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Browsing by Subject: Research Methods

  1. The Effects of ABRACADABRA on Reading Outcomes: A Meta-analysis of Applied Field Research

    Philip Abrami, Eugene Borohkovski & Larysa Lysenko, Centre for the Study of Learning and Performance, Canada

    Journal of Interactive Learning Research Vol. 26, No. 4 (October 2015) pp. 337–367

    This meta-analysis summarizes research on the effects of a comprehensive, interactive web-based software (AXXX) on the development of reading competencies among kindergarteners and elementary... More

    pp. 337-367

  2. Brain Gym: Let the User Beware

    Kevin Kroeze, Keith Hyatt & Chuck Lambert, Western Washington University, United States

    Journal of Interactive Learning Research Vol. 26, No. 4 (October 2015) pp. 395–401

    As part of the No Child Left behind Act of 2001 and the Individuals with Disabilities Education Improvement Act of 2004, schools are called upon to provide students with academic instruction using ... More

    pp. 395-401

  3. How 7th Grade Students are Using Resources for Learning in an Online Science Course

    Diane Mayse, University of Nebraska Lincoln (Dissertation Research), United States

    Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 337–363

    In this study 7th grade students were observed completing a series of lessons in an online science course to explore their thinking and strategies for using curriculum resources for learning, their... More

    pp. 337-363

  4. Documenting Collective Development in Online Settings

    Chrystal Dean, Appalachian State University, United States; Jason Silverman, Drexel University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 3 (September 2015) pp. 318–333

    In this paper the authors explored the question of collective understanding in online mathematics education settings and presented a brief overview of traditional methods for documenting norms and ... More

    pp. 318-333

  5. ELA Teacher Preparation 2.0: Critical Media Literacy, Action Research, and Mashups

    Judson Laughter, University of Tennessee, Knoxville, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 3 (September 2015) pp. 265–282

    Engaging preservice English language arts interns in the analysis of mashups accomplishes two objectives: (a) it brings interns to a deeper understanding of action research and (b) provides a... More

    pp. 265-282

  6. e-SEAT: an electronic framework for evaluating e-assessment systems

    Upasana Singh, UKZN, Westville, United States; Ruth de Villiers, University of South Africa, South Africa

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1959–1968

    This paper reports on the findings of mixed-methods action research, whereby an interactive electronic framework named e-SEAT (electronically Selecting and Evaluating e-Assessment Tools) was... More

    pp. 1959-1968

  7. The Analysis on Research Trends for STEAM education in Korea

    Seong-Won Kim & YoungJun Lee, Korea National Univ. of Education., Korea (South)

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1800–1805

    This paper investigates STEAM education research trends in Korea. In order to analyze these trends, STEAM education studies in Korean education journals from 2011 to 2015 were analyzed. Several... More

    pp. 1800-1805

  8. Promoting Metacognitive Skills Among Undergraduate First Year Students Studying Computer Programming Using Mobile Devices

    Eunice Olakanmi, University of Johannesburg, South Africa, South Africa; Duan van der Westhuizen & Jacqui Chetty, University of Johannesburg, South Africa

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1753–1759

    This paper explores the effects of metacognitive prompts on the development of metacognitive skills among first year undergraduate computer programming students when learning in a mobile learning... More

    pp. 1753-1759

  9. Emergent Use of Technologies to Improve Social Presence and Engagement in Global Supervision of Doctoral Students

    Tony Rickards, Curtin University, Australia

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1494–1501

    This paper presents two key aspects of a current and future use of emergent technologies that seek to improve social presence and teacher – student engagement in teaching, learning and global... More

    pp. 1494-1501

  10. Learning Preference and STEM Career Interest among High School Students in a Rural Louisiana Parish

    Leila A. Mills, University of North Texas, United States

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1473–1479

    Technology-pervasive information environments of the 21st century raise important questions regarding student learning preference, the match between learners and learning methods. A study of STEM... More

    pp. 1473-1479

  11. Online student alternative format preferences based on Universal Design for Learning (UDL) principles

    Joan Thormann, Lesley University, United States; Patricia Fidalgo, Emirates College for Advanced Education, United Arab Emirates

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1354–1356

    Online learning is rapidly expanding in the educational setting. In this context it is important to investigate teaching methods that address diverse learners’ needs. Use of Universal Design for ... More

    pp. 1354-1356

  12. Theoretical and pedagogical underpinnings of simulation-based healthcare and medical education

    Tuulikki Keskitalo, University of Lapland, Faculty of Education, Centre for Media Pedagogy, Finland

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1085–1093

    This thematic review aims to examine the learning theories and pedagogical models that have been used in simulation-based education in healthcare and medicine. The study reviewed 53 quantitative... More

    pp. 1085-1093

  13. Redesigning Course Delivery and Instructional Methods for the inclusion of Web 2.0: Lessons from the Trenches

    Zarina Charlesworth, University of Applied Sciences Western Switzerland, Switzerland; Natalie B. Sarrasin & Jean-Christophe Loubier, HES-SO Valais, Switzerland

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 904–910

    This paper presents the findings from the early stages of a mixed-methods, multi-phase research project which examines the integration of Web 2.0 tools in the higher education classroom to increase... More

    pp. 904-910

  14. Methodological issues: Appropriate research methodology for research in the design and usability of educational websites/e-learning environments and related educational technology.

    Adewunmi Ogunbase, University of Tampere, Finland, Finland

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 710–715

    This paper discusses the research methodology and methods that could be best used in research on design and usability of educational websites, e-learning environments and other related educational ... More

    pp. 710-715

  15. A Basic Action Model for Cooperative Online Teaching in Master Programs

    Leena Paaso, Oulu University of Applied Sciences, Finland

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 300–309

    Today, the students in the Master programs in Universities of Applied Sciences, work whole time and study in addition to it. They need special online applications for their master studies. ICT... More

    pp. 300-309

  16. Exploring an Experienced Online Instructor’s Applications of TPACK in a Graduate-level Online Course Through the Online Students’ Perspectives: Design of a Qualitative Case Study

    Fan Ouyang, University of Minnesota, United States

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 291–299

    This paper reported the design of a case study using qualitative methods - participant observation and online focus group interview to examine an experienced online instructor’s applications of... More

    pp. 291-299

  17. Writing and Relationships: Collaborating with International Students in a Hybrid Writing Workshop

    Christine Kyser, Kelly McKenna & Mia Kim Williams, University of Northern Colorado, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1499–1502

    This mixed methods research conducted with international doctorate students in a midsize university in the rocky mountain region explored students and faculty members’ experiences in a hybrid... More

    pp. 1499-1502

  18. "Who am I?" Multicultural Encounters through New-Media Enhanced Narratives

    Dalit Levy, Kibbutzim College of Education, Technology, and the Arts, Israel

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1032–1035

    This brief paper presents an online introductory narrative assignment in the context of a qualitative research methods course, as part of the M.Ed. program within an Israeli college of education.... More

    pp. 1032-1035

  19. Technological and Human-Relational Factors on Student Learning Success in Online Doctoral Leadership Programs: A Theoretical Framework

    Hyunkyung Lee, Yonsei University, Korea (South); Heewon Chang & Lynette Bryan, Eastern University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 837–842

    Focusing on the intersectional impact of two key factors, technological and human-relational, on student learning success in online doctoral leadership programs, this paper presents a theoretical... More

    pp. 837-842

  20. Relationship between pre-service teachers’ level of Technology Integration and technological pedagogical content knowledge (TPACK) in Physical Education Teacher Education Programs

    Susana Juniu, Kristin Scrabis-Fletcher & Eric Zullo, Montclair State University, United States; Dino Russo, zulloe1@mail.montclair.edu, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 807–813

    Physical education teacher education (PETE) programs have become responsible for creating opportunities for PETE candidates to utilize technology within their classes. Research has shown that the... More

    pp. 807-813