Search results for author:"James D. Klein"
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Enhancing Instructional Design and Technology Academic Programs: A Summary of the Fifth Meeting of the Professors of Instructional Design and Technology
James D. Klein
Educational Technology, Research and Development Vol. 37, No. 3 (1989) pp. 103–6
Summarizes issues affecting the field of educational technology which were addressed at the 1989 meeting of the Professors of Instructional Design and Technology (PIDT). Topics discussed include redefining the field of instructional design and...
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The Effect of Age of Viewer and Gender of the Narrator on Children's Visual Attention and Recall of Story Ideas
James D. Klein
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 35, No. 4 (1987) pp. 231–38
Reviews study that investigated the interaction between the age of the viewer and the gender of the narrator of a film. Visual attention to the program by second and fifth graders is described, and recall of story ideas as measured by a multiple...
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Preservice Teacher Use of Learning and Instructional Design Principles
James D. Klein
Educational Technology Research and Development Vol. 39, No. 3 (1991) pp. 83–89
Describes a study that examined preservice teacher success in acquiring and applying principles of learning and instructional design. Tests that measured attainment of the essentials of learning objectives and attainment of competency-based...
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Applying the First Principles of Instruction in a Short-Term, High Volume, Rapid Production of Online Professional Development Modules
James D. Klein; Anne Mendenhall
Journal of Computing in Higher Education Vol. 30, No. 1 (2018) pp. 93–110
The purpose of this paper is to describe a case study conducted to examine the application of Merrill's First Principles of Instruction ("Educ Technol Res Dev" 50(3):43-59, 2002, "First principles of instruction," Pfeiffer, San...
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Type of Positive Interdependence and Affiliation Motive in an Asynchronous, Collaborative Learning Environment
Susan Brewer; James D. Klein
Educational Technology Research and Development Vol. 54, No. 4 (August 2006) pp. 331–354
In this study, we investigated the effect of type of positive interdependence (roles, rewards, roles-plus-rewards, or no structure) and affiliation motives (high vs. low) in an asynchronous, collaborative learning environment. College reentry...
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The Impact of Scaffolding and Student Achievement Levels in a Problem-Based Learning Environment
Krista D. Simons; James D. Klein
Instructional Science: An International Journal of the Learning Sciences Vol. 35, No. 1 (January 2007) pp. 41–72
This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in...
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The Effects of Learning Structures on Student Achievement and Attitude Using a Computer Simulation
Martha S. Doran; James D. Klein
Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (1996)
The purpose of this study was to investigate the effects of using individual, cooperative-dyad, and collaborative-dyad learning structures with a computer simulation. College students implemented and experienced one of the three learning structures...
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The Effect of Type of Podcasts and Learning Styles on Language Proficiency and Confidence
Wei Qiang Kelly; James D. Klein
Journal of Educational Technology Systems Vol. 44, No. 4 (2016) pp. 421–429
This study examined the effect of type of podcasts and learning styles on speaking, listening, and confidence when college used podcasts for learning Chinese. It focused on college students enrolled in a beginning-level Chinese course at a large...
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Influence of Student Ability, Locus of Control, and Type of Instructional Control on Performance and Confidence
James D. Klein; John M. Keller
Journal of Educational Research Vol. 83, No. 3 (1990) pp. 140–46
This study (N=75) examined the effects of student ability, locus of control, and type of instructional control on performance and the motivational outcome of confidence. Results indicated that student ability and locus of control significantly...
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Performance Improvement Competencies for Instructional Technologists
James D. Klein; Eric J. Fox
TechTrends: Linking Research and Practice to Improve Learning Vol. 48, No. 2 (2004) pp. 22–26
The field of instructional design and technology (IDT) evolved during the 1990s to include theories and practices of performance improvement. Some authors have indicated that the goal of our field has shifted from facilitating learning to improving...
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Computer-Mediated Instruction: A Comparison of Online and Face-to-Face Collaboration
Jeremy I. Tutty; James D. Klein
Educational Technology Research and Development Vol. 56, No. 2 (April 2008) pp. 101–124
This study investigated the effects of collaboration mode and group composition during a computer-mediated collaborative (CMC) program. Six intact sections of a computer literacy course were assigned to either a face-to-face or a virtual, online...
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The Effects of Search Tool and Cognitive Style on Performance in Hypermedia Database Searches
Lars F. Leader; James D. Klein
Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (1994)
This study investigated the effects of interface tools and learner cognitive styles on performance in searches for information within a hypermedia database. The subjects, 75 students in a university English as a Second Language (ESL) program, were...
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Informal Learning in Professional and Personal Life: Implications for Instructional Design and Performance Improvement
James D. Klein; Alison L. Moore
Educational Technology Vol. 56, No. 1 (2016) pp. 21–26
This article focuses on informal learning and its implications for instructional design and performance improvement. The authors begin by sharing a story of how a novice instructional designer employs informal learning strategies in her professional ...
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Developmental Research Methods: Creating Knowledge from Instructional Design and Development Practice
Rita C. Richey; James D. Klein
Journal of Computing in Higher Education Vol. 16, No. 2 (March 2005) pp. 23–38
The purpose of this article is to provide direction to those entertaining a developmental research project. There are two categories of developmental research, both of which are examined here. The two types vary in terms of the extent to which the...
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The Influence of Discussion Groups in a Case-based Learning Environment
Anna E. Flynn; James D. Klein
Educational Technology Research and Development Vol. 49, No. 3 (2001) pp. 71–86
Examines the role of discussion groups in a case-based environment. College students completed two cases individually or in small discussion groups. Overall, participants in groups liked their method significantly better than those who worked alone, ...
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Effects of Orienting Activities and Practice on Achievement, Continuing Motivation, and Student Behaviors in a Cooperative Learning Environment
James D. Klein; Doris R. Pridemore
Educational Technology Research and Development Vol. 42, No. 4 (1994) pp. 41–54
This study investigated the effect of types of orienting activities and practice on achievement, continuing motivation, and student behaviors in a cooperative-learning environment. Learning groups composed of graduate students viewed three...
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Small Group Learning in an Online Asynchronous Environment
Susan A. Brewer; James D. Klein
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
This article reports the results of a study conducted to examine the use of small group learning strategies in an online college course. The study examined the effect of four types of positive interdependence and the affiliation motive on learning...
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Controlling Challenge in Instructional Simulation
Joseph S. Mattoon; James D. Klein
Journal of Educational Computing Research Vol. 9, No. 2 (1993) pp. 219–35
Discussion of learner control in computer-assisted instructional simulations focuses on an experiment conducted with undergraduate students that compared three different treatments for instructional control in an aircraft simulator. Topics addressed ...
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Using Cooperative Learning and Objectives with Computer-Based Instruction
James D. Klein; Jamie C. Cavalier
Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology [AECT] 1999 (February 1999)
The purpose of this study was to investigate the effect of implementing cooperative learning and objectives with computer-based instruction (CBI). Subjects were 125 fifth and sixth grade students. Cooperative dyads and individuals worked through a...
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Suggestions for Structuring a Research Article
James D. Klein; Robert A. Reiser
Journal of Computing in Higher Education Vol. 26, No. 1 (April 2014) pp. 22–38
Researchers often experience difficulty as they attempt to prepare journal articles that describe their work. The purpose of this article is to provide researchers in the field of education with a series of suggestions as to how to clearly structure ...
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The Effects of Cued Interaction and Ability Grouping during Cooperative Computer-Based Science Instruction
Gregory P. Sherman; James D. Klein
Educational Technology Research and Development Vol. 43, No. 4 (1995) pp. 5–24
Presents results of a study that used feedback from 231 eighth graders in a computer-based instruction (CBI) science program to examine the effects of interaction cues and ability grouping on class performance, attitudes, instruction time, and...
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The Effect of Computer-Mediated Collaborative Learning on Solving Ill-Defined Problems
Daniel Uribe; James D. Klein; Howard Sullivan
Educational Technology Research and Development Vol. 51, No. 1 (2003) pp. 5–19
Discusses problem solving, problem-based learning, and collaborative learning, and describes a university study that investigated the effects of individual Web-based learning versus computer-mediated collaborative Web-based learning and ability...
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The Effects of Search Tool Type and Cognitive Style on Performance during Hypermedia Database Searches
Lars F. Leader; James D. Klein
Educational Technology Research and Development Vol. 44, No. 2 (1996) pp. 5–15
Describes a study that investigated the effects of search tools and learner cognitive styles on performance in searches for information within a hypermedia database. Students in a university English-as-a-Second-Language program were assigned to one...
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Training Students to Utilize Self-Motivational Strategies
James D. Klein; Eric T. Freitag
Educational Technology Vol. 32, No. 3 (1992) pp. 44–48
This study combined the concept of self-control with Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivational design to determine whether students could be trained to make instruction relevant to themselves by using...
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Implementing Individual and Small Group Learning Structures with a Computer Simulation
James D. Klein; Martha S. Doran
Educational Technology Research and Development Vol. 47, No. 1 (1999) pp. 97–110
Investigates the effects of implementing individual and small-group learning structures with a computer simulation in college accounting. Results indicate students working alone expressed significantly more continuing motivation for their learning...
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Effects of Learning Structure and Summarization during Computer-Based Instruction
Jenny Lynn Werner; James D. Klein
Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology [AECT] 1999 (February 1999)
The purpose of this study was to investigate the effects of learning strategy and summarization within a computer-based chemistry and physics program. High school students worked individually or in cooperative dyads to complete science instruction;...
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Effects of Cooperative Versus Individual Learning and Orienting Activities During Computer-based Instruction
Jamie C. Cavalier; James D. Klein
Educational Technology Research and Development Vol. 46, No. 1 (1998) pp. 5–17
Investigates the effect of implementing cooperative versus individual learning and orienting activities during computer-based instruction (CBI). Results indicated that students who received instructional objectives performed significantly better on...
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A Comparison of a Microcomputer Progressive State Drill and Flashcards for Learning Paired Associates
David F. Salisbury; James D. Klein
Journal of Computer-Based Instruction Vol. 15, No. 4 (1988) pp. 136–43
Discussion of the use of computer drills in education focuses on a study designed to compare the effect of a progressive state drill with the effect of having high school students implement their own strategies using flashcards. The use of...
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Effects of Cooperative Learning and Need for Affiliation on Performance, Time on Task, and Satisfaction
James D. Klein; Doris R. Pridemore
Educational Technology Research and Development Vol. 40, No. 4 (1992) pp. 39–47
Describes a study that was conducted to investigate the effect of cooperative learning and the need for affiliation on performance, time on task, and satisfaction of undergraduates using an instructional television lesson. Individual measures are...
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Effects of Learner Control over Feedback in Computer-Based Instruction
Doris R. Pridemore; James D. Klein
Although both learner control and feedback have been heavily researched, very little research has been conducted on giving learners control over the feedback which they receive. The purpose of this study was to examine the effect of learner control...
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The Effects of Cued Interaction and Ability Grouping during Cooperative Computer-Based Science Instruction
Gregory P. Sherman; James D. Klein
American Educational Research Association Annual Meeting 1995 (Jul 09, 1995)
The purpose of this study was to investigate the effects of verbal interaction cues and ability grouping within a cooperative learning computer-based program. Two hundred thirty-one eighth graders in a required science class were grouped by ability...
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A Comparison of a Microcomputer Progressive State Drill and Flashcards for Learning Paired Associates
James D. Klein; David F. Salisbury
The effectiveness of learning paired associates from a computer-based drill strategy known as the progressive state drill was compared in this study with the effectiveness of having students use their own strategies with flashcards. Characteristics...
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Effects of Overviews and Computer Experience on Learning from Hypertext
Jonathan D. Brinkerhoff; James D. Klein; Carol M. Koroghlanian
Journal of Educational Computing Research Vol. 25, No. 4 (2001) pp. 427–40
Examines effects of overview mode and computer experience on achievement, attitude and instructional time in a hypertext learning environment. Results indicated participants with high computer experience learned more from the program than those with ...
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Instructional Strategies Utilized During the Implementation of a Hypermedia, Problem-Based Learning Environment: A Case Study
Krista D. Simons; James D. Klein; Thomas R. Brush
Journal of Interactive Learning Research Vol. 15, No. 3 (2004) pp. 213–233
This article reports on a case study conducted to examine the instructional strategies utilized, teacher and student attitudes, and student achievement when a sixth-grade teacher and her 19 students implemented a hypermedia, problem-based learning...
Topics: Achievement, Attitudes, Instructional Materials, Middle School Education, Students
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Effects of Cooperative and Individual Learning during Learner-Controlled Computer-Based Instruction
Steven M. Crooks; James D. Klein; Wilhelmina Savenye; Lars Leader
Journal of Experimental Education Vol. 66, No. 3 (1998) pp. 223–44
Studied effects of instructional method (cooperative vs. individual) and learner control of options on achievement, option use, attitudes, and interactions of college students during computer-based instruction. Achievement benefits of cooperative...
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The Effects of Advisement and Small Groups on Learning from a Multimedia Database
Jonathan D. Brinkerhoff; James D. Klein; Thomas Brush; John W. Saye
International Journal of Instructional Media Vol. 32, No. 4 (2005)
The present study is designed to investigate the effects of advisement and informal cooperative learning when students used a multimedia database. Participants were 159 undergraduate students (54 males; 105 females) enrolled in a computer literacy...