Search results for author:"Cynthia Clark"
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University of Nevada, Las Vegas
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1092–1101
Can eLearning provide effective learning environments for secondary science students? In order to answer this question, we must first understand what an online secondary science course “looks” like. This paper uses the literature to describe various ...
Comparing Asynchronous and Synchronous Video vs. Text Based Discussions in an Online Teacher Education Course
Journal of Asynchronous Learning Networks Vol. 19, No. 3 (2015) pp. 48–69
The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university's current text-based ...
Comparison of Students' Knowledge Structure Coherence and Understanding of Force in the Philippines, Turkey, China, Mexico, and the United States
Journal of the Learning Sciences Vol. 20, No. 2 (2011) pp. 207–261
This study investigates the ongoing debate in the conceptual change literature between unitary and elemental perspectives on students' knowledge structure coherence. More specifically, the current study explores two potential explanations for the...
Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students' Own Explanations as Seed Comments versus an Augmented-Preset Approach to Seeding Discussions
Journal of Science Education and Technology Vol. 18, No. 4 (August 2009) pp. 321–333
Collaboration scripts can facilitate argumentation in online settings by grouping students with other students who have expressed differing perspectives on a discussion topic. This general scripting approach is referred to as a "conflict schema."...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1269–1277
Children from under-resourced areas are less likely to attend schools with advanced level computer science courses than those in more affluent schools. Girls of color enter technology fields at a lower rate than White females. Perhaps responsively, ...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 4097–4104
Despite the growing number of students of color entering our k-12 public schools African American, Native American, and Hispanic youngsters enter technology/ICT careers in far fewer numbers than their White counterparts. Intersect social class and ...
Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States
Douglas B. Clark; Brian C. Nelson; Hsin-Yi Chang; Mario Martinez-Garza; Kent Slack; Cynthia M. D’Angelo
Computers & Education Vol. 57, No. 3 (November 2011) pp. 2178–2195
This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test...
SURGE’s Evolution Deeper into Formal Representations: The Siren’s Call of Popular Game-Play Mechanics
Douglas Clark; Satyugjit Virk; Pratim Sengupta; Corey Brady; Mario Martinez-Garza; Kara Krinks; Stephen Killingsworth; John Kinnebrew; Gautam Biswas; Jacqueline Barnes; James Minstrell; Brian Nelson; Kent Slack; Cynthia D'Angelo
International Journal of Designs for Learning Vol. 7, No. 1 (Feb 03, 2016)
We have iteratively designed and researched five digital games focusing on Newtonian dynamics for middle school classrooms during the past seven years. The designs have evolved dramatically in terms of the roles and relationships of the formal...