Search results for author:"Robert Sanders"
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Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1397–1400
In our efforts to infuse technology into the delivery of the school administration program, we must recognize the barriers to integration our own students will likely face and subsequently choose strategies to assist them in anticipating and...
CALICO Journal Vol. 24, No. 1 (September 2006) pp. 59–76
Language production of Spanish students using synchronous CMC (chat) during class time was compared with that of students meeting outside of class. The study included about 100 participants enrolled in 10 sections of a first-quarter Spanish course...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2488–2491
This paper uses Symbolic Interactionism as a lens to explore the interactions between students who collaborated with a city planning organization and other agencies to propose solutions for a traffic problem. The research question was, How is...
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2320–2325
Interaction, particularly in the form of communication or collaboration between students, is a vital component in any online instructional environment. Symbolic Interactionists have long supported the theory that our definition of the world around...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2612–2615
Research projects are a staple of education, from elementary school to doctoral programs. However, regardless of a student's age, background, or experience, they often lack the skills necessary to conduct accurate searches. Students often lack the...
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2326–2331
Virtual worlds are distinguishable from other online spaces by their unique visual and dimensional characteristics. Virtual worlds do not merely consist of words on a screen to describe that world; rather, these worlds are rendered through 3D...
Redesigning Introductory Spanish: Increased Enrollment, Online Management, Cost Reduction, and Effects on Student Learning
Foreign Language Annals Vol. 38, No. 4 (2005) pp. 523–532
Redesign of a beginning Spanish program allowed for an enrollment increase of 85%, lowered cost per student by 29%, and provided a 9% pay raise to the course instructors. Class sizes were reduced from 30 students per section to 25 per section and...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1552–1554
Anecdotal evidence has emerged from the use of Action Learning pedagogy in the AETZone Commons, a 3D virtual world, suggesting that a symbiotic relationship is developing between this pedagogy and the technological context in which it is used, and...
(2000) pp. 1–174
Collaboration in the Corridor is a Symbolic Interactionist examination and discussion of the communication, collaboration, and culture that emerged from a project in which students collaborated with a local city planning...
Constructing Learning Communities through Web-based Environments: Problem Based Learning in Cross Disciplinary Social Constructivist Frameworks
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2152–2157
Abstract: Facilitating the building of learning communities through web-based environments is a viable distance learning strategy leading to the cross-disciplinary social construction of knowledge. Shared case study briefs and an analysis of...
The Effects of Multimedia Software Instruction and Lecture-based Instruction on Learning and Teaching Cues of Manipulative Skills on Preservice Physical Education Teachers
Physical Educator Vol. 58, No. 1 (2001) pp. 2–13
Investigated the effects of multimedia-based instruction versus lecture-based instruction on teaching cognitive components of manipulative skills to physical education majors. Comparison of control, multimedia, and lecture group students' pretests...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 1711–1717
This paper documents two graduate students' reactions to and comments about their involvement in an Action Learning project conducted predominantly through their use of Active Worlds, a 3D immersive learning environment. Their comments suggest that...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1183–1188
The recent emergence of a variety of Web 2.0 tools creates the ability to blend fiction and non-fiction into a new genre comprised of text, audio, video, and reference tools. These new tools paired with existing forms of place-based storytelling...
International Journal of Virtual and Personal Learning Environments Vol. 4, No. 3 (July 2013) pp. 18–34
This study is based on survey research conducted in 2010 and 2011, involving graduate students using a 3D immersive environment for their coursework. Investigators examined students’ perceptions of community and presence via coursework offered in...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1066–1072
The purpose of this exploratory study is to examine factors that may predict graduate students’ development of a collaborative community of inquiry (as measured by the Community of Inquiry scale) within a 3D immersive learning environment. Questions ...
Themes in Science and Technology Education Vol. 2, No. 1 (2009) pp. 91–106
Participation in learning communities, and the construction of knowledge in communities ofpractice, are important considerations in the use of 3D immersive worlds. This article describesthe creation of this type of learning environment in AETZone,...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2922–2929
The use of 3D virtual environments is an area of growing interest and importance for higher education. At Appalachian State University, the principles of social constructivism inform our thinking as we construct teaching and learning environments....
Computer Science Education Vol. 18, No. 2 (June 2008) pp. 117–133
We report on responses to a series of four questions designed to identify pre-existing abilities related to debugging and troubleshooting experiences of novice students before they begin programming instruction. The focus of these questions include...
Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
Assistive Technology Outcomes and Benefits Vol. 7, No. 1 (2011) pp. 24–38
In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training...
International Journal of Teaching and Learning in Higher Education Vol. 20, No. 1 (2008) pp. 59–69
As the use of 3D immersive virtual worlds in higher education expands, it is important to examine which pedagogical approaches are most likely to bring about success. AET Zone, a 3D immersive virtual world in use for more than seven years, is one...
Tristan Gorrindo; Lee Baer; Kathy M. Sanders; Robert J. Birnbaum; John A. Fromson; Kelly M. Sutton-Skinner; Sarah A. Romeo; Eugene V. Beresin
Academic Psychiatry Vol. 35, No. 4 (2011) pp. 232–237
Background: Medical specialties, including surgery, obstetrics, anesthesia, critical care, and trauma, have adopted simulation technology for measuring clinical competency as a routine part of their residency training programs; yet, simulation...