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Full-Text Articles in Education
Toward A Unified Validation Framework In Mixed Methods Research, Amy B. Dellinger, Nancy L. Leech
Toward A Unified Validation Framework In Mixed Methods Research, Amy B. Dellinger, Nancy L. Leech
Nancy Leech
The primary purpose of this article is to further discussions of validity in mixed methods research by introducing a validation framework to guide thinking about validity in this area. To justify the use of this framework, the authors discuss traditional terminology and validity criteria for quantitative and qualitative research, as well as present recently published validity terminology for mixed methods research. The authors discuss the rationale for their framework and how it unifies thinking about validity in mixed methods research. Finally, they discuss how the framework can be used.
Using Moodle To Teach Constructivist Learning Design Skills To Adult Learners, Doug Holton
Using Moodle To Teach Constructivist Learning Design Skills To Adult Learners, Doug Holton
Douglas L Holton
As instructors move further into the incorporation of 21st century technologies in adult education, a new paradigm of digitally-enriched mediated learning has emerged. 'Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes' provides a comprehensive framework of trends and issues related to adult learning for the facilitation of authentic learning in the age of digital technology. This significant reference source offers researchers, academicians, and practitioners a valuable compendium of expert ideas, practical experiences, field challenges, and potential opportunities concerning the advancement of new technological and pedagogical techniques used in adult schooling.
Teachers As Designers In Computer-Supported Communities Of Practice, Elizabeth Hartnell-Young
Teachers As Designers In Computer-Supported Communities Of Practice, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
School classes can be conceptualized as bounded communities of practice made up of teachers and students working together to build knowledge. Teachers make design decisions about physical and virtual spaces supported by information and communications technologies, and about curriculum. Design influences how students go about their work, and their learning outcomes, but its processes are rarely observed. This paper, based on observations and conversations in schools, explores how teachers engage in designing learning environments. It argues that while most teachers display leadership in design decisions for their classes, they should build on this experience to influence policy and become more …