Search results for author:"Anissa Lokey Vega"
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Kennesaw State University
Expert as the TPACK misfit: A cognitive task analysis to map expert-teacher cognitive processes of technology-rich lesson planning
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3322–3330
This applied cognitive task analysis of five expert teachers employed qualitative methods to understand and represent their cognitive processes of planning a technology-rich lesson. The expert sample was purposely-selected from a population...
Educational Leadership Vol. 71, No. 8 (May 2014) pp. 61–64
MOOCs (Massive Open Online Courses) have been barreling through the field of higher education since the first MOOC was launched in 2008. These free courses were initially believed to be a way to provide a high-caliber education to anyone with...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 677–684
Research-based best practices that employ learning theories such as Project-Based Learning have not been thoroughly developed for the constraints of the K-12 online setting, nor have they been tested in this unique context. K-12 online teacher...
Topics: K-12 Online Learning
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 685–691
This qualitative case study examined professional educators? beliefs and perceptions about K-12 online teaching endorsement (OTE) practices in the state of Georgia based on interviews with three University System of Georgia teacher educators, one...
Topics: K-12 Online Learning
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 278–284
This paper provides a design-based account of a goal-oriented Massive Open Online Course (MOOC) for K-12 teacher professional learning. Using a backward-design approach with the MOOC context in mind, faculty designed a MOOC that maintained a focus...
Identifying Complex Cultural Interactions in the Instructional Design Process: A Case Study of a Cross-Border, Cross-Sector Training for Innovation Program
Educational Technology Research and Development Vol. 61, No. 4 (August 2013) pp. 707–732
The purpose of this research is to identify complex cultural dynamics in the instructional design process of a cross-sector, cross-border training environment by applying Young's (2009) Culture-Based Model (CBM) as a theoretical framework and...
- Lokey-Vega, Anissa (6)
- Bondeson, Kimberly (1)
- Brantley-Dias, Laurie (1)
- Fuller, Julia (1)
- Kinuthia, Wanjira L. (1)
- Langub, Lee (1)
- Madathany, Reeny (1)
- Pourreau, Leslie (1)
- Russell, L Roxanne (1)
- Tsang-Kosma, Winnie (1)