Instructional Analogies and the Learning of Concepts

Timothy J. Newby

Educational Technology Research and Development Vol. 43, No. 1 (1995) pp. 5–18

Discusses instructional analogies and describes two studies which were designed to examine the effects of instructional analogy training on college students' ability to identify the application of advanced physiological concepts. Student...

Does Distance Education Resolve The Current Problems of Education?

Ya-Ting Carolyn Yang; Timothy J. Newby

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 304–309

Distance education has come of age. Its foundations have become firmer, its applications have grown in number and variety, and its influence has become more visible and more substantive. Yet, one question is still frequently raised: "Does distance...

Topics: Distance Education

Task Motivation: Learner Selection of Intrinsic versus Extrinsic Orientation

Timothy J. Newby; Pamela A. Alter

Educational Technology Research and Development Vol. 37, No. 2 (1989) pp. 77–90

Discussion of task motivation focuses on study that investigated the choice behavior of college students within a computer problem solving task as they controlled and selected problem difficulty levels which maximized either intrinsic interest or...

An Investigation of the Factors That Influence Preservice Teachers' Intentions and Integration of Web 2.0 Tools

Ayesha Sadaf; Timothy J. Newby; Peggy A. Ertmer

Educational Technology Research and Development Vol. 64, No. 1 (2016) pp. 37–64

The purpose of the study was to investigate factors that predict preservice teachers' intentions and actual uses of Web 2.0 tools in their classrooms. A two-phase, mixed method, sequential explanatory design was used. The first phase explored...

Exploring Factors that Predict Preservice Teachers' Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior

Ayesha Sadaf; Timothy J. Newby; Peggy A. Ertmer

Journal of Research on Technology in Education Vol. 45, No. 2 (2013) pp. 171–196

This study investigated factors that predict preservice teachers' intentions to use Web 2.0 technologies in their future classrooms. The researchers used a mixed-methods research design and collected qualitative interview data (n = 7) to triangulate ...

Distance Learning Models for In-Service and Pre-Service Education

James D. Lehman; Timothy J. Newby; Il Chul Justin Ahn

Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 138–141

Distance learning is emerging as a critical opportunity and challenge for institutions of higher education throughout the United States and the world. With growing pressure to provide distance learning opportunities, many institu-

Using Socratic Questioning to Promote Critical Thinking Skills Through Asynchronous Discussion Forums in Distance Learning Environments

Ya-Ting C. Yang; Timothy J. Newby; Robert L. Bill

American Journal of Distance Education Vol. 19, No. 3 (2005) pp. 163–181

This study investigated the effects of using Socratic questioning to enhance students' critical thinking (CT) skills in asynchronous discussion forums (ADF) in university-level distance learning courses. The research effort empirically examined two...

Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom

Ayesha Sadaf; Timothy J. Newby; Peggy A. Ertmer

Computers & Education Vol. 59, No. 3 (November 2012) pp. 937–945

This qualitative study explored pre-service teachers' behavioral, normative, and control beliefs regarding their intentions to use Web 2.0 technologies in their future classrooms. The Theory of Planned Behavior (TPB) was used as the theoretical...

Language: English

Students' Confidence and Perceived Value for Participating in Cross-Cultural Wiki-Based Collaborations

Peggy A. Ertmer; Timothy J. Newby; Wei Liu; Annette Tomory; Ji Hyun Yu; Young Mi Lee

Educational Technology Research and Development Vol. 59, No. 2 (April 2011) pp. 213–228

An international wiki-based collaboration was integrated into a large introductory educational technology course enrolling 346 students, divided into 43 teams. Student teams participated in a 5-week project in which they created wiki chapters about...

Teacher value beliefs associated with using technology: Addressing professional and student needs

Anne T. Ottenbreit-Leftwich; Krista D. Glazewski; Timothy J. Newby; Peggy A. Ertmer

Computers & Education Vol. 55, No. 3 (November 2010) pp. 1321–1335

Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers’ uses...

Language: English

Peer Feedback in a Large Undergraduate Blended Course: Perceptions of Value and Learning

Peggy A. Ertmer; Jennifer C. Richardson; James D. Lehman; Timothy J. Newby; Xi Cheng; Christopher Mong; Ayesha Sadaf

Journal of Educational Computing Research Vol. 43, No. 1 (2010) pp. 67–88

This study examined students' perceptions of peer feedback and learning in a large, undergraduate course that incorporated supplementary online discussions. Peer feedback (PF) was facilitated via an automated rating system, within Blackboard...

Facilitating students' global perspectives: Collaborating with international partners using Web 2.0 technologies

Peggy A. Ertmer; Timothy J. Newby; Ji Hyun Yu; Wei Liu; Annette Tomory; Young Mi Lee; Emine Sendurur; Polat Sendurur

Internet and Higher Education Vol. 14, No. 4 (September 2011) pp. 251–261

This research was designed to explore the impact of a wiki-based international collaboration project on pre-service teachers' 1) cultural competencies, 2) comfort using technology, including Web 2.0 tools, to interact and collaborate with unknown...

Language: English