Search results for author:"Jennifer Richardson"
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Jennifer Richardson
Purdue University
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Examining social presence in online courses in relation to students' perceived learning and satisfaction
Jennifer Casey Richardson
Examining social@presence in online@courses in relation to students' perceived@learning and satisfaction (2001) pp. 1–86
Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course (Moore, Masterson, Christophel, and Shea, 1996). Teacher immediacy behaviors and the presence of others...
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How to Make the Most of Online Interaction
Jennifer Richardson; Karen Swan
World Conference on Educational Media and Technology 2000 (2000) pp. 1488–1489
The educational community is finding itself on the edge of a new era, online learning. Online learning has been shown to be more cost-effective and convenient than traditional educational environments as well as providing opportunity for more...
Topics: Interaction, Communication, Classrooms
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Developing A Large-Scale, Web-Based, Professional Electronic Portfolio System:
Jennifer Richardson; James Lehman
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2180–2182
Electronic portfolios offer a powerful tool for students to demonstrate mastery of performance-based standards. Purdue's School of Education developed a large-scale, web-based, electronic portfolio system. which relies on a web-based interface to a...
Topics: Professional Development, Standards, Portfolios, Students
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From the Classroom to Keyboard: How Seven Instructors Created Their Online Teacher Identities
Jennifer Richardson; Janet Alsup
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1802–1812
Teacher professional identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities, identity positions, or beliefs (Alsup, 2006). Strong teacher identity results in...
Topics: improving classroom teaching, Instructor Training and Support, New Roles for Teachers/Learners
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Students' Cognitive Engagement in Online Learning Environments: Learning Strategies and Motivations
Jennifer Richardson; Tim Newby
World Conference on Educational Media and Technology 2004 (2004) pp. 4028–4033
Researchers of online learning environments have begun to shift their focus to better understand the unique needs associated with online learners. However, little has been done to look at how students engage with their online courses through their...
Topics: Learning Outcomes, Students, Cognition
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A Model for Generating Discipline-based Guidelines for Developing and Delivering Online Courses
Dazhi Yang; Jennifer Richardson
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1533–1538
This paper proposes a model on how to create discipline-based guidelines for designing and delivering online courses in different content areas. The model can also facilitate the collaborations of subject matter experts (SMEs) and online learning...
Topics: Learning Objects
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Supporting technology integration across the teacher education system
Jennifer Richardson; Scott Schaffer
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1383–1388
The purpose of this case study was to examine a teacher education system relative to the degree of performance support for the use of technology to support learning. Degree of support was measured by the presence of factors such as clear...
Topics: Educational Technology, Teachers
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The Role of Social Presence in Online Courses: How Does it Relate to Students’ Perceived Learning and Satisfaction?
Jennifer Richardson; Karen Swan
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1545–1546
Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course (Moore, Masterson, Christophel, and Shea, 1996). Teacher immediacy behaviors and the presence of others...
Topics: Social Studies, Learning Outcomes, Students
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From the classroom to the keyboard: How seven teachers created their online teacher identities
Jennifer Richardson; Janet Alsup
The International Review of Research in Open and Distributed Learning Vol. 16, No. 1 (Feb 11, 2015)
Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12...
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INTRODUCTION TO THE SPECIAL ISSUE SPOTLIGHTING PAPERS FROM THE AERA SPECIAL INTEREST GROUP ON ONLINE TEACHING AND LEARNING
Karen Swan; Jennifer Richardson
Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)
The American Educational Research Association (AERA) is the premier association of educational research professionals. AERA supports 12 divisions and 150 Special Interest Groups (SIGs). One of the latter is the Special Interest Group on Online...
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Virtual Field Experiences: Helping Pre-Service Teachers Learn about Diverse Classrooms through Video Conferencing Connections with K-12 Classrooms
James Lehman; Jennifer Richardson
World Conference on Educational Media and Technology 2003 (2003) pp. 1727–1728
Field placements for future teachers must address issues such as diversity and technology use. Video conferencing technologies can help pre-service teachers to observe and interact with K-12 classrooms at a distance. New IP-based video...
Topics: Teachers, Video, Classrooms, Students
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A Systems Approach to Technology Integration
Jennifer Richardson; Scott Schaffer
World Conference on Educational Media and Technology 2004 (2004) pp. 5084–5089
The purpose of this case study was to examine a teacher education system relative to the degree of performance support for the use of technology to support learning. Degree of support was measured by the presence of factors such as clear...
Topics: Teachers, Educational Technology
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An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument
Taeho Yu; Jennifer C. Richardson
Journal of Asynchronous Learning Networks Vol. 19, No. 5 (2015) pp. 120–141
The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and...
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The Role of Students' Cognitive Engagement in Online Learning
Jennifer C. Richardson; Tim Newby
American Journal of Distance Education Vol. 20, No. 1 (2006) pp. 23–37
This study investigated the degree to which students cognitively engage with their online courses. Cognitive engagement was defined as the integration and utilization of students' motivations and strategies in the course of their learning. Given...
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Investigating students' level of critical thinking across instructional strategies in online discussions
Jennifer C. Richardson; Phil Ice
Internet and Higher Education Vol. 13, No. 1 (January 2010) pp. 52–59
Online discussion questions, which reflect differing instructional strategies, can take many forms and it is important for designers and instructors to understand how the various strategies can impact students' critical thinking levels. For the...
Language: English
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Making Connections in Teacher Education: Electronic Portfolios, Videoconferencing, and Distance Field Experiences
James D. Lehman; Jennifer Richardson
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
Today, teacher education programs are faced with a variety of challenges. They must prepare future teachers to meet national and state standards with regard to both content and pedagogy in an era when there is increased emphasis on performance....
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New exploratory and confirmatory factor analysis insights into the community of inquiry survey
Kadir Kozan; Jennifer C. Richardson
Internet and Higher Education Vol. 23, No. 1 (October 2014) pp. 39–47
This study has the aim of investigating the factor structure of an adapted version of the Community of Inquiry survey developed by Arbaugh et al. (2008). For this purpose, both exploratory and confirmatory analyses were employed in addition to a...
Language: English
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Examining reliability and validity of a Korean version of the Community of Inquiry instrument using exploratory and confirmatory factor analysis
Taeho Yu; Jennifer C. Richardson
Internet and Higher Education Vol. 25, No. 1 (April 2015) pp. 45–52
This study examines the reliability and validity of a Korean version of the Community of Inquiry (CoI) instrument for online learning. The measurement consists of 34 items to evaluate social, teaching, and cognitive presence and was translated from...
Language: English
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Exploring the effects of students' social networking experience on social presence and perceptions of using SNSs for educational purposes
Jieun Lim; Jennifer C. Richardson
Internet and Higher Education Vol. 29, No. 1 (April 2016) pp. 31–39
As online learning has increased a number of researchers have focused on the need to integrate techniques to strengthen students' social presence ties in online learning. Social networking sites (SNSs) have been suggested as an effective tool to...
Language: English
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Interrelationships between and among social, teaching, and cognitive presence
Kadir Kozan; Jennifer C. Richardson
Internet and Higher Education Vol. 21, No. 1 (April 2014) pp. 68–73
The purpose of the present study is to investigate the relationships between and among teaching, social, and cognitive presence. To this end, Spearman's rank correlation and partial correlation analyses were employed. The results referred to (a)...
Language: English
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From the Classroom to the Keyboard: How Seven Teachers Created Their Online Teacher Identities
Jennifer C. Richardson; Janet Alsup
The International Review of Research in Open and Distributed Learning Vol. 16, No. 1 (Feb 11, 2015) pp. 142–167
Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12...
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Web-based Homework in University Algebra Courses: Student Perceptions of Learning and Motivation to Learn
Cindy York; Angie Hodge; Jennifer Richardson
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4618–4624
Automated web-based homework is an increasing trend in college mathematics courses over traditional paper and pencil based homework. One university's college algebra course has shifted the majority of homework assignments into the online environment,...
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Evaluating Software for the New Millenium: An Example from Project Links
Jennifer Richardson; Karen Swan; Dianna Newman
World Conference on Educational Media and Technology 2000 (2000) pp. 1486–1487
This paper reviews the design, implementation, and testing of Project Links' WWW- based modules developed at Rensselaer Polytechnic Institute (RPI) to support the integration of mathematics, science and engineering concepts in undergraduate...
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Intro for special issue: AERA Online Teaching and Learning SIG
Jennifer Richardson; Karen Swan; Marquetta Strait
Online Learning Journal Vol. 20, No. 4 (Dec 16, 2016)
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The Effect of Level of Technology Training on Teachers’ Attitudes Toward Using and Integrating Technology
Ronald Dugan; Jennifer Richardson; Dianna L. Newman
World Conference on Educational Media and Technology 2000 (2000) pp. 1634–1635
This paper is a report of an ongoing longitudinal evaluation assessing the effect of level of technology training on teachers' attitudes and comfort toward using and integrating technology into the curriculum. Multivariate and univariate analyses...
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The Impact of Barriers on the Quality of Students’ Postings in Asynchronous Discussions: A Case Study
Larissa Olesova; Dazhi Yang; Jennifer Richardson
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 593–600
This research study examined the impact of barriers on the quality of asynchronous discussions in online learning environment. A case study framework has been used to investigate changes in the quality of students' postings while they participated...
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Evaluating the Impact of Videocase Modeling on Preservice Teachers' Self-Efficacy toward Technology Integration
Krista Glazewski; Jennifer Richardson; James Lehman
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 3326–3328
Researchers frequently argue the need for providing models technology integration for pre-service teachers. However, a problem has been locating adequate, age-appropriate models. Recently, several researchers have suggest videocases may meet this...
Topics: Teachers, Integration
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Digital Disconnect: Students' Perceptions and Experiences with the Internet and Education
Douglas Levin; Jennifer Richardson; Sousan Arafeh
World Conference on Educational Media and Technology 2002 (2002) pp. 51–52
In close collaboration with the staff of the Pew Internet & American Life Project (www.pewinternet.org), the American Institutes for Research (AIR) is conducting a qualitative study on the impact of the Internet on schooling and education from the...
Topics: Internet, Schools, Middle School Education, Students
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CROSS-CULTURAL DIFFERENCES IN UNDERGRADUATE STUDENTS' PERCEPTIONS OF ONLINE BARRIERS
Larissa Olesova; Dazhi Yang; Jennifer Richardson
Online Learning Journal Vol. 15, No. 3 (Jun 22, 2011)
The intent of this study was to learn about students\u2019 perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods...
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Supporting Technology Integration within a Teacher Education System
Scott P. Schaffer; Jennifer C. Richardson
Journal of Educational Computing Research Vol. 31, No. 4 (Jan 01, 2004) pp. 423–435
The purpose of this case study was to examine a teacher education system relative to the degree of performance support for the use of technology to support learning. Performance support was measured by the presence of factors such as clear...
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The Impact of Cross-Cultural Differences on Learner Participation and Communication in Asynchronous Discussions
Dazhi Yang; Larissa Olesova; Jennifer Richardson
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 825–829
Globalization of online education is a growing trend. Higher education institutions and corporate organizations are increasingly offering online programs, classes, and trainings that involve students and learners from multiple countries and cultures....
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How Does Technology Fit?: Developing Contemporary Literacies across Disciplines
Marshall George; Jennifer Richardson; Melanie Shoffner
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4087–4090
In this panel presentation, different perspectives are offered on the use of technologies to develop contemporary literacies across disciplines. Three panelists will present their experiences integrating contemporary technologies into teacher...
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Cross-Cultural Differences in Undergraduate Students' Perceptions of Online Barriers
Larisa Olesova; Dazhi Yang; Jennifer C. Richardson
Journal of Asynchronous Learning Networks Vol. 15, No. 3 (June 2011) pp. 68–80
The intent of this study was to learn about students' perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods approach...
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Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors
Cindy S. York; Jennifer C. Richardson
Journal of Asynchronous Learning Networks Vol. 16, No. 4 (June 2012) pp. 83–98
A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examines perceptions of six experienced online instructors to determine factors they believe increase interaction among their ...
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The Affordances and Constraints of Asynchronous Learning Networks: Looking at Interaction in an Online Environment
Jennifer Richardson; Craig Tunwall; Carol Carnevale
World Conference on Educational Media and Technology 2000 (2000) pp. 1490–1492
As researchers in the relatively new dimension of online learning, we need to gain a better understanding of the different interactions that can and do occur in these developing learning environments, as well as their effect on students' levels of...
Topics: Students, Interaction
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The use of a QTVR image database for teaching veterinary radiology and diagnostic ultrasound to distance education students
Rob Phillips; Romana Pospisil; Jennifer Richardson
Australasian Journal of Educational Technology Vol. 17, No. 1 (Jan 01, 2001) pp. 96–114
The result of the project described in this paper is an innovative use of Quicktime Virtual Reality (QTVR) for display and manipulation of veterinary radiographs and ultrasound images, within a database developed for use in the Veterinary Diagnostic ...
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Impact of Cultural Differences on Students' Participation, Communication, and Learning in an Online Environment
Dazhi Yang; Larissa Olesova; Jennifer C. Richardson
Journal of Educational Computing Research Vol. 43, No. 2 (2010) pp. 165–182
Being aware of cultural differences and knowing how to deal with related differences is critical for the success of online learning and training that involves learners from multiple countries and cultures. This study examines the perceived...
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Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
Sunnie Watson; William Watson; Jennifer Richardson; Jamie Loizzo
The International Review of Research in Open and Distributed Learning Vol. 17, No. 3 (May 16, 2016)
This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social ...
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Impact of Asynchronous Online Discussions: A Study of Implementation in Two Large-Enrollment Blended Courses
James Lehman; Jennifer Richardson; Peggy Ertmer; Timothy Newby; John Campbell
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 2928–2936
Asynchronous online discussions are widely used in online and blended courses. This study examined the implementation of online discussions in two large-enrollment undergraduate courses, one in engineering and one in education, which were taught...
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Scenarios for Teacher Education Programs
Jennifer C. Richardson; Wanda S. Fox; James D. Lehman
TechTrends: Linking Research and Practice to Improve Learning Vol. 56, No. 5 (September 2012) pp. 17–24
This paper discusses the history of Internet-based videoconferencing (IVC) within the teacher education program at a large Midwestern university. It explains ways this technology has been used to expand interactions with students and professionals...
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Exploring the Intersection of Teacher Practices, Online Learning and Security
Jennifer Richardson; Janet Alsup; Matt Rose; Lisa Schade
World Conference on Educational Media and Technology 2004 (2004) pp. 3721–3724
According to the Handbook of Reading Research (Kamil, et.al., 2000), a scholarly compilation of literacy research, there is a lack of research about the intersections of technology, in particular the role of electronic communication, and literacy...
Topics: Ethical Issues, Literacy, Communication, Teachers
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Using the Community of Inquiry Framework Survey for Multi-Level Institutional Evaluation and Continuous Quality Improvement
Jennifer Richardson; Phil Ice; Wallace Boston; Karen Powell; Angela Gibson
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 1968–1977
Though several models seek to explain the online learning process, the one that has gained the most attention is the Community of Inquiry Framework (CoI). Originally conceptualized by Garrison, Anderson and Archer (2000), the CoI is a process model...
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Application of Activity Based Analytics to the Optimization of Instructional Design and Pedagogy in Online Environments
Lori Kupczynski; Phil Ice; Jennifer Richardson; Angela Gibson
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 957–963
While several frameworks for understanding pedagogical strategies and activity optimization in online environments exist, they do not address granular level issues such as optimal student interaction patterns. This presentation will address this...
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Integrating Information and Communications Technology in Professional Practice: An Analysis of Teachers' Needs Based on a Survey of Primary and Secondary Teachers in Scottish Schools
Dorothy Williams; Louisa Coles; Amanda Richardson; Kay Wilson; Jennifer Tuson
Journal of Information Technology for Teacher Education Vol. 9, No. 2 (2000) pp. 167–82
Surveyed Scottish elementary and secondary teachers regarding their perceived information and communications technology (ICT) needs. Results highlighted three interrelated areas of ICT need: access to ICT and effective management of ICT resources,...
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Problem-Based Learning and Argumentation: Testing a Scaffolding Framework to Support Middle School Students' Creation of Evidence-Based Arguments
Brian R. Belland; Krista D. Glazewski; Jennifer C. Richardson
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 5 (September 2011) pp. 667–694
Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments ...
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A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC
Sunnie Watson; William Watson; Shamila Janakiraman; Jennifer Richardson
The International Review of Research in Open and Distributed Learning Vol. 18, No. 2 (Apr 04, 2017)
This case study examined a team of instructors\u2019 use of social presence, teaching presence, and attitudinal dissonance in a Massive Online Open Course (MOOC) on Animal Behaviour and Welfare (ABW), designed to facilitate attitudinal learning. The ...
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Instructors’ Perceptions of Instructor Presence in Online Learning Environments
Jennifer Richardson; Erin Besser; Adrie Koehler; JiEun Lim; Marquetta Strait
The International Review of Research in Open and Distributed Learning Vol. 17, No. 4 (Jul 08, 2016)
As online learning continues to grow significantly, various efforts have been explored and implemented in order to improve the instructional experiences of students. Specifically, research indicates that how an instructor establishes his or her...
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Getting Our Hands Dirty: Applying an Experiential Learning Lensto a Graduate Program in Learning Design and Technology Program
Jennifer Richardson; Judith Lewandowski; Holly Fiock; Marcia Gentry
Global Learn 2016 (Apr 28, 2016) pp. 181–193
Drawing upon the foundational theories of John Dewey, the authors examine a systematic approach to integrating Experiential Learning throughout the curricular design into an online graduate level Learning Design and Technology program. This paper...
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Perceived Value of Online Discussions: Perceptions of Engineering and Education Students
Peggy Ertmer; Nuray Temur Gedik; Jennifer Richardson; Tim Newby
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 4679–4687
This study compared how undergraduate students in an introductory computer engineering course (n=152) and an introductory educational technology course (n=309) at a large Midwestern university responded to the use of supplementary online discussions ...
Topics: Educational Technology, Students
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What do Activity Trackers and a Tablet Have in Common? STEM Ambassador Lesson Plans, Tips, and Tricks
Jennifer Albert; Kathy Richardson-Jones; Deepti Joshi; Robin Jocius
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1747–1753
This paper describes lesson plans designed for and implemented in The Citadel’s STEM Ambassador Program. STEM Ambassador is a professional development initiative designed to support STEM teaching pedagogies and increase interdisciplinary STEM...
Topics: Digital Storytelling/Video, Wearable Technologies, Teaching and Learning with Emerging Technologies