Search results for author:"Gayle V Davidson Shivers"
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University of South Alabama
Children's Learning Strategies, Encoding Processes, and Navigational Decisions in a Hypermedia Concept Lesson
Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology 1997 (1997)
High ability, highly verbal fifth grade students (n=12) were studied, by employing think aloud protocols, to identify students' use of learning strategies, encoding processes, and navigational decisions in a hypermedia lesson on propaganda...
Journal of Interactive Online Learning Vol. 8, No. 1 (2009) pp. 23–40
Concerns for faculty time spent in online instruction are replete in the literature; some authors suggest that online instruction increases faculty work. In a specific rather than global manner, this case study focused on the frequency and types of...
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1074–1081
Abstract: This presentation is about lessons learned from my online teaching experiences as both an instructor and researcher. My early teachings began with blended course formats through various free LMSs and my research focus was related to...
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 2364–2372
Because of their potential to support student learning, using threaded discussions within online learning is of interest to instructors, and determining what factors influence student participation in online discussions becomes a crucial discovery...
Effects of Linking Structure and Cognitive Style on Students' Performance and Attitude in a Computer-Based Hypertext Environment
Journal of Educational Computing Research Vol. 15, No. 4 (1996) pp. 317–29
Describes a study of undergraduates that determined the implications of content organization and cognitive style with regard to the design of hypertext. Highlights include effects of linking structure type and field-dependence and -independence on...
The Effects of Gender Interaction Patterns on Student Participation in Computer-Supported Collaborative Argumentation
Educational Technology Research and Development Vol. 54, No. 6 (December 2006) pp. 543–568
In this study we examined response patterns in exchanges between males and females and their effects on gender participation in five online debates. Students classified messages into arguments, evidence, critiques, and elaborations while posting...
Use Self- and Peer-Review to Reduce Communication Apprehension and Improve Speech Performance of Undergraduates
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1182–1190
This study investigated the effects of type of reviewing (self or peer) on speech performance and communication apprehension of undergraduates (N = 183) in a public speaking course. Ten intact classes were randomly assigned to either self-review or...
World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 2611–2616
Abstract. Most concerns with online assessment revolve around security issues and accommodating for special needs or disabilities of learners in relation to student learning. However, there might be other intervening variables to take into...
World Conference on Educational Media and Technology 1999 (1999) pp. 1292–1293
Web-based instruction (WBI) is an emerging delivery system used by public school systems, postsecondary institutions, military training centers, and business and industry to provide learners with education and training opportunities. There are...
Using Instructional Design Principles to Prepare College Instructors and Preservice Teachers to Integrate Technology into the Classroom
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 1940–1945
Abstract: College instructors in Teacher Education Programs need an understanding of instructional design (ID) principles to help guide their own teaching and demonstration of technology integration. Such understanding has never been more important...
International Journal on E-Learning Vol. 9, No. 2 (April 2010) pp. 169–183
This case study focused on whether women, enrolled in a graduate course, would engage in online debate, and if so, whether their postings would contain traditional elements of argumentation (i.e., argue, elaborate, critique). Content analyses for...
An Analysis of Asynchronous Discussions: A Case Study of Graduate Student Participation in Online Debates
Journal of Educational Multimedia and Hypermedia Vol. 21, No. 1 (January 2012) pp. 29–51
Non-participation and poor quality participation in online environments is often discussed in the literature. Interaction and engagement in online discussions are critical for understanding and constructing new knowledge. In this case study, we...
College Student Journal Vol. 39, No. 3 (Sep 01, 2005)
In this paper, the authors describe the ID procedures that were used to plan and implement a faculty workshop. In a workshop designed to teach faculty to use PowerPoint[TM] as a means to integrate technology into their classrooms, a modified version ...
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
The presentation describes the revisions to a course and the resulting student attitudes and learning. Learning Tools was revised in 2003 from oncampus only to both oncampus and online delivery. Revisions were made by standardizing the two versions, ...
World Conference on Educational Media and Technology 2001 (2001) pp. 361–366
The study examined how female and male graduate students (n = 13) participated in the discussions in a web-based course by analyzing the interactions of a mixed gender group in both online chats and threaded discussions. The discussions were drawn...
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 2341–2350
The idea that online debates are beneficial and promote learning is not new. Yet, students do not actively participate or participate as well as anticipated. One factor affecting participation is instructor guidance. For this case study, two...
World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 2617–2622
Higher education and technology are linked through a multitude of activities involved in productivity, research, teaching, and learning. Appropriate choices for using and integration technology into higher education are influenced by challenges...
Journal of Educational Computing Research Vol. 25, No. 4 (2001) pp. 351–66
Investigates how graduate students participated in online discussions over a two-week period to determine the utility of synchronous and asynchronous modes of discussion. Types and amounts of communication statements participants made in chats and...
Content Analyses of Asynchronous Discussions in Online and Blended Course Sections: Completing Phase 2 of Our Study
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1846–1855
At the 2017 Ed Media conference, we presented preliminary findings about discussion participation by students in either a blended or fully online section of the same course. The content analyses findings indicated some differences in number of...
EdMedia + Innovate Learning 1999 (1999) pp. 1380–1381
Most of the recent research investigating the effects of multimedia on student writing has converged on the computer's capability to process text (Hartley, 1993). And, to date, much of this research has centered on the use of word processors to...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3687–3694
This study examined student participation in online debates from within and across four different course offerings using asynchronous discussions. The first debate included additional guidance for debating. The second debate, midway through each...
Journal of Computing in Childhood Education Vol. 8 (1997)
Studied videotapes and interviews to examine students' use of learning strategies and encoding processes while engaged in a hypermedia concept lesson on propaganda techniques. Found that even among high-ability fifth graders, there was a wide...
Exploration of Students’ Social Presence and Discussion Interaction Patterns in Online and Blended Course Sections
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1032–1039
This paper is a report on the findings of a study conducted on a graduate level educational psychology course with online and blended sections. Social network analysis was used to discover differences in interaction patterns between the two groups. ...