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  • 1
    Online Resource
    Online Resource
    Online Students' Expectations: Enhancing the Fit between Online Students and Course Design
    SAGE Publications ; 2007
    In:  Journal of Educational Computing Research Vol. 36, No. 4 ( 2007-06), p. 383-393
    Details
    In: Journal of Educational Computing Research, SAGE Publications, Vol. 36, No. 4 ( 2007-06), p. 383-393
    Abstract: Learner analysis and needs assessments are basic elements of all instructional design models and are of concern to those designing distance education courses. Mismatches between students' expectations and actual course features may impact learning. This investigation surveyed 249 geographically dispersed online students for the course features they valued and the course features included in their distance education courses. Results revealed general agreement between course features desired by students and those included in their current courses, however, there were mismatches; particularly concerning the use of instant messaging, team assignments, and creating biography pages. Implications for online course design are presented.
    Type of Medium: Online Resource
    ISSN: 0735-6331 , 1541-4140
    URL: Article
    DOI: 10.2190/R728-28W1-332K-U115
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2007
    detail.hit.zdb_id: 55234-3
    detail.hit.zdb_id: 2071875-5
    SSG: 5,3
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    Online Resource
  • 2
    Online Resource
    Online Resource
    Effects of Overviews and Computer Experience on Learning from Hypertext
    SAGE Publications ; 2001
    In:  Journal of Educational Computing Research Vol. 25, No. 4 ( 2001-12), p. 427-440
    Details
    In: Journal of Educational Computing Research, SAGE Publications, Vol. 25, No. 4 ( 2001-12), p. 427-440
    Abstract: The purpose of this study was to investigate the effects of overview mode and computer experience in a hypertext learning environment. College students read a hypertext unit that included a structured overview, an unstructured overview, or no overview. The study examined the effects of overview mode and computer experience on achievement, attitude and instructional time. Results indicated that participants with high computer experience learned more from the hypertext program than those with low computer experience. Furthermore, participants who received either the structured or unstructured overview spent significantly more time using the hypertext program and had significantly more positive attitudes than participants who did not receive an overview. However, overview mode did not influence achievement.
    Type of Medium: Online Resource
    ISSN: 0735-6331 , 1541-4140
    URL: Article
    DOI: 10.2190/0FE0-GATH-TBAH-XDKC
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2001
    detail.hit.zdb_id: 55234-3
    detail.hit.zdb_id: 2071875-5
    SSG: 5,3
    Location Call Number Limitation Availability
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    Online Resource
  • 3
    Online Resource
    Online Resource
    Writing Test Questions Like a Pro
    SAGE Publications ; 2002
    In:  Intervention in School and Clinic Vol. 38, No. 2 ( 2002-11), p. 83-87
    Details
    In: Intervention in School and Clinic, SAGE Publications, Vol. 38, No. 2 ( 2002-11), p. 83-87
    Abstract: Assessment, particularly standardized testing, is a hot topic in education today. Regardless of current fads, most classroom teachers have a need for objective tests—tests written by the teacher to assess student learning of specific objectives. Writing a good test is not easy, but by following the guidelines presented in this article, teachers can write better test items and, hence, evaluate student learning better.
    Type of Medium: Online Resource
    ISSN: 1053-4512 , 1538-4810
    URL: Article
    DOI: 10.1177/10534512020380020301
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2002
    detail.hit.zdb_id: 2069778-8
    SSG: 5,3
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    Online Resource
  • 4
    Online Resource
    Online Resource
    The foundations of educational technology: A needs assessment
    Springer Science and Business Media LLC ; 2000
    In:  TechTrends Vol. 44, No. 6 ( 2000-11), p. 32-36
    Details
    In: TechTrends, Springer Science and Business Media LLC, Vol. 44, No. 6 ( 2000-11), p. 32-36
    Type of Medium: Online Resource
    ISSN: 8756-3894 , 1559-7075
    URL: Article
    DOI: 10.1007/BF02763314
    RVK:
    AP 10100
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2000
    detail.hit.zdb_id: 2144706-8
    SSG: 5,3
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    Online Resource
  • 5
    Online Resource
    Online Resource
    Audio and Text Density in Computer-Based Instruction
    SAGE Publications ; 2000
    In:  Journal of Educational Computing Research Vol. 22, No. 2 ( 2000-03), p. 217-230
    Details
    In: Journal of Educational Computing Research, SAGE Publications, Vol. 22, No. 2 ( 2000-03), p. 217-230
    Abstract: This study investigated the effects of audio and text density on the achievement, time-in-program, and attitudes of 134 university undergraduate students. Data concerning the participants' pre-existing computer skills and experience, as well as demographic information, were also collected. The instruction in visual design principles was delivered by a CBI program and included numerous illustrations. Participants were randomly assigned to one of three presentation versions of the instruction: Text Only, Full Text-Full Audio, or Lean Text-Full Audio. No significant difference in achievement was found between the three treatment groups, however there was a significant difference in learning efficiency, with the Text Only group requiring significantly less instructional time and achieving as well on the posttest as each of the other two groups. Significant differences in achievement were obtained for overall computer experience (participants with more computer experience performed better than those with less) and gender (females performed better than males). Overall, attitudes toward the instruction were favorable with participants in the Full Text-Full Audio treatment responding less favorably than their counterparts in the other two treatments. The findings have implications for the use of audio, text and graphics in the instructional design of computer-based instruction.
    Type of Medium: Online Resource
    ISSN: 0735-6331 , 1541-4140
    URL: Article
    DOI: 10.2190/5QVQ-3XXQ-X1JC-T2F2
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2000
    detail.hit.zdb_id: 55234-3
    detail.hit.zdb_id: 2071875-5
    SSG: 5,3
    Location Call Number Limitation Availability
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    Online Resource
  • 6
    Online Resource
    Online Resource
    Student Computer Skills and Attitudes toward Internet-Delivered Instruction: An Assessment of Stability Over Time and Place
    SAGE Publications ; 2005
    In:  Journal of Educational Computing Research Vol. 32, No. 1 ( 2005-01), p. 27-56
    Details
    In: Journal of Educational Computing Research, SAGE Publications, Vol. 32, No. 1 ( 2005-01), p. 27-56
    Abstract: With the expansion of Internet-based instruction, research-based guidelines are needed to support faculty decision making during course design to ensure student success and satisfaction with instruction incorporating new delivery technologies. This investigation consisted of two phases. In Phase One, computer skills and attitudes toward Internet-delivered instruction of geographically dispersed students were assessed and those components of an Internet course considered important based on students' demographics including computer experience, computer skills, and prior Internet-delivered course experience were identified. Results revealed shallow levels of computer skills with significant differences by geographic location. Additionally, while students overall were generally neutral toward Internet-based instruction, those with prior Internet-based experience regarded such instruction more positively. Phase Two of this research concerned the rate of change in students' computer skills and attitudes toward Internet-based instruction over time. Results indicated that within a four-year timeframe, student skills and attitudes remained relatively stable with some positive shifts. Implications and suggestions for Internet course design are presented.
    Type of Medium: Online Resource
    ISSN: 0735-6331 , 1541-4140
    URL: Article
    DOI: 10.2190/AR4T-V3P8-UMMX-AB4L
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2005
    detail.hit.zdb_id: 55234-3
    detail.hit.zdb_id: 2071875-5
    SSG: 5,3
    Location Call Number Limitation Availability
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    Online Resource
  • 7
    Online Resource
    Online Resource
    An Investigation into Students' Preexisting Computer Skills and Attitudes toward Internet-Delivered Instruction
    SAGE Publications ; 2000
    In:  Journal of Educational Technology Systems Vol. 29, No. 2 ( 2000-12), p. 119-141
    Details
    In: Journal of Educational Technology Systems, SAGE Publications, Vol. 29, No. 2 ( 2000-12), p. 119-141
    Abstract: In general, research in Internet-delivered instruction has reflected practice rather than driven it. Few research-based guidelines exist to help faculty identify factors that may increase student learning and motivation when using this delivery system. The purposes of this study were to assess the current state of students' computer skills, examine students' attitudes toward Internet-delivered instruction, and identify those components of an Internet course deemed important based on students' demographics, computer experience, computer skills, and prior Internet-delivered course experience. Results indicated that overall student computer skills were relatively shallow. Additionally, students were generally neutral toward Internet-based instruction, with those having prior Internet instruction experience far less optimistic concerning the degree to which technology may interfere with learning. However, those with prior experience were more likely to recommend taking an Internet-delivered course. Implications for Internet course design and implementation as well as future research are presented.
    Type of Medium: Online Resource
    ISSN: 0047-2395 , 1541-3810
    URL: Article
    DOI: 10.2190/51AP-YCLV-RUFG-EV3K
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2000
    detail.hit.zdb_id: 2071878-0
    SSG: 5,3
    Location Call Number Limitation Availability
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    Online Resource
  • 8
    Online Resource
    Online Resource
    Online Students' Technology Skills and Attitudes toward Online Instruction
    SAGE Publications ; 2007
    In:  Journal of Educational Technology Systems Vol. 36, No. 2 ( 2007-12), p. 219-244
    Details
    In: Journal of Educational Technology Systems, SAGE Publications, Vol. 36, No. 2 ( 2007-12), p. 219-244
    Abstract: Learner analysis and needs assessments are basic elements of all instructional design models and are of concern to those designing distance education courses. This investigation surveyed 249 geographically dispersed online students' computer skills and attitudes toward Internet-delivered instruction. Results were assessed by demographics. Results revealed higher self-reported computer skills for participants with greater computer use and exposure, however, a number of skills commonly incorporated into Internet-aided instruction were rated lower. Attitudes toward Internet-aided instruction were generally positive, with the most favorable reported by older students, graduate students, and females. Implications for Internet-aided course design are presented.
    Type of Medium: Online Resource
    ISSN: 0047-2395 , 1541-3810
    URL: Article
    DOI: 10.2190/ET.36.2.i
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2007
    detail.hit.zdb_id: 2071878-0
    SSG: 5,3
    Location Call Number Limitation Availability
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    Online Resource
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