Search results for author:"Steven Aragon"
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Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 661–666
The purpose of this presentation is to give a brief overview of experimental designs that could be implemented in action research projects. In addition, the participants will be involved in an interactive discussion to generate topics that would...
New Directions for Adult and Continuing Education Vol. 100 (2003) pp. 57–68
During the last decade, the Internet has significantly changed the way learning is delivered and facilitated in both educational and noneducational settings. Advocates of Internet-based instruction are largely positive and optimistic about its...
World Conference on Educational Media and Technology 2004 (2004) pp. 3498–3505
This study examined differences in student characteristics between completers and non-completers in online courses. The results found no significant differences in age, ethnicity, financial aid eligibility, placement in developmental coursework or...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 529–536
The rapid growth of web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes...
Topics: Instructional Design
American Journal of Distance Education Vol. 22, No. 3 (July 2008) pp. 146–158
This study investigated the differences between demographic, enrollment, academic, and self-directed learning characteristics of completers and noncompleters in online courses at one community college. The study also obtained students' self-reported ...
The Influence of Learning Style Preferences on Student Success in Online vs. Face-to-Face Environments
WebNet World Conference on the WWW and Internet 2000 (2000) pp. 17–22
This study compared the relationship between learning style preferences and learner success of students in an online course with an equivalent face-to-face course. Comparisons included motivation maintenance, task engagement, and cognitive...
New Directions for Adult and Continuing Education Vol. 100 (2003) pp. 31–43
The rapid growth of Web-based instruction has raised many questions about the quality of online courses. This chapter presents a conceptual framework that can guide the development of online courses by providing a holistic perspective on online...
Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments
Journal of Interactive Learning Research Vol. 11, No. 1 (2000) pp. 29–49
This empirical study compared a graduate online course with an equivalent course taught in a traditional face-to-face format on a variety of outcome measures. Comparisons included student ratings of instructor and course quality; assessment of...
The Role of National Industry-Based Skill Standards in the Development, Implementation, and Assessment of Community College Curriculum
Journal of Career and Technical Education Vol. 21, No. 2 (2005) pp. 35–50
Using a descriptive survey design, a nationally representative sample of community college career and technical deans were asked to complete a questionnaire that assessed awareness and implementation of industry-based skill standards. For those...
WebNet World Conference on the WWW and Internet 1999 (1999) pp. 581–586
This empirical study compared a graduate online course with an equivalent course taught in a traditional face-to-face format. Comparisons included student ratings of instructor and course quality; assessment of course interaction, structure, and...