Search results for author:"Barbara L. Grabowski"
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Framework for Asynchronous Discussion Design Decisions: Applied Principles from Special Issue Authors
Journal of Computing in Higher Education Vol. 23, No. 2 (December 2011) pp. 187–199
After a discussion of the state of both misaligned and informative online and distance education research, the authors in this special issue (hereafter called the collective) extract evidence-based principles about strategies that work. Both are...
Stimulating Intrinsic Motivation for Problem Solving Using Goal-Oriented Contexts and Peer Group Composition
Educational Technology Research and Development Vol. 54, No. 5 (October 2006) pp. 445–466
One important factor related to ill-structured problem-solving success is intrinsic motivation, that is, students' willingness to persist in solving the problem. Goal orientation, a motivational variable, explains reasons why students engage in the...
Journal of Educational Computing Research Vol. 13, No. 4 (1995) pp. 313–35
Describes a study of undergraduates that compared navigational study strategies, the extent of lesson coverage, and attitudes about learning with three types of hypermedia lessons to examine how learners use different types of graphical browsers in...
Effects on Children's Achievement and Curiosity of Variations in Learner Control over an Interactive Video Lesson
Educational Technology Research and Development Vol. 40, No. 1 (1992) pp. 15–27
The effects of variations in learner control were examined for an interactive lesson presented as a videodisc visit to an art museum. The 101 first and second grade subjects were assigned to program control, learner control, and learner control with ...
Evaluation and Program Planning Vol. 26, No. 2 (2003) pp. 203–13
Provides brief definitions of assessment, evaluation, and research and describes strategies for integrating and managing assessment and research activities for a large education technology development project. Provides examples of tools used to...
Educational Technology Research and Development Vol. 58, No. 6 (December 2010) pp. 629–648
Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read. In this generation process, learners' cognitive and metacognitive regulation is one of the most critical factors...
Patterns of Instructional-Design Factors Prompting Reflective Thinking in Middle-School and College Level Problem-Based Learning Environments
Instructional Science: An International Journal of the Learning Sciences Vol. 34, No. 1 (January 2006) pp. 63–87
Reflective-thinking skills are important in problem-based learning environments as they help learners become deeply engaged in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods, scaffolding...