Search results for author:"Joshua Weidlich"
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Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning
The International Review of Research in Open and Distributed Learning Vol. 19, No. 3 (Jul 11, 2018)
Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distance...
Effects of questioning advance organizers on learning outcomes in a web-based learning object on research and academic skills
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1951–1960
This study explores the effect of integrating a Questioning Advance Organizer (QAO) into a web-based learning object on the basics of research and academic skills on perceived learning success, student attitudes and learning outcomes. Traditional...
A Case Study in Flipped Tutoring Development, Implementation and Evaluation of a Flipped Classroom Approach to English Language Tutoring
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 840–845
The Flipped Classroom approach to teaching has become popular in recent years, with applications in K-12 and Higher Education. However, the approach may also be extended to more niche educational settings, like private tutoring. This case study...
Measuring social space in online group learning: Preliminary validation of the social space scale using the Rasch analysis approach
EdMedia + Innovate Learning 2021 (Jul 06, 2021) pp. 445–458
Currently, there is much interest of higher education institutions including distance education institutions, to integrate group learning in their online courses. However, online group learning faces a number of challenges. Group members experience...
Effects of competition in gamified online distance learning on intrinsic motivation: A comparative case study
EdMedia + Innovate Learning 2021 (Jul 06, 2021) pp. 928–937
Gamification is a popular instructional approach to foster students’ motivation in distance education. However, there are still open questions regarding the effectiveness of different gamification designs. The aim of this study (N=145) was to...
Better Together? – A Case Study Comparison of Individualistic vs. Collectivistic Gamification Design
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1097–1106
The following study compared the influence of two different gamified learning environments on intrinsic motivation, relatedness, effort, and perceived value of a bachelor’s degree program in educational science in distance online learning. In the...
International Journal on E-Learning Vol. 17, No. 1 (January 2018) pp. 5–16
This quasi-experimental study compares preferences for the amount of instructional guidance between creative and non-creative learners. Instructional guidance is implemented as a two-level factor represented as two variants of a visual design task, ...
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2142–2150
In educational settings that rely in large part on computer-mediated communication, like online learning and computer-supported collaborative learning, social presence is considered an important aspect of the learning experience. However, because...