Search results for author:"M D Roblyer"
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The Greening of Educational Computing: A Proposal for a More Research-Based Approach to Computers in Instruction
M D. Roblyer
Educational Technology Vol. 25, No. 1 (1985) pp. 40–44
Presents a rationale for future research relating to educational computing, discusses beneficial studies that have been undertaken, and outlines specific areas where further research is needed, including studies on achievement, retention, and...
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The National Educational Technology Standards (NETS): A Review of Definitions, Implications, and Strategies for Integrating NETS into K-12 Curriculum
M D. Roblyer
International Journal of Instructional Media Vol. 27, No. 2 (2000) pp. 133–46
Provides a historical and current context for National Education Technology Standards (NETS) that were developed for elementary and secondary education, describes their implications for priorities such as school funding, and suggests curriculum...
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The Effectiveness of Microcomputers in Education: A Review of the Research from 1980-1987
M D. Roblyer
T.H.E. Journal Vol. 16, No. 2 (1988) pp. 85–89
Summarizes the sources, statistical methods, and general findings from the review. Poses findings on specific questions of research. Gives implications of past research for the future. (MVL)
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Instructional Computing Project Uses "Multiplier Effect" to Train Florida Teachers
M D. Roblyer; W H. Castine
T.H.E. Journal Vol. 14, No. 6 (1987) pp. 63–67
Reviews the efforts undertaken in the Florida Model Microcomputer Trainer Project (FMMTP) and its statewide impact. Outlines its procedural strategies, trainer curriculum, networking system, and the results of its multiplier effect. (ML)
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Is Choice Important in Distance Learning? A Study of Student Motives for Taking Internet-Based Courses at the High School and Community College Levels
M D. Roblyer
Journal of Research on Computing in Education Vol. 32, No. 1 (1999) pp. 157–171
Examines factors that motivate community college and virtual high school students to choose online or traditional course formats. Findings indicate that, for students who chose distance learning, control over pace and timing of learning was more...
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Design and Use of a Rubric to Assess and Encourage Interactive Qualities in Distance Courses
M D. Roblyer; W R. Wiencke
American Journal of Distance Education Vol. 17, No. 2 (2003) pp. 77–98
Distance learning theory and research holds that interaction is an essential characteristic of successful distance learning courses. However, the lack of definition as to what constitutes observable, measurable interactive qualities in distance...
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Toward Practical Procedures for Predicting and Promoting Success in Virtual School Students
M D. Roblyer; Lloyd Davis; Steven C. Mills; Jon Marshall; Liz Pape
American Journal of Distance Education Vol. 22, No. 2 (April 2008) pp. 90–109
Two lines of research have emerged to study the causes and prevention of student failure in virtual (K-12) schools: studies of learner characteristics and studies of learning environment characteristics. To develop a useful model for predicting...
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Toward More Effective Microcomputer Courseware through Application of Systematic Instructional Design Methods
M D. Roblyer
AEDS Journal Vol. 17, No. 1 (1983) pp. 23–32
Discusses some reasons courseware developers have not embraced the systematic approach to microcomputer courseware design and describes ways systematic design could have a positive impact on courseware acceptance in classrooms. Twenty-two references ...
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Illustrating the “virtual” in virtual schooling: Challenges and strategies for creating real tools to prepare virtual teachers
Niki Davis; M D. Roblyer; Amina Charania; Rick Ferdig; Chad Harms; Lily Ko Li Compton; Mi Ok Cho
Internet and Higher Education Vol. 10, No. 1 (2007) pp. 27–39
Virtual schooling, or the practice of offering K-12 courses via distance technologies, has rapidly increased in popularity since its beginning in 1994. Although effective interaction with and support for students in these environments requires a...
Topics: Virtual Environments
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"Teaching Online Made Me a Better Teacher": Studying the Impact of Virtual Course Experiences on Teachers' Face-to-Face Practice
M D. Roblyer; Marclyn Porter; Talbot Bielefeldt; Martha B. Donaldson
Journal of Computing in Teacher Education Vol. 25, No. 4 (2009) pp. 121–126
Anecdotal accounts from teachers have long suggested the possibility that virtual teaching experiences have a positive impact on face-to-face teaching practices, a so-called "reverse impact" phenomenon. Survey and focus group data collected as part...
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Predicting Success for Virtual School Students: Putting Research-Based Models into Practice
M D. Roblyer; Lloyd Davis
Online Journal of Distance Learning Administration Vol. 11, No. 4
Virtual schooling has the potential to offer K-12 students increased access to educational opportunities not available locally, but comparatively high dropout rates continue to be a problem, especially for the underserved students most in need of...
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Preparing Teachers for the "Schools that Technology Built": Evaluation of a Program to Train Teachers for Virtual Schooling
N E. Davis; M D. Roblyer
Journal of Research on Technology in Education Vol. 37, No. 4 (2005) pp. 399–409
As a result of the growth of virtual schools across the United States, K-12 school courses and diplomas are increasingly offered, either completely or partly, at a distance. In light of this increase, it is apparent that there will be demand for...
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Assessing the Impact of Computer-Based Instruction: A Review of Recent Research
M D. Roblyer
Computers in the Schools Vol. 5, No. 3 (1988)
This review of research on microcomputers and their impact on education highlights literature reviews and findings from 1975 to the present; meta-analysis issues and procedures; findings of research on instructional effectiveness; word processing;...
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Practical Strategies for Encouraging Research in Computer-Based Instruction
F J. King; M D. Roblyer
This paper presents five designs (three one-group and two two-group) which can be effectively employed to study computer-based methods in non-laboratory settings, including actual classroom implementation, where a non-treatment control design may...