold, Amy Joan.
Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/99054
► Often, individuals in the workforce are asked to design and teach professional development that is not delivered in a face to face setting. It is…
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▼ Often, individuals in the workforce are asked to design and teach professional development that is not delivered in a face to face setting. It is a challenging task that could be made easier by following guidance that has been developed by instructional designers and researchers. As such, this study highlights the techniques and best practices located within the publications from the fields of professional development, online learning, and instructional design. These techniques and best practices have been organized into a performance improvement model established by Thomas F. Gilbert entitled The Behavior Engineering Model (1978) and follows the research method known as development research. The findings of this study were reviewed by three experts who research the areas of online learning, performance improvement, and instructional design.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Johnson, Alicia Leinaala (committee member), Bond, Mark Aaron (committee member), Potter, Kenneth R. (committee member).
Subjects/Keywords: elearning; professional development; Behavior Engineering Model
Record Details
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Record Details
Similar Records
Cite
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Arnold, A. J. (2020). Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/99054
Chicago Manual of Style (16th Edition):
Arnold, Amy Joan. “Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments.” 2020. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/99054.
MLA Handbook (7th Edition):
Arnold, Amy Joan. “Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments.” 2020. Web. 27 Feb 2021.
Vancouver:
Arnold AJ. Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/99054.
Council of Science Editors:
Arnold AJ. Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/99054
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Open Access Theses and Dissertations