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Browsing by Subject: Students

  1. Constructivist Pedagogy in Asynchronous Online Education: Examining Proactive Behavior and the Impact on Student Engagement Levels

    Linda Peters, Shirley Shmerling & Ronald Karren, University of Massachusetts, United States

    International Journal on E-Learning Vol. 10, No. 3 (July 2011) pp. 311–330

    Asynchronous learning environments have gained popularity over the past decade and have rapidly gained acceptance in both the academic and business worlds. This study investigates the impact... More

    pp. 311-330

  2. A Method to Improve Learning Analysing Communication in Team Working

    Miren Bermejo, Ana Sanchez, Julian Gutierrez & Tomas A. Perez, University of the Basque Country, Department of Computer Languages and Systems, Spain

    International Journal on E-Learning Vol. 10, No. 3 (July 2011) pp. 227–242

    ** Invited as a paper from ED-MEDIA 2009 ** In recent years learning how to work in teams has become a common subject in higher education. Communication between student team members can be... More

    pp. 227-242

  3. The Impact of Types of Interaction on Student Satisfaction in Online Courses

    Tae-Jun Cho, University of Illinois at Urbana-Champaign, Korea (South)

    International Journal on E-Learning Vol. 10, No. 2 (April 2011) pp. 109–125

    The basic concepts of interaction in distance education have been based on Moore’s (1998) three types of interaction: learner-content, learner-instructor, and learner- learner interaction. Hillman,... More

    pp. 109-125

  4. A cognitive multimedia environment and its importance: A conceptual model for effective learning and development

    Huy Phan, The University of New England, Australia

    International Journal on E-Learning Vol. 10, No. 2 (April 2011) pp. 199–221

    Multimedia learning is innovative and has revolutionised the way we learn online. It is important to create a multimedia learning environment that stimulates active participation and effective... More

    pp. 199-221

  5. A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research

    Leonard Bachman, University of Houston, United States; Christine Bachman, University of Houston-Downtown, United States

    Journal of Interactive Learning Research Vol. 22, No. 1 (2011) pp. 5–21

    This study examines the effectiveness of a classroom response system (CRS) and architecture students’ perceptions of real-time feedback. CRS is designed to increase active engagement of students by... More

    pp. 5-21

  6. Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection

    Wanjira Kinuthia, Laurie Brantley-Dias & Pier Angeli Junor Clarke, Georgia State University, United States

    Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 645–669

    This qualitative case study explores the potential of technology integration teaching cases to develop preservice mathematics teachers’ Pedagogical Technology Integration Content Knowledge (PTICK).... More

    pp. 645-669

  7. Helping Trainee Teachers Realize the Potential of Information and Communication Technology: A Case Study from Scottish History

    Peter Hillis, University of Strathclyde, United Kingdom

    Contemporary Issues in Technology and Teacher Education Vol. 10, No. 4 (December 2010) pp. 435–456

    Due to the paucity of software in subjects such as history, it can be difficult for teacher educators in countries with small education markets to provide a vision to trainee teachers as to how... More

    pp. 435-456

  8. Special Education Teachers’ Use of Assistive Technology With Students Who Have Severe Disabilities

    Cynthia Connor, Virginia State University, United States; Martha Snell, Bruce Gansneder & Sara Dexter, University of Virginia, United States

    Journal of Technology and Teacher Education Vol. 18, No. 3 (July 2010) pp. 369–386

    Abstract Teachers’ integration of computer-based assistive technology has been linked to positive educational outcomes for students with disabilities. This study was conducted to identify factors ... More

    pp. 369-386

  9. Instruments for Assessing Interest in STEM Content and Careers

    Tandra Tyler-Wood, University of North Texas, United States; Gerald Knezek, Univeristy of North Texas, United States; Rhonda Christensen, University of North Texas, United States

    Journal of Technology and Teacher Education Vol. 18, No. 2 (April 2010) pp. 345–368

    Two new instruments created to assess perceptions of Science, Technology, Engineering, and Math (STEM) disciplines and careers are analyzed and found to have respectable to excellent internal... More

    pp. 345-368

  10. Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania

    Kassimu A. Nihuka, Open University of Tanzania, Dar es Salaam, Tanzania; Joke Voogt, University of Twente, Enschede, Netherlands

    International Journal on E-Learning Vol. 10, No. 1 (January 2011) pp. 63–85

    In most sub-Sahara African countries, distance education is delivered using print materials complemented by a few face-to-face sessions. The approach is associated with a myriad of challenges some ... More

    pp. 63-85

  11. Evaluating CSL/CFL Website Usability: A User-centered Design Approach

    Chung-Kai Huang & Ching-O Hsin, University of Texas at Austin, United States; Chiung-Hui Chiu, National Taiwan Normal University, Taiwan

    Journal of Educational Multimedia and Hypermedia Vol. 19, No. 2 (April 2010) pp. 177–210

    With the widespread availability of Internet and computer technology, on-line web-based learning has become prevalent in the field of teaching Chinese as a second/foreign language (CSL/CFL). This... More

    pp. 177-210

  12. Visuals, Path Control, and Knowledge Gain: Variables that affect students’ approval and enjoyment of a multimedia text as a learning tool

    Jennifer George-Palilonis, Ball State University, United States; Vincent Filak, University of Wisconsin-Oshkosh, United States

    International Journal on E-Learning Vol. 9, No. 4 (October 2010) pp. 463–480

    Abstract: As graphically driven, animated, interactive applications offer educators new opportunities for shaping course content, new avenues for research arise as well. Along with these... More

    pp. 463-480

  13. Learning e-Learning: the restructuring of students beliefs and assumptions about learning

    Annika Andersson, Örebro University, Sweden

    International Journal on E-Learning Vol. 9, No. 4 (October 2010) pp. 435–461

    This paper builds on a case study on e-learning in Sri Lanka with focus on students underlying beliefs about how one learns. E-learning programs are most often set up with the assumption that... More

    pp. 435-461

  14. Reliability of pre-service physical education teachers' coding of teaching videos using studiocode analysis software

    Keven Prusak, Brigham Dye, Charles Graham & Susan Graser, Brigham Young University, United States

    Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 131–159

    This study examines the coding reliability and accuracy of pre-service teachers in a teaching methods class using digital video (DV)-based teaching episodes and Studiocode analysis software.... More

    pp. 131-159

  15. A Blended In-service Arrangement for Supporting Science Teachers in Technology Integration

    Joke Voogt, University of Twente, Netherlands

    Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 83–109

    A blended in-service arrangement was designed to support Russian science teachers from rural schools in the integration of technology. Blended learning combines multiple delivery modes that are... More

    pp. 83-109

  16. Investigation of Students’ Perceptions of Online Course Quality

    Yi Yang, Franklin University, United States; Vance Durrington, University of North Carolina Wilmington, United States

    International Journal on E-Learning Vol. 9, No. 3 (July 2010) pp. 341–361

    With the prevalence of online learning, considerable concerns and problems arise, particularly as it relates to the quality of this mode of instruction. This study used a web-delivered survey based... More

    pp. 341-361

  17. Supporting Social Constructivist Learning through the KEEP SLS ePortfolio System

    Xuesong (Sonya) Zhang, California State University Fresno, United States; Lorne Olfman & Daniel Firpo, Claremont Graduate University, United States

    International Journal on E-Learning Vol. 9, No. 3 (July 2010) pp. 411–426

    Traditional ePortfolio systems are usually used as an individual learning unit, or an assessment tool in education. However, these systems often lack social constructivist learning features such as... More

    pp. 411-426

  18. Moodog: Tracking Student Activity in Online Course Management Systems

    Hangjin Zhang & Kevin Almeroth, University of California in Santa Barbara, United States

    Journal of Interactive Learning Research Vol. 21, No. 3 (July 2010) pp. 407–429

    Many universities are currently using Course Management Systems (CMSes) to conduct online learning, for example, by distributing course materials or submitting homework assignments. However, most... More

    pp. 407-429

  19. Examining the Use of Audience Response Systems in Secondary School Classrooms: A Formative Analysis

    Robin Kay, Ann LeSage & Liesel Knaack, University of Ontario Institute of Technology, Canada

    Journal of Interactive Learning Research Vol. 21, No. 3 (July 2010) pp. 343–365

    To date, extensive research has been done on the use of Audience Response Systems (ARSs) in colleges and universities, but not in secondary school schools. The purpose of this study was to conduct... More

    pp. 343-365

  20. Relationships Between Self-Regulation and Social Experiences in Asynchronous Online Learning Environments

    Moon-Heum Cho, Kent State University - Stark, United States; Shen Demei & James Laffey, University of Missouri-Columbia, United States

    Journal of Interactive Learning Research Vol. 21, No. 3 (July 2010) pp. 297–316

    The purpose of this study was to determine the extent to which students’ self-regulated learning predicts peer social presence, instructor social presence, sense of connectedness, and sense of... More

    pp. 297-316