Search results for author:"Scott W. Brown"
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Merging the Power of the Computer and VCR: Interactive Videotape with the Mandell Instant-Active Interface
Scott W. Brown
Computers in the Schools Vol. 8, No. 4 (1991) pp. 15–20
Describes the Mandell Instant-Active Device, a microcomputer-based system that enables teachers to add questions and/or statement prompts to an existing videotape without affecting the videotape itself. Applications, procedures, student feedback,...
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Learner-Control: The Effects on Learning a Procedural Task During Computer-Based Videodisc Instruction
Hsin-Yih Shyu; Scott W. Brown
International Journal of Instructional Media Vol. 22, No. 3 (1995) pp. 217–31
Investigates the effects of learner-control and the aptitude-treatment interaction effects between instructional control and learner characteristics in procedural learning. Participants were 128 undergraduates. Results indicate empirical evidence...
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Developing Scientific Literacy Skills through Interdisciplinary, Technology-Based Global Simulations: GlobalEd 2
Kimberly A. Lawless; Scott W. Brown
Curriculum Journal Vol. 26, No. 2 (2015) pp. 268–289
GlobalEd 2 (GE2) is a set of technology-mediated, problem-based learning (PBL) simulations for middle-grade students, that capitalises on the multidisciplinary nature of the social sciences as an expanded curricular space for students to learn and...
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The Impact of Feedback During Interactive Video Instruction
Scott W. Brown; Ching Hui Chen
International Journal of Instructional Media Vol. 21, No. 3 (1994) pp. 191–202
Examines the effectiveness of various types of feedback in interactive video instruction. Participants were 43 undergraduate students. Results showed no significant difference among the three groups of (1) video only, (2) feedback, and (3) elaborate ...
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ICT for Development: Are Brazilian Students Well Prepared to Become Global Citizens?
Clarisse O. Lima; Scott W. Brown
Educational Media International Vol. 44, No. 2 (June 2007) pp. 141–153
The way globalization is present in our lives today provides an array of opportunities and requires individuals to acquire new knowledge and skills in order to become active and responsible citizens in their societies and in the world. This study...
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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...
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Multimedia Learning Environments: Issues of Learner Control and Navigation
Kimberly A. Lawless; Scott W. Brown
Instructional Science: An International Journal of the Learning Sciences Vol. 25, No. 2 (1997) pp. 117–31
Examines how different internal learner characteristics (prior knowledge, self efficacy, and interest) and different external constraints (learner control, instructional design, and level of control) influence the learning process. Discusses...
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Student Traits and Attributes Contributing to Success in Online Courses: Evaluation of University Online Courses
Lori B. Holcomb; Frederick B. King; Scott W. Brown
Journal of Interactive Online Learning Vol. 2, No. 3
The purpose of this study was to examine the roles self-efficacy, specifically technology self-efficacy and distance education self-efficacy, and self-regulation play in students' learning via distance education. This study examines a system for...
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Wikis and forums for collaborative problem-based activity: A systematic comparison of learners' interactions
Andri Ioannou; Scott W. Brown; Anthony R. Artino
Internet and Higher Education Vol. 24, No. 1 (January 2015) pp. 35–45
This article describes an experimental study that evaluated differences in students' discourse and actions when they used a wiki with discussion (i.e., an enhanced wiki) vs. a forum with attached MS Word documents for asynchronous collaboration on...
Language: English
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Knowledge, Interest, Recall and Navigation: A Look at Hypertext Processing
Kimberly A. Lawless; Scott W. Brown; Robert Mills
Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division 1998 (February 1998)
This paper describes a study undertaken to examine how four variables (domain knowledge, topic knowledge, individual interest, and situational interest) impact recall of information from a hypertext environment. Participants in the study were 107...
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Measuring the Effect of Distance Education on the Learning Experience: Teaching Accounting via PictureTel
Michael A. Harnar; Scott W. Brown; Hayley J. Mayall
International Journal of Instructional Media Vol. 27, No. 1 (2000) pp. 37–49
Describes a distance education instrument developed to assess students' knowledge, attitudes, and behaviors in a college-level accounting course presented via distance education using compressed video called PictureTel. Results indicated that...
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Vital Interests: Cultivating Global Competence in the International Studies Classroom
Paula R. Johnson; Mark A. Boyer; Scott W. Brown
Globalisation, Societies and Education Vol. 9, No. 3 (2011) pp. 503–519
Are students being prepared for the challenges they will face in a globalising world? We investigated whether middle school students were interested in global issues, had knowledge of global issues and possessed the skills needed for competence as a ...
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Self-Regulatory Behavior Influences in Distance Learning
Frederick B. King; Michael Harner; Scott W. Brown
International Journal of Instructional Media Vol. 27, No. 2 (2000) pp. 147–55
This study measured college student perceptions concerning the effect of technology and student self-regulatory skills in two distance education courses. Analysis of data focused on the attributes identified by students via a questionnaire as...
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Listening to the Teachers: Using Weekly Online Teacher Logs for ROPD to Identify Teachers’ Persistent Challenges When Implementing a Blended Learning Curriculum
Jeremy Riel; Kimberly A. Lawless; Scott W. Brown
Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 169–200
Curricular interventions that embed blended learning technologies and pedagogies should support teachers’ everyday practice. However, teachers’ perspectives of what is happening “in the trenches” are often not systematically considered when...
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Promoting Positive Academic Dispositions Using a Web-Based PBL Environment: The GlobalEd 2 Project
Scott W. Brown; Kimberly A. Lawless; Mark A. Boyer
Interdisciplinary Journal of Problem-based Learning Vol. 7, No. 1 (2013) pp. 67–90
Problem-based learning (PBL) is an instructional design approach for promoting student learning, understanding and knowledge development in context rich settings. Previous PBL research has primarily focused on face-to-face learning environments, but ...
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Is anyone watching the course video? Inferring elapsed watch time and video engagement patterns when using embedded videos from YouTube, Vimeo, or other third-party video streaming services for Moodle and other online learning management systems
Jeremy Riel; Kimberly A. Lawless; Scott W. Brown
EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 172–178
Because of the prevalence of video in online courses, it is important to understand the ways in which learners interact with video in order to improve video-based activities and content. However, when embedding third-party video hosting services ...
Topics: Computer-Mediated Communication, Design of Distance Learning Systems, Usability/User Studies
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Laptop Initiative Impact: Assessed Using Student, Parent and Teacher Data
Diane M. Murphy; Frederick B. King; Scott W. Brown
Computers in the Schools Vol. 24, No. 1 (Aug 09, 2007) pp. 57–73
Several university researchers were invited to assist in the implementation and study of a Laptop Initiative for high school students. This initiative provided laptop computers for 247 students and 24 teachers who were grouped into ninth grade...
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Can Multimedia Make Kids Care about Social Studies? The GlobalEd Problem-Based Learning Simulation
Andri Ioannou; Scott W. Brown; Robert D. Hannafin; Mark A. Boyer
Computers in the Schools Vol. 26, No. 1 (2009) pp. 63–81
This study investigated whether using multimedia-based instructional material in a problem-based social studies simulation enhances student learning about world issues, increases interest in social studies, and generates positive attitudes toward...
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Thematic Analysis of Teacher Instructional Practices and Student Responses in Middle School Classrooms with Problem-Based Learning Environment
Mariya A. Yukhymenko; Scott W. Brown; Kimberly A. Lawless; Kamila Brodowinska; Gregory Mullin
Global Education Review Vol. 1, No. 3 (2014) pp. 93–110
Problem-based learning (PBL) environment is a student-centered instructional method based on the use of ill-structured problems as a stimulus for collaborative learning. This study tried to gain an understanding of teachers' instructional practices...
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Teachers' Perception of Their Classroom Technological Resources and the Perceived Feasibility of Implementation of Their Connecticut Teacher Technology Competencies: Level II Proposals
Miranda E. Jennings; Lori B. Holcomb; Clarisse O. Lima; Scott W. Brown
Northeastern Educational Research Association Annual Meeting 2005 (Oct 20, 2005)
This study investigates the possible relationship between teachers' perception of their classroom technological resources and the perceived feasibility of implementation of their Connecticut Teacher Technology Competencies (2001) Level II (LII)...
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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
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Teachers' Perception of Their Classroom Technological Resources and the Perceived Feasibility of Implementation of Their Connecticut Teacher Technology Competencies: Level II Proposals
Miranda E. Jennings; Lori B. Holcomb; Clarisse O. Lima; Scott W. Brown
Annual Meeting of the Northeastern Educational Research Association 2005 (Oct 20, 2005)
This study investigates the possible relationship between teachers' perception of their classroom technological resources and the perceived feasibility of implementation of their Connecticut Teacher Technology Competencies (2001) Level II (LII)...
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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...
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To Teach How Or To Teach With: Four University’s Approaches To Technology Integration For Teacher Preparation
Kimberly A. Lawless; Louanne Ione Smolin; Neal Strudler; Scott W. Brown; Steve Soulier
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 561–565
A recent ISTE report provides persuasive evidence explaining the shortcomings of older models of technology education in preparing tomorrow's teachers. New methods and models are needed to successfully prepare teachers to integrate technology in the ...
Topics: Teachers, Educational Technology, Integration
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Teacher participation in ongoing online professional development to support curriculum implementation: Effects of the GlobalEd 2 PD program on student affective learning outcomes
Jeremy Riel; Kimberly A. Lawless; Scott W. Brown; Lisa J. Lynn
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1031–1038
There is a growing interest in ongoing and just-in-time professional development (PD) opportunities that are delivered online for teachers who are implementing new curricula. We report on our efforts to build a multi-approach ongoing, online PD...
Topics: Professional Development, social studies education, Middle School Education, Distance/Flexible Education, Graduate Education & Faculty Development
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Increasing Interest in Social Studies: Social Perspective Taking and Self-Efficacy in Stimulating Simulations
Hunter Gehlbach; Scott W. Brown; Andri Ioannou; Mark A. Boyer; Natalie Hudson; Anat Niv-Solomon; Donalyn Maneggia; Laura Janik
Contemporary Educational Psychology Vol. 33, No. 4 (October 2008) pp. 894–914
This study examined the potential of simulations to bolster interest in middle school social studies classrooms. Using a pre-post-design, we examined 305 middle school students (49% female) who participated in the web-based "GlobalEd" simulation. In ...
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Incorporating Multimedia in Social Studies Instruction: Does it Improve Students’ Performance, Interest, and Instructional Effectiveness Attitude?
Andri Ioannou; Scott W. Brown; Hunter Gehlbach; Mark A. Boyer; Anat Niv-Solomon; Laura Janik; Donalyn Maneggia
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3930–3935
Abstract This study investigates whether using multimedia-based instructional material in social studies class may enhance students' learning about world issues, elicit their interest in social studies, and generate positive attitudes toward...
Topics: Instructional Design, Multimedia, Social Studies, Instructional Materials, Middle School Education