Teaching Statistics from a Distance: What Have We Learned?

Scott W. Brown; Jonna M. Kulikowich

International Journal of Instructional Media Vol. 31, No. 1 (Jan 01, 2004)

The current study was designed to examine the delivery of a graduate course in statistics via distance education compared to the same course offered in its standard lecture format. The sample for this study consisted of two separate groups of...

Online Learning Self-Efficacy in Students with and without Online Learning Experience

Whitney Alicia Zimmerman; Jonna M. Kulikowich

American Journal of Distance Education Vol. 30, No. 3 (2016) pp. 180–191

A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks...

Locating an Ecological Psychology Methodology for Situated Action

Jonna M. Kulikowich; Michael F. Young

Journal of the Learning Sciences Vol. 10, No. 1 (2001) pp. 165–202

Describes what a methodology for situated action should do for students given problem solving in school settings. Proposes that a methodology for understanding situated action should afford the instructional designer, the methodologist, and the...

Understanding Hypertext Navigation through Cluster Analysis

Kimberly A. Lawless; Jonna M. Kulikowich

Journal of Educational Computing Research Vol. 14, No. 4 (1996) pp. 385–99

Examines the navigational profiles of 42 undergraduate students processing a hypertext document. Three profiles emerged: (1) knowledge seekers, (2) feature explorers, and (3) apathetic hypertext users. Results indicate that students who are...

Investigating Teachers' Beliefs about the Utility of Epistemic Practices: A Pilot Study of a New Assessment

Maeghan N. Hennessey; P Karen Murphy; Jonna M. Kulikowich

Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 3 (May 2013) pp. 499–519

Much current research has focused on epistemic beliefs of students. However, teachers' epistemic practices are also important to study because they may influence students' epistemic beliefs. The standards for justification for different content...

Assessing Educational Technology Knowledge with a Problem-based

Lori Holcomb; Scott Brown; Jonna Kulikowich; Janet Jordan

World Conference on Educational Media and Technology 2004 (2004) pp. 2008–2013

The Husky Educational Technology Assessment Program (HETAP) is a performance-based assessment that is built upon a three-tier system in which the first level (Level I) focuses on an educators' use for technology for personal productivity and the...

Topics: Assessment, Educational Technology, Students

The Husky Educational Technology Assessment (HETAP): Integrating assessment and professional development into technology-based PBL environment

Lori B. Holcomb; Scott W. Brown; Clarisse O. Lima; Jonna M. Kulikowich

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 63–68

In recent years, the United States has invested vast amounts of money and resources into the public school system (NCES, 2005). Technology has infused the field education, impacting instruction, learning, and management of student data. As a...

Topics: Classrooms, Learning Management Systems, Professional Development, Assessment, Educational Technology

Developing Performance Assessments To Measure Teacher Competency in the Use of Educational Technology

Francis X. Archambault; Jonna M. Kulikowich; Scott W. Brown; George J. Rezendes

Annual Meeting of the American Educational Research Association 2002 (April 2002)

The Connecticut State Department of Education has established three levels of educational technology competencies for teachers. Over the past several years researchers at the University of Connecticut had developed a number of performance...