Search results for author:"Glenn Gordon Smith"
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Diagrams and Math Notation in E-Learning: Growing Pains of a New Generation
Glenn Gordon Smith; David Ferguson
International Journal of Mathematical Education in Science and Technology Vol. 35, No. 5 (September 2004) pp. 681–695
Current e-learning environments are ill-suited to college mathematics. Instructors/students struggle to post diagrams and math notation. A new generation of math-friendly e-learning tools, including WebEQ, bundled with Blackboard 6, and NetTutor's...
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Front-Stage and Back-Stage in Hybrid E-Learning Face-to-Face Courses
Glenn Gordon Smith; Hermann Kurthen
International Journal on E-Learning Vol. 6, No. 3 (July 2007) pp. 455–474
The authors analyzed online interactions in hybrid and blended courses to: (a) investigate if constructs from micro-sociology, such as self-talk, norms, and front-back-stage performance, provide a theoretical context for online interaction, and (b)...
Topics: Distance Education, Instructional Design, Inclusive Education, eLearning, Instructional Materials
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Why Interactivity Works: Interactive Priming of Mental Rotation
Glenn Gordon Smith; Sinan Olkun
Journal of Educational Computing Research Vol. 32, No. 2 (2005) pp. 93–111
This study has important implications for microworlds such as Logo, HyperGami, and Newton's World, which use interaction to learn spatial mental models for science, math, geometry, etc. This study tested the hypothesis that interactively rotating ...
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The Web versus the Classroom: Instructor Experiences in Discussion-Based and Mathematics-Based Disciplines
Glenn Gordon Smith; David Ferguson; Mieke Caris
Journal of Educational Computing Research Vol. 29, No. 1 (2003) pp. 29–59
This study examined the instructor experience of teaching college courses (discussion-based and mathematics) over the Web, versus in the classroom, in terms of teaching, social issues, and emergent issues such as media effects. We interviewed, by e...
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Feature Masking in Computer Game Promotes Visual Imagery
Glenn Gordon Smith; Jim Morey; Edwin Tjoe
Journal of Educational Computing Research Vol. 36, No. 3 (2007) pp. 351–372
Can learning of mental imagery skills for visualizing shapes be accelerated with feature masking? Chemistry, physics fine arts, military tactics, and laparoscopic surgery often depend on mentally visualizing shapes in their absence. Does working...
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Interactive versus Observational Learning of Spatial Visualization of Geometric Transformat
Glenn Gordon Smith; James A. Middleton
Australian Educational Computing Vol. 18, No. 1 (June 2003) pp. 3–10
This study compared interaction with a computer vs. observation as learning situations for low and high ability student's learning of spatial visualization and geometric transformations. Thirty-two fifth grade boys took the Differential Aptitude...
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Teaching College Courses Online versus Face-to-Face
Glenn Gordon Smith; David Ferguson; Mieke Caris
T.H.E. Journal Vol. 28, No. 9 (2001) pp. 18–22
Examines the differences faculty experience in teaching online courses versus traditional courses. Discusses distance education; results of faculty interviews; reliance on text-based communication and a lack of visual cues with online courses;...
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Teaching On-Line versus Face-to-Face
Glenn Gordon Smith; David Ferguson; Mieke Caris
Journal of Educational Technology Systems Vol. 30, No. 4 (2002) pp. 337–64
Investigates and describes the current instructor experience of teaching college courses over the Web versus in face-to-face formats in terms of teaching strategies, social issues, and media effects. Discusses communication styles, relationship...
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The challenges of online nursing education
Glenn Gordon Smith; Denise Passmore; Timber Faught
Internet and Higher Education Vol. 12, No. 2 (June 2009) pp. 98–103
To meet the current critical need for qualified nurses, many colleges have initiated online programs, primarily aimed towards registered nurse (RN) to BS students. Despite the growing number of online nursing programs, there is little research on...
Language: English
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Disciplinary Differences in E-Learning Instructional Design
Glenn Gordon Smith; Ana T. Torres-Ayala; Allen J. Heindel
The Journal of Distance Education / Revue de l'ducation Distance Vol. 22, No. 3 (2008) pp. 63–88
Discipline is a vital, yet largely overlooked, factor in research on e-learning course design. This study investigated disciplinary differences in the instructional design of e-learning, by comparing how instructors of mathematics-related...
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Computer Games versus Maps before Reading Stories: Priming Readers' Spatial Situation Models
Glenn Gordon Smith; Dan Majchrzak; Shelley Hayes; Jack Drobisz
Educational Technology & Society Vol. 14, No. 1 (2011) pp. 158–168
The current study investigated how computer games and maps compare as preparation for readers to comprehend and retain spatial relations in text narratives. Readers create situation models of five dimensions: spatial, temporal, causal, goal, and...
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Play games or study? Computer games in eBooks to learn English vocabulary
Glenn Gordon Smith; Mimi Li; Jack Drobisz; Ho-Ryong Park; Deoksoon Kim; Stanley Dana Smith
Computers & Education Vol. 69, No. 1 (November 2013) pp. 274–286
This study investigated how Chinese undergraduate college students studying English as a foreign language learned new vocabulary with inference-based computer games embedded in eBooks. The investigators specifically examined (a) the effectiveness of ...
Language: English
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Stills, not full motion, for interactive spatial training: American, Turkish and Taiwanese female pre-service teachers learn spatial visualization
Glenn Gordon Smith; Helen Gerretson; Sinan Olkun; Yuan Yuan; James Dogbey; Aliye Erdem
Computers & Education Vol. 52, No. 1 (January 2009) pp. 201–209
This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive...
Language: English
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Overcoming student resistance to group work: Online versus face-to-face
Glenn Gordon Smith; Chris Sorensen; Andrew Gump; Allen J. Heindel; Mieke Caris; Christopher D. Martinez
Internet and Higher Education Vol. 14, No. 2 (March 2011) pp. 121–128
This study compared student group work experiences in online (OL) versus face-to-face (f2f) sections of the same graduate course, over three years, to determine what factors influence student group work experiences and how do these factors play out...
Language: English