Search results for author:"Daniel H. Robinson"
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Educational Researcher Vol. 33, No. 3 (April 2004) pp. 26–30
Gene V. Glass is presently Regents' Professor of both Educational Leadership and Policy Studies and Psychology in Education at Arizona State University. He won the Palmer O. Johnson Award for best article in the "American Educational Research...
Journal of Educational and Behavioral Statistics Vol. 32, No. 4 (2007) pp. 431–439
This article presents an interview with Susan E. Embretson. Embretson attended the University of Minnesota where she received her bachelor's degree in 1967 and earned a PhD in 1973 in psychology. She became an assistant professor at the University...
New Directions for Teaching and Learning Vol. 116 (2008) pp. 79–85
The authors have been using components of team-based learning (TBL) in two undergraduate courses at the University of Texas for several years: an educational psychology survey course--Cognition, Human Learning and Motivation--and Introduction to...
Journal of Educational Computing Research Vol. 31, No. 1 (Jan 01, 2004) pp. 51–60
This study investigated the effect of several different modes of test administration on scores and completion times. In Experiment 1, paper-based assessment was compared to computer-based assessment. Undergraduates completed the computer-based...
Journal of Educational Psychology Vol. 96, No. 2 (June 2004) pp. 381–388
Previously, D. H. Robinson and G. Schraw (see record 1995-11458-001) found that advantages of graphic organizers (GOs) over outlines disappeared when testing was delayed. However, D. H. Robinson and K. A. Kiewra (see record 1996-12932-001), using a...
Does Spatial or Visual Information in Maps Facilitate Text Recall?: Reconsidering the Conjoint Retention Hypothesis
Educational Technology Research and Development Vol. 53, No. 1 (2005) pp. 23–36
The conjoint retention hypothesis (CRH) claims that students recall more text information when they study geographic maps in addition to text than when they study text alone, because the maps are encoded spatially (Kulhavy, Lee, & Caterino, 1985)....
When Feedback Harms and Collaboration Helps in Computer Simulation Environments: An Expertise Reversal Effect
Journal of Educational Psychology Vol. 103, No. 4 (November 2011) pp. 776–785
We investigated the effects of feedback and collaboration on undergraduates' transfer performance when using a computer networking training simulation. In Experiment 1, 65 computer science "novices" worked through an instructional protocol...
Varying Tutorial Modality and Interface Restriction to Maximize Transfer in a Complex Simulation Environment
Journal of Educational Psychology Vol. 103, No. 2 (May 2011) pp. 257–268
In 2 experiments, 241 undergraduates with low domain knowledge viewed a tutorial on how to use Packet Tracer (PT), a computer-networking training simulation developed by the Cisco Networking Academy. Participants were then tested on retention of...
Educational Technology Research and Development Vol. 60, No. 5 (October 2012) pp. 807–820
It has long been assumed that graphic organizers (GOs) should be presented to students following text as an organizer, rather than preceding text as an overview. Robinson et al. ("Educational Technology Research & Development," 51(4), 25-41, 2003)...
Instructional Science: An International Journal of the Learning Sciences Vol. 27, No. 5 (1999) pp. 373–401
Describes three experiments with college students that compared the learning potential of text, outline, and matrix displays. Explains the theoretical framework, reviews related research, and discusses results that show matrix displays produced...
Using a Digital Frame and Pictorial Information to Enhance the SafeCare[R] Parent-Infant Interactions Module with a Mother with Intellectual Disabilities: Results of a Pilot Study
Journal of Mental Health Research in Intellectual Disabilities Vol. 5, No. 2 (2012) pp. 187–202
Parents with intellectual disabilities (ID) are disproportionately represented in the child welfare system. Parents with ID can be better served by developing curricula that support various modes of learning. Technology offers a potentially...
Journal of Educational Research Vol. 100, No. 2 (2006) pp. 103–111
In 3 quasi-experiments using intact classrooms and 1 true experiment using random assignment, students completed partially complete graphic organizers (GOs) or studied complete GOs that covered course content. The partial task led to increased...
Stephen M. Walls; John V. Kucsera; Joshua D. Walker; Taylor W. Acee; Nate K. McVaugh; Daniel H. Robinson
Computers & Education Vol. 54, No. 2 (February 2010) pp. 371–378
Instructors in higher education are disseminating instructional content via podcasting, as many rally behind the technology’s potential benefits. Others have expressed concern about the risks of deleterious effects that might accompany the adoption...
Robert J. Mislevy; John T. Behrens; Randy E. Bennett; Sarah F. Demark; Dennis C. Frezzo; Roy Levy; Daniel H. Robinson; Daisy Wise Rutstein; Valerie J. Shute; Ken Stanley; Fielding I. Winters
Journal of Technology, Learning, and Assessment Vol. 8, No. 2 (January 2010)
People use external knowledge representations (KRs) to identify, depict, transform, store, share, and archive information. Learning how to work with KRs is central to be-coming proficient in virtually every discipline. As such, KRs play central...