Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Achievement (1)
- Assessment (1)
- Assessments (1)
- CCK (1)
- Career experience (1)
-
- Cognitive engagement (1)
- Cognitive load (1)
- Cognitive process theory (1)
- Competencies (1)
- Cues (1)
- Curiosity (1)
- Curriculum development (1)
- Delphi (1)
- Desirable difficulty (1)
- Disfluent font (1)
- EPortfolios (1)
- Goal valuation (1)
- Google Drive (1)
- Guided active learning (1)
- Inquiry based learning (1)
- Integrative learning (1)
- Interaction (1)
- Intervention (1)
- Introductory computer science (1)
- Learning experience (1)
- Mathematics education (1)
- Mixed methods (1)
- Motivation (1)
- Novelty effect (1)
- Online learning (1)
Articles 1 - 8 of 8
Full-Text Articles in Education
Effects Of Guided Project-Based Learning Activities On Students’ Attitudes Toward Statistics In An Introductory Statistics Course, Timothy Jonathan Bayer
Effects Of Guided Project-Based Learning Activities On Students’ Attitudes Toward Statistics In An Introductory Statistics Course, Timothy Jonathan Bayer
STEMPS Theses & Dissertations
This research sought to determine if the use of a guided project-based learning instructional approach improved students’ attitudes and academic performance in a college-level introductory statistics course at a community college. It also sought to determine if the guided project-based approach improved attitudes and academic performance more than a traditional lecture-based instructional approach. The research used a quasi-experimental Pre-test, Post-test approach. The independent variable was either the use of a guided project-based learning instructional approach or the use of a traditional lecture-based instructional approach. The dependent variables were student attitudes and final course grades. Students’ attitudes were measured using the …
Self-Regulation And Cognitive Load As Mediating Factors For Tailored Interactive Multimedia Instruction, Tammy Ann Bankus
Self-Regulation And Cognitive Load As Mediating Factors For Tailored Interactive Multimedia Instruction, Tammy Ann Bankus
Teaching & Learning Theses & Dissertations
The primary purpose of this dissertation was to explore whether self-regulation or cognitive load have mediating effects on both learning experiences and learning effectiveness in tailored versus non-tailored interactive multimedia instructional (IMI) training. Although, there is a plethora of literature looking at the impact of cognitive load in IMI (Clark, 2008; Mayer, 2005; Mayer, 2008; Mayer, Griffith, Jurkowitz, & Rothman, 2008; Sweller, 2011) or looking at self-regulation (Pintrich, 2000a, 2000b; Schunk, Meece, & Pintrich, 2012; Zimmerman et al., 2000) separately, there is limited literature that looks at self-regulation and cognitive load in tailored IMI instruction, and even less literature examining …
Eportfolios, Google Drive, And Cognitive Process Theory, Sarah Elizabeth Carl
Eportfolios, Google Drive, And Cognitive Process Theory, Sarah Elizabeth Carl
English Theses & Dissertations
ePortfolios have gained popularity in higher education to document learning, assessing, and career showcasing. This thesis discusses how ePortfolios can be used in first-year writing classrooms to show writing processes using Google Drive, a non-ePortfolio platform and its connection to Linda Flower and John Hayes’ cognitive process theory. The thesis shows how a professor could use Google Drive as an ePortfolio platform through assignments.
Using Visually Disfluent Fonts For Cueing And Increased Reading, Nena Barley
Using Visually Disfluent Fonts For Cueing And Increased Reading, Nena Barley
STEMPS Theses & Dissertations
Research has shown that using hard-to-read fonts in a reading assignment is an external way to manipulate text to slow down the learner’s task completion time, giving more time on task and improving the learner’s ability to comprehend and retain the content (Alter & Oppenheimer, 2009b). This novelty effect interferes with the legibility of the reading material, but not the readability. This study is focused on using hard-to-read fonts, also referred to as disfluent fonts, to cue the learner to important information that may lead to more cognitive engagement and processing. Facing the visual challenge of a disfluent font, the …
Defining The Competencies, Programming Languages, And Assessments For An Introductory Computer Science Course, Simon Sultana
Defining The Competencies, Programming Languages, And Assessments For An Introductory Computer Science Course, Simon Sultana
STEMPS Theses & Dissertations
The purpose of this study was to define the competencies, programming languages, and assessments for an introductory computer science course at a small private liberal arts university. Three research questions were addressed that involved identifying the competencies, programming languages, and assessments that academic and industry experts in California’s Central Valley felt most important and appropriate for an introduction to computer science course.
The Delphi methodology was used to collect data from the two groups of experts with various backgrounds related to computing. The goal was to find consensus among the individual groups to best define aspects that would best comprise …
Elementary Physical Education Teachers’ Content Knowledge And Pedagogical Content Knowledge Of Overhand Throwing, James Allen Parrott
Elementary Physical Education Teachers’ Content Knowledge And Pedagogical Content Knowledge Of Overhand Throwing, James Allen Parrott
Teaching & Learning Theses & Dissertations
The complexity of physical education instruction provides unique challenges for the physical education teacher. In this research, I sought to describe and examine the types of knowledge that physical education teachers use to inform their instructional practices. I also explored the relation between teaching experience and components of content knowledge and pedagogical content knowledge in overhand throwing. Specifically, what are the task representations, common content knowledge, and specialized content knowledge during an overhand throwing unit of novice, beginning, and accomplished elementary teachers? A naturalistic, qualitative approach involving three elementary physical education teachers examined the elements that they used in the …
Investigating An Intervention Used To Address Underachievement In Gifted And Non-Gifted High School Students: A Mixed Methodological Study, Melissa (Missy) C. Sullivan
Investigating An Intervention Used To Address Underachievement In Gifted And Non-Gifted High School Students: A Mixed Methodological Study, Melissa (Missy) C. Sullivan
Teaching & Learning Theses & Dissertations
Recent concerns in the field of gifted education focus on students who are not performing at their ability level. These students can be classified as underachieving gifted students. In their research, Rubenstein, Siegle, Reis, McCoach, and Burton (2012) found that though gifted students are not typically considered at risk, there is a growing group of gifted students who are not motivated to learn, which is frustrating for parents, teachers, and counselors. Highly capable students are not being engaged in their classes which causes underachievement in these students (Kim, 2008). The purpose of this mixed methodological study will be to investigate …
Effects Of Learner-To-Learner Interactions On Social Presence, Achievement And Satisfaction, Susan Elizabeth Allred Oyarzun
Effects Of Learner-To-Learner Interactions On Social Presence, Achievement And Satisfaction, Susan Elizabeth Allred Oyarzun
STEMPS Theses & Dissertations
The relationships between learner-to-learner interactions, achievement, social presence, and satisfaction in online learning have varying degrees of strength according to the research. More evidence is needed to identify clarify relationships among these variables and to identify best practices for designing learner-to-learner interactions to increase achievement, level of social presence, and learner satisfaction. This non-experimental, comparative study investigated the strategies used for learner-to-learner interactions effects on achievement, social presence, and satisfaction. Surveys measuring social presence and interaction quality were administered to instructors and students enrolled in 17 undergraduate asynchronous online courses. The surveys for instructors and students were the same, except …