Search results for author:"Donna Rogers"
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Teachers College Record Vol. 106, No. 9 (September 2004) pp. 1804–1824
As the Internet becomes a resource in the classroom, students must learn to glean maximally from that information using skills that enhance their understandings. Students engage in activities involved with Internet searching to the degree that they...
An investigation of components in Corno and Mandinach's self-regulated learning model applied to Internet navigation
An investigation of components in Corno and Mandinach's self@-regulated@learning model applied to Internet navigation (2001) pp. 1–233
As students use the Internet environment for educational purposes, there is great interest among educators and psychologists as to how students can become resourceful learners. These learners are expected to be self-motivated to achieve goals, i.e., ...
AACE Journal Vol. 1, No. 13 (2000) pp. 19–33
According to the 1998 National Survey of Information Technology in Higher Education, integrating technology into instruction looms as the single most important issue confronting institutional Information Technology (IT) efforts over the next 2-3...
El espanol...! A distancia!: Developing a Technology-based Distance Education Course for Intermediate Spanish
Journal of General Education Vol. 49, No. 1 (2000) pp. 44–52
Describes the development and implementation of a pilot technology-driven intermediate Spanish course at Pennsylvania State University. Looks at the use of four technologies--synchronous chat, Web and multimedia training, computer-based grammar...
Pamela Waynick-Rogers; Melissa Hilmes; Shannon Cole; Allison Provine; Rebecca Lofton; Donna Rosenstiel; Heather Davidson
Journal of Interprofessional Education & Practice Vol. 13, No. 1 (December 2018) pp. 8–11
Students who participate in the Vanderbilt Program for Interprofessional Learning are required to attend Immersion, our program of orientation for teams of interprofessional students. Medical, advanced practice nursing, pharmacy, and social work...
Case 2: Blending Face-to-Face and Distance Learners in a Synchronous Class: Instructor and Learner Experiences
Quarterly Review of Distance Education Vol. 4, No. 3 (2003) pp. 245–51
Examines the development of a class at Brigham Young University (Utah) that blends distance and face-to-face students in a synchronous class. This case study focuses on how this blended learning environment was experienced by the distance and face...