Instructional-Design Theory to Guide the Creation of Online Learning Communities for Adults

Martha M. Snyder

TechTrends: Linking Research and Practice to Improve Learning Vol. 53, No. 1 (January 2009) pp. 48–56

The Internet provides a powerful delivery system for learning. With improvements in web-based applications and information technology come new opportunities and challenges for educators to design, develop, and deliver effective instruction. Over the ...

The design of online learning communities for older adults

Martha M. Snyder

The design of online learning@communities for older@adults (2006) pp. 1–189

Rapid, ongoing advancements in the growth of the Internet and web-based technology coupled with the steadily increasing number of older adults in our society create a significant need for the design of safe, convenient, and accessible online...

An Exploration of Metacognition in Asynchronous Student-Led Discussions: A Qualitative Inquiry

Martha M. Snyder; Laurie P. Dringus

Journal of Asynchronous Learning Networks Vol. 18, No. 2 (2014)

Research is limited on how metacognition is facilitated and manifested in socially situated online learning environments such as online discussion forums. We approached metacognition as the phenomenon of interest partly through a methodological...

Facilitating discourse and enhancing teaching presence: Using mini audio presentations in online forums

Laurie P. Dringus; Martha M. Snyder; Steven R. Terrell

Internet and Higher Education Vol. 13, No. 1 (January 2010) pp. 75–77

The purpose of this pilot study was to determine if instructors' use of mini audio presentations (MAPs) in online discussions serves as an effective facilitation method, particularly when the content contains specific facilitation markers including...

Language: English

The development, validation, and application of the Doctoral Student Connectedness Scale

Steven R. Terrell; Martha M. Snyder; Laurie P. Dringus

Internet and Higher Education Vol. 12, No. 2 (June 2009) pp. 112–116

Student attrition from distance and limited-residency doctoral programs is significantly higher than that from traditional programs. The focus of this paper is the development and application of a survey instrument, the "Doctoral Student...

A Grounded Theory of Connectivity and Persistence in a Limited Residency Doctoral Program

Steven R. Terrell; Martha M. Snyder; Laurie P. Dringus; Elizabeth Maddrey

Qualitative Report Vol. 17 (2012)

Limited-residency and online doctoral programs have an attrition rate significantly higher than traditional programs. This grounded-theory study focused on issues pertaining to communication between students, their peers and faculty and how...