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Full-Text Articles in Education
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.
The Relationship Between Statistics Self-Efficacy, Statistics Anxiety, And Performance In An Introductory Graduate Statistics Course, William Ray Schneider
The Relationship Between Statistics Self-Efficacy, Statistics Anxiety, And Performance In An Introductory Graduate Statistics Course, William Ray Schneider
USF Tampa Graduate Theses and Dissertations
The purpose of this study was to determine the relationship between statistics self-efficacy, statistics anxiety, and performance in introductory graduate statistics courses. The study design compared two statistics self-efficacy measures developed by Finney and Schraw (2003), a statistics anxiety measure developed by Cruise and Wilkins (1980), and a course performance measure. To view self-efficacy from two perspectives, the Current Statistics Self-Efficacy (CSSE) assessed student confidence in their ability to complete specific statistics tasks in the present, whereas Self-Efficacy to Learn Statistics (SELS) assessed student confidence in their ability to learn statistics in the future. The performance measure was the combined …
Investigating Peer Review As An Intentional Learning Strategy To Foster Collaborative Knowledge-Building In Students Of Instructional Design, Jennifer M. Brill, Charles B. Hodges
Investigating Peer Review As An Intentional Learning Strategy To Foster Collaborative Knowledge-Building In Students Of Instructional Design, Jennifer M. Brill, Charles B. Hodges
Department of Leadership, Technology, and Human Development Faculty Publications
Peer review has been advocated for as an intentional strategy to support the knowledge and skill attainment of adult learners preparing for professional practice, including those students preparing for instructional design and technology practice. The purposes of this article are to discuss the practical application of peer review as an instructional strategy by articulating its use in both face-to-face and online Instructional Design courses and to formulate directions for future research on the use of peer review in instructional practice. Findings from a literature review of student-to-student peer review and the authors' experiences with the use of peer review in …