Search results for author:"Glenn Smith"
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IMAPBOOK: Engaging Young Readers with Games
Grandon Gill; Glenn Smith
Journal of Information Technology Education: Discussion Cases Vol. 2 (Jan 01, 2013)
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Student attrition in mathematics e-learning
Glenn Smith; David Ferguson
Australasian Journal of Educational Technology Vol. 21, No. 3 (Jan 01, 2005) pp. 323–334
Qualitative studies indicate that mathematics does not work well in e-learning. The current study used quantitative methods to investigate more objectively the extent of problems with mathematics in e-learning. The authors used student attrition as ...
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Diagrams and Math Notation in E-Learning: Growing Pains of a New Generation
Glenn Gordon Smith; David Ferguson
International Journal of Mathematical Education in Science and Technology Vol. 35, No. 5 (September 2004) pp. 681–695
Current e-learning environments are ill-suited to college mathematics. Instructors/students struggle to post diagrams and math notation. A new generation of math-friendly e-learning tools, including WebEQ, bundled with Blackboard 6, and NetTutor's...
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Why Interactivity Works: Interactive Priming of Mental Rotation
Glenn Gordon Smith; Sinan Olkun
Journal of Educational Computing Research Vol. 32, No. 2 (2005) pp. 93–111
This study has important implications for microworlds such as Logo, HyperGami, and Newton's World, which use interaction to learn spatial mental models for science, math, geometry, etc. This study tested the hypothesis that interactively rotating ...
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Beyond the Backchannel: Tweeting Patterns after Two Educational Conferences
H. Smith Risser; Glenn Waddell
Educational Media International Vol. 55, No. 3 (2018) pp. 199–212
Mathematics teachers are using Twitter as a backchannel at conferences. Understanding whether teachers are using Twitter differently at traditional conferences like the National Council of Teachers of Mathematics (NCTM) Annual as compared to new...
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Front-Stage and Back-Stage in Hybrid E-Learning Face-to-Face Courses
Glenn Gordon Smith; Hermann Kurthen
International Journal on E-Learning Vol. 6, No. 3 (July 2007) pp. 455–474
The authors analyzed online interactions in hybrid and blended courses to: (a) investigate if constructs from micro-sociology, such as self-talk, norms, and front-back-stage performance, provide a theoretical context for online interaction, and (b)...
Topics: Distance Education, Instructional Design, Inclusive Education, eLearning, Instructional Materials
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The Web versus the Classroom: Instructor Experiences in Discussion-Based and Mathematics-Based Disciplines
Glenn Gordon Smith; David Ferguson; Mieke Caris
Journal of Educational Computing Research Vol. 29, No. 1 (2003) pp. 29–59
This study examined the instructor experience of teaching college courses (discussion-based and mathematics) over the Web, versus in the classroom, in terms of teaching, social issues, and emergent issues such as media effects. We interviewed, by e...
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Feature Masking in Computer Game Promotes Visual Imagery
Glenn Gordon Smith; Jim Morey; Edwin Tjoe
Journal of Educational Computing Research Vol. 36, No. 3 (2007) pp. 351–372
Can learning of mental imagery skills for visualizing shapes be accelerated with feature masking? Chemistry, physics fine arts, military tactics, and laparoscopic surgery often depend on mentally visualizing shapes in their absence. Does working...
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Interactive versus Observational Learning of Spatial Visualization of Geometric Transformat
Glenn Gordon Smith; James A. Middleton
Australian Educational Computing Vol. 18, No. 1 (June 2003) pp. 3–10
This study compared interaction with a computer vs. observation as learning situations for low and high ability student's learning of spatial visualization and geometric transformations. Thirty-two fifth grade boys took the Differential Aptitude...
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The challenges of online nursing education
Glenn Gordon Smith; Denise Passmore; Timber Faught
Internet and Higher Education Vol. 12, No. 2 (June 2009) pp. 98–103
To meet the current critical need for qualified nurses, many colleges have initiated online programs, primarily aimed towards registered nurse (RN) to BS students. Despite the growing number of online nursing programs, there is little research on...
Language: English
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Teaching College Courses Online versus Face-to-Face
Glenn Gordon Smith; David Ferguson; Mieke Caris
T.H.E. Journal Vol. 28, No. 9 (2001) pp. 18–22
Examines the differences faculty experience in teaching online courses versus traditional courses. Discusses distance education; results of faculty interviews; reliance on text-based communication and a lack of visual cues with online courses;...
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Teaching On-Line versus Face-to-Face
Glenn Gordon Smith; David Ferguson; Mieke Caris
Journal of Educational Technology Systems Vol. 30, No. 4 (2002) pp. 337–64
Investigates and describes the current instructor experience of teaching college courses over the Web versus in face-to-face formats in terms of teaching strategies, social issues, and media effects. Discusses communication styles, relationship...
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Disciplinary Differences in E-Learning Instructional Design
Glenn Gordon Smith; Ana T. Torres-Ayala; Allen J. Heindel
The Journal of Distance Education / Revue de l'ducation Distance Vol. 22, No. 3 (2008) pp. 63–88
Discipline is a vital, yet largely overlooked, factor in research on e-learning course design. This study investigated disciplinary differences in the instructional design of e-learning, by comparing how instructors of mathematics-related...
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Computer Games versus Maps before Reading Stories: Priming Readers' Spatial Situation Models
Glenn Gordon Smith; Dan Majchrzak; Shelley Hayes; Jack Drobisz
Educational Technology & Society Vol. 14, No. 1 (2011) pp. 158–168
The current study investigated how computer games and maps compare as preparation for readers to comprehend and retain spatial relations in text narratives. Readers create situation models of five dimensions: spatial, temporal, causal, goal, and...
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Cultural diversity in online learning: A study of the perceived effects of dissonance in levels of individualism/collectivism and tolerance of ambiguity
Marie A. Tapanes; Glenn G. Smith; James A. White
Internet and Higher Education Vol. 12, No. 1 (January 2009) pp. 26–34
Online learning courses are hypothesized to be influenced by the instructors' and students' cultural values. This study collected survey data from online instructors and students to analyze the effects that Hofstede's individualism/collectivism and...
Language: English
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E-learning commodity or community: Disciplinary differences between online courses
Glenn G. Smith; Allen J. Heindel; Ana T. Torres-Ayala
Internet and Higher Education Vol. 11, No. 3 (2008) pp. 152–159
Differences in curriculum and teaching styles across disciplines in higher education courses are also evident in online courses. This study used two widely available sources of data, CMS tool usage logs and course evaluations, to analyze differences ...
Language: English
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Play games or study? Computer games in eBooks to learn English vocabulary
Glenn Gordon Smith; Mimi Li; Jack Drobisz; Ho-Ryong Park; Deoksoon Kim; Stanley Dana Smith
Computers & Education Vol. 69, No. 1 (November 2013) pp. 274–286
This study investigated how Chinese undergraduate college students studying English as a foreign language learned new vocabulary with inference-based computer games embedded in eBooks. The investigators specifically examined (a) the effectiveness of ...
Language: English
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Stills, not full motion, for interactive spatial training: American, Turkish and Taiwanese female pre-service teachers learn spatial visualization
Glenn Gordon Smith; Helen Gerretson; Sinan Olkun; Yuan Yuan; James Dogbey; Aliye Erdem
Computers & Education Vol. 52, No. 1 (January 2009) pp. 201–209
This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive...
Language: English
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Overcoming student resistance to group work: Online versus face-to-face
Glenn Gordon Smith; Chris Sorensen; Andrew Gump; Allen J. Heindel; Mieke Caris; Christopher D. Martinez
Internet and Higher Education Vol. 14, No. 2 (March 2011) pp. 121–128
This study compared student group work experiences in online (OL) versus face-to-face (f2f) sections of the same graduate course, over three years, to determine what factors influence student group work experiences and how do these factors play out...
Language: English