Assessing College Student Interest in Math and/or Computer Science in a Cross-National Sample Using Classification and Regression Trees

Anastasia Kitsantas; Panagiota Kitsantas; Thomas Kitsantas

International Education Journal Vol. 11, No. 2 (2012) pp. 45–62

The purpose of this exploratory study was to assess the relative importance of a number of variables in predicting students' interest in math and/or computer science. Classification and regression trees (CART) were employed in the analysis of...

Supporting Self-Regulation in Student-Centered Web-Based Learning Environments

Anastasia Kitsantas; Nada Dabbagh

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 1366–1369

Numerous benefits of student-centered web-based learning environments have been documented in the literature; however the effects on student learning are questionable, particularly for low self-regulated learners primarily because these environments ...

Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning

Nada Dabbagh; Anastasia Kitsantas

Internet and Higher Education Vol. 15, No. 1 (January 2012) pp. 3–8

A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of...

Language: English

College students’ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments

Anastasia Kitsantas; Anthony Chow

Computers & Education Vol. 48, No. 3 (April 2007) pp. 383–395

The purpose of the present study was to examine how college students’ help seeking behavior varied across different instructional learning environments. Four hundred and seventy four (N=472) students enrolled in distance, distributed, and...

Language: English

The Impact of the Instructional Planning Self-Reflective Tool on Preservice Teacher Performance, Disposition, and Self-Efficacy Beliefs Regarding Systematic Instructional Planning

Anastasia Kitsantas; Amy Baylor

Educational Technology Research and Development Vol. 49, No. 4 (2001) pp. 97–106

Investigated the impact of a self-regulatory tool, the Instructional Planning Self-Reflective Tool (IPSRT), on preservice teachers' performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Results showed the...

Supporting Self-Regulation in Distributed Learning Environments with Web-Based Pedagogical Tools: An Exploratory Study

Anastasia Kitsantas; Nada Dabbagh

Journal on Excellence in College Teaching Vol. 15, No. 1 (2004) pp. 119–142

The authors examined whether Web-based pedagogical tools (WBPT) supported the use of self-regulatory processes with 80 college students enrolled in distributed learning courses. Using an online survey, students were asked to indicate what specific...

Preservice Teacher Instructional planning Support for Well- and Ill-defined Instructional Problems

Amy Baylor; Anastasia Kitsantas

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1636–1638

How can we better support pre-service teachers in developing instructional plans for both well- and ill-defined instructional problems? This quasi-experimental study compared the effectiveness and motivational impact of the IPSRT (Instructional...

Topics: Teachers, Planning

The Role of Web 2.0 Technologies in Self-Regulated Learning

Anastasia Kitsantas; Nada Dabbagh

New Directions for Teaching and Learning Vol. 126 (2011) pp. 99–106

Recent research shows that Web 2.0 technologies are not only shaping how college students connect to the world and each other but also are affecting their learning and performance. Additionally, some research evidence suggests that faculty can use...

Using Web-Based Pedagogical Tools as Scaffolds for Self-Regulated Learning

Nada Dabbagh; Anastasia Kitsantas

Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 5 (November 2005) pp. 513–540

The purpose of the present study was to confirm previous research findings that different categories of Web-based pedagogical tools (WBPT) (e.g., collaborative and communication tools, content creation and delivery tools) supported different self...

Comparative Analysis and Validation of Instructivist and Constructivist Self-Reflective Tools (IPSRT and CPSRT) for Novice Instructional Planners

Amy Baylor; Anastasia Kitsantas

Journal of Technology and Teacher Education Vol. 13, No. 3 (July 2005) pp. 433–457

Developing effective instructional plans from both a traditional approach (e.g., instructivist) as well as a constructivist approach is clearly important for preservice teacher education. This study was designed to validate and compare two cognitive ...

Topics: Cognition, cognitive tools, Instructional Design, Preservice Teacher Education, Planning

Supporting Self-Regulation in Student-Centered Web-Based Learning Environments

Nada Dabbagh; Anastasia Kitsantas

International Journal on E-Learning Vol. 3, No. 1 (2004) pp. 40–47

Numerous benefits of student-centered web-based learning environments have been documented in the literature; however the effects on student learning are questionable, particularly for low self-regulated learners primarily because these environments ...

Topics: Instructional Design, Students

PROMOTING INSTRUCTIONAL PLANNING: AN EXPERIMENT

Amy L. Baylor; Anastasia Kitsantas

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 1044–1049

This study investigated the impact of the Instructional Planning Self-Reflective Tool (IPSRT), on students' attitudes toward instructional planning with 114 pre-service teachers from seven sections of an introductory educational technology course. ...

Topics: Educational Technology, Social Studies, Attitudes, Planning

Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning

Mary C. English; Anastasia Kitsantas

Interdisciplinary Journal of Problem-based Learning Vol. 7, No. 2 (2013) pp. 128–150

In order to be successful in problem-or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the...

Two Tools To Facilitate Pre-Service Teachers' Self-Regulation during Instructional Planning

Amy L. Baylor; Anastasia Kitsantas; Haihong Hu

TechTrends: Linking Research and Practice to Improve Learning Vol. 47, No. 2 (2003) pp. 45–49

Discusses how to teach instructional planning in preservice teacher education and describes two methods to facilitate self-regulation: the Instructional Planning Self-Reflective Tool and the Constructivist Planning Self-Reflective Tool. Highlights...

Examining the Long Term Effects of the Professional Development for International Educators Model

Debra R Sprague; Anastasia Kitsantas; Beverly Shaklee; Maria Katradis

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2399–2405

Abstract: This paper is a report on the findings to examine the long-term effects of the Professional Development for International Educators Model (PDIEM). The PDIEM encompasses an academic program, field experiences in diverse secondary schools,...

Examining the Effectiveness of a Professional Development for International Educators Model

Debra R Sprague; Anastasia Kitsantas; Beverly Shaklee; Maria Katradis; Jessica Turner; Amie Weinberg

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2730–2735

Abstract: This paper is a report on the findings to examine the effectiveness of a Professional Development for International Educators Model. Several questionnaires, including Survey of Preservice Teachers’ Knowledge of Teaching and Technology,...

Participation by STEM Faculty in Mathematics and Science Partnership Activities for Teachers

Patricia Moyer-Packenham; Anastasia Kitsantas; Johnna Bolyard; Faye Huie; Nancy Irby

Journal of STEM Education Vol. 10, No. 2 (Sep 04, 2009)

This study examines archival data from a federally-funded mathematics and science program (NSF-MSP) where partnerships in the program provided pre-service and in-service education for mathematics and science teachers. Of particular interest in the...