Search results for author:"Jillian Wendt"
Total records matched: 15 Search took: 0.062 secs
Foreign Language Anxiety among Traditional and Online Students Enrolled in Foreign Language Courses at a Community College
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 571–576
This causal comparative research examines the differences between community college students? foreign language anxiety levels in traditional and distance learning environments following Krashen?s second language acquisition theory and Kock?s media...
American Secondary Education Vol. 41, No. 2 (2013) pp. 38–48
Although literacy has become a multi-faceted aspect of education essential to students' future success, studies have found that many secondary students lack basic literacy skills. In the past, much of the blame for adolescents' literacy problems has ...
Community of Inquiry and Perceived Learning: The Impact of Blended Learning among High School Students
EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 501–508
This causal comparative, quantitative study examined how blended learning impacts high school learners’ community of inquiry (CoI) and perceived learning in comparison to online instruction. The study answered the following research questions: (a)...
Motivation and Academic Achievement among High School Students: An Examination of the Flipped Classroom
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 364–369
As educational reform and enhanced standards of learning are implemented, many schools are integrating technology in ways that meet the dynamic needs of 21st century students. As such, understanding the effect of innovative technology integration,...
Topics: Instructional Design
The effect of online collaborative learning on middle school student science literacy and sense of community
(2013) pp. 1–163
This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and...
Teacher Immediacy: The Relationship with Perceived Learning and Student Outcomes in the US International Classroom
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 976–980
This study employed a causal comparative research design to determine if a relationship existed between international students’ perceptions of teacher immediacy, perceived learning, and achievement as measured by end of course grades in U.S....
The Relationship between Teaching Presence and Student Course Outcomes in an Online International Population
International Journal on E-Learning Vol. 17, No. 1 (January 2018) pp. 111–129
A causal comparative research design was utilized in this study to examine the relationship between international students’ perceptions of teacher presence in the online learning environment and students’ achievement as measured by end of course...
Technologies that Assist in Online Group Work: A Comparison of Synchronous and Asynchronous Computer Mediated Communication Technologies on Students’ Learning and Community
Journal of Educational Multimedia and Hypermedia Vol. 24, No. 3 (July 2015) pp. 263–279
While the benefits of online group work completed using asynchronous CMC technology is documented, researchers have identified a number of challenges that result in ineffective and unsuccessful online group work. Fewer channels of communication and...
Synchronous and Asynchronous Communication Technologies in Online Group Work: Implications for Design and Practice
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2625–2627
The benefits of online group work in the asynchronous computer mediated communication (CMC) environment are documented. Likewise, recent research has begun to examine the benefits of online group work in the synchronous CMC environment as well,...
The Effect of Online Collaboration on Middle School Student Science Misconceptions as an Aspect of Science Literacy
Journal of Research in Science Teaching Vol. 51, No. 9 (November 2014) pp. 1103–1118
This quantitative, quasi-experimental pretest/posttest control group design examined the effects of online collaborative learning on middle school students' science literacy. For a 9-week period, students in the control group participated in...
An Examination of the Community of Inquiry Framework in the International Computer-Mediated Learning Context
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1063–1066
The Community of Inquiry (CoI) framework is the most commonly utilized model for examining various aspects of the distance learning environment. Much research has examined the constructs of the CoI model (social presence, cognitive presence, and...
The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science
Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 671–683
Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period,...
The Design and Development of the Virtual Training Modules for Peer Mentoring to Broaden Women’s and Minorities’ STEM Participation
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 588–593
This presentation focuses on the rationale, design, and development of the eMentoring modules that train graduate students for peer or near peer mentoring, which is part of a larger grant funded project supporting underrepresented minority women...
Topics: faculty development
Electronic versus Print Textbooks: The Influence of Textbook Format on University Students' Self-Regulated Learning Strategies, Motivation, and Text Anxiety
American Journal of Distance Education Vol. 27, No. 3 (2013) pp. 179–188
Because a majority of university students do not regularly read course textbooks, a study was conducted to determine if portable electronic textbooks (e-textbooks) would increase university student motivation to read by enhancing cognitive learning...
The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
The International Review of Research in Open and Distributed Learning Vol. 17, No. 3 (May 16, 2016)
The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework...