Search results for author:"Charles B. Hodges"
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Quarterly Review of Distance Education Vol. 6, No. 4 (2005) pp. 375–383
The purpose of this article is to investigate the construct of academic self-regulation in Web-based learning environments. Self-regulation will be discussed in general using social cognitive theory as the framework of the discussion. The article...
Self-efficacy, @?motivational email, and achievement in an asynchronous@mathematics @?course (2005) pp. 1–152
This study investigated the effects of motivational email messages on learner self-efficacy and achievement in an asynchronous college algebra and trigonometry course. A pretest-posttest control group design was used. Of the 196 initial participants ...
International Journal of Instructional Media Vol. 33, No. 4 (2006) pp. 397–403
This case study presents the experience of an instructional designer working on an instructional development project for the first time. The project team was creating online course materials for a college level business calculus course. Project...
Journal of Interactive Online Learning Vol. 2, No. 3
This paper addresses the construct of motivation as it relates to learning. Questions that will be discussed are (a) What is motivation, (b), how can motivation be incorporated in the instructional design process, and finally, (c) what motivational...
Journal of Educational Computing Research Vol. 43, No. 2 (2010) pp. 207–223
The purpose of this study was to: (a) investigate the effects of email to enhance learners' use of self-regulation strategies; (b) examine different effects between email list and individually addressed notes on the enhancement of self-regulation; ...
TechTrends: Linking Research and Practice to Improve Learning Vol. 57, No. 4 (May 2013) pp. 59–66
This study was conducted to investigate the effectiveness of a treatment designed to improve college algebra students' attitudes toward mathematics. Keller's ARCS motivational design model was used as a guiding framework for the development of a...
Effects of an Emotion Control Treatment on Academic Emotions, Motivation and Achievement in an Online Mathematics Course
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 1 (January 2012) pp. 173–192
We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of...
Journal of Digital Learning in Teacher Education Vol. 28, No. 4 (2012) pp. 139–145
The researchers conducted this study to investigate undergraduate preservice teacher candidates' perceptions regarding variables related to instructor presence in online courses. Participants included 52 undergraduate education students enrolled in...
Self-Efficacy, Self-Regulation, and Cognitive Style as Predictors of Achievement with Podcast Instruction
Journal of Educational Computing Research Vol. 38, No. 2 (2008) pp. 139–153
The purpose of this study was to investigate possible factors that may affect academic achievement when instruction is delivered via podcast. Seventeen female Communication Sciences and Disorders students participated in this exploratory study...
TechTrends: Linking Research and Practice to Improve Learning Vol. 55, No. 5 (September 2011) pp. 39–44
Communicating and collaborating online are becoming common requirements in education. The specialized notations and symbols necessary for some content areas where mathematical expressions are part of the conversation require that users select...
Investigating Peer Review as an Intentional Learning Strategy to Foster Collaborative Knowledge-Building in Students of Instructional Design
International Journal of Teaching and Learning in Higher Education Vol. 23, No. 1 (2011) pp. 114–118
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....
TechTrends: Linking Research and Practice to Improve Learning Vol. 58, No. 3 (May 2014) pp. 71–77
The purpose of this study was to investigate teachers' beliefs regarding the integration of technologies from the 2011 K-12 edition of the "Horizon Report" into their local, public school contexts. Teachers read the "Horizon...
Sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course
Internet and Higher Education Vol. 12, No. 2 (June 2009) pp. 93–97
The purpose of this study was to explore the influence of the four traditionally hypothesized sources of self-efficacy on learners' self-efficacy beliefs regarding learning mathematics in an asynchronous environment. The context of the study was a...
Commentary: Response of the American Association of Colleges for Teacher Education to “An Interview With Joseph South” Regarding the Preparation of Educators to Evaluate the Efficacy of Educational Technology
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 17–23
This commentary is a response by members of the AACTE Committee on Innovation and Technology to the remarks by Dr. Joseph South, former Director of the U.S. Department of Education’s Office of Educational Technology, regarding the preparation of...