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Terence C. Ahern
West Virginia University
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Emerging Technology Factors in Design
Terence C. Ahern
Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 444–446
Texas Tech University West Texas A & M University Texas Tech University
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Authoring Lessons for the Internet: Factors in Design
Terence C. Ahern; Kathy Burleson; Trey Martindale
Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 463–466
The World Wide Web’s (WWW) ability to deliver entertainment, provide information, and conduct commerce holds a particular fascination for the public. Everyone from individuals to corporations and major newspapers to universities have a homepage that ...
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Using the Concept Attainment Model for Web-Based Interventions in Self-Paced Classes
Emery S. Martindale; Terence C. Ahern
Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 163–165
Self-paced, learner-autonomous instruction is rapidly proliferating, particularly due to the growth of the World Wide Web. The effectiveness of this self-paced instruction has been and is currently being researched with varied results and...
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Teaching Courses Online: A Review of the Research
Mary K. Tallent-Runnels; Julie A. Thomas; William Y. Lan; Sandi Cooper; Terence C. Ahern; Shana M. Shaw; Xiaoming Liu
Review of Educational Research Vol. 76, No. 1 (2006) pp. 93–135
This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners' outcomes, learners' characteristics, and institutional and administrative factors. The authors found little...
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A Waterfall Design Strategy for Using Social Media for Instruction
Terence C. Ahern
Journal of Educational Technology Systems Vol. 44, No. 3 (2016) pp. 332–345
Using social media can create a rich learning environment that crosses all content areas. The key to creating this environment is for instructors and designers to match appropriate social media software with the intended learning outcome. This...
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Toward a New Model of Usability: Guidelines for Selecting Reading Fluency Apps Suitable for Instruction of Struggling Readers
Steven D. Rinehart; Terence C. Ahern
Journal of Educational Technology Systems Vol. 45, No. 1 (2016) pp. 124–136
Computer applications related to reading instruction have become commonplace in schools and link with established components of the reading process, emergent skills, decoding, comprehension, vocabulary, and fluency. This article focuses on computer...
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The Effects of Teacher Discourse in Computer-Mediated Discussion
Terence C. Ahern
Journal of Educational Computing Research Vol. 8, No. 3 (1992) pp. 291–309
Describes a study that examined increasing peer interaction in an asynchronous learning environment by investigating the effect of a teacher's discourse style on the level and quality of student participation in a computer-mediated discussion. Three ...
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Targeting Motivation--Adapting Flow Theory to Instructional Design
Tom S. Chan; Terence C. Ahern
Journal of Educational Computing Research Vol. 21, No. 2 (1999) pp. 151–63
Investigates the effect of activity content, its presentation, and the interactions between the two on flow experience (intrinsic motivation) in instructional activity. Results suggest that activity content has major influences on motivation;...
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The Effects of Technology on Online Education
Terence C. Ahern; Judi Repman
Journal of Research on Computing in Education Vol. 26, No. 4 (1994) pp. 537–46
Discusses uses of technology in distance education and describes a study of college graduate students that illustrated the effects of two different instructional delivery technologies on the nature of interaction in online education systems: one...
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Improving the Instructional Congruency of a Computer-Mediated Small-Group Discussion: A Case Study in Design and Delivery
Terence C. Ahern; Amelia E. El-Hindi
Journal of Research on Computing in Education Vol. 32, No. 3 (2000) pp. 385–400
Presents an exploratory case study with preservice teacher education students of an experience in collaborative discourse mediated through an educationally designed network-based application. Topics include computer mediated communication; text...
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Computer-Mediated Communication as a Teaching Tool: A Case Study
Donna R. Everett; Terence C. Ahern
Journal of Research on Computing in Education Vol. 26, No. 3 (1994) pp. 336–57
Discussion of emerging educational technologies focuses on a case study of college students that was conducted to observe the effects of using computer-mediated communication and appropriate groupware as a teaching tool. Highlights include effects...
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The tactics of wearable technology in the classroom
Terence C. Ahern; Matthew Anderson
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1736–1738
This brief paper reports on a preliminary study that used Google Glass as a mechanism to inform student teachers on the execution of a lesson. The student-teachers were wearing Google Glass while teaching their class. This provided a teacher...
Topics: Wearable Technologies, Teaching and Learning with Emerging Technologies
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Leadership Concerns Toward Implementation Of The Texas Essential Knowledge And Skills (TEKS) For Technology Applications
Leo Wells; Terence C. Ahern
Society for Information Technology & Teacher Education International Conference 1999 (1999) p. 503
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Learners’ perceptions of a Web-based Learning Environment (WLE) interface: The Usability Evaluation Questionnaire Method
Ivana Schnitman; Terence C. C. Ahern
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 937–943
The development and diffusion of educational initiatives based on the Word Wide Web (WWW) increased dramatically with the advances technology has gone through over the past decades, especially Information and Communication Technologies (ICT)....
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Authoring Lessons for the Internet: Factors in Design
Terence C. Ahern; Kathy Burleson; Trey Martindale
Society for Information Technology & Teacher Education International Conference 1997 (1997) pp. 463–466
The World Wide Web’s (WWW) ability to deliver entertainment, provide information, and conduct commerce holds a particular fascination for the public. Everyone from individuals to corporations and major newspapers to universities have a homepage that ...
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The Importance of Motivation: Integrating Flow Theory into Instructional Design
Tom S. Chan; Terence C. Ahern
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 780–782
It seems a truism but when people are intrinsically motivated to learn, they not only learn more, they also have a more positive experience (Deci & Ryan, 1985). Handicapped by a lack of good theoretical framework, designers often assume that good...
Topics: Instructional Design
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Components of Effective Web Course Design: Aesthetics, Navigation and Content Networks
Kathy J. Burleson; Terence C. Ahern
Society for Information Technology & Teacher Education International Conference 1999 (1999) p. 772
Although the Web was not designed as an educational medium, current pressures exist to develop it as a means of delivering instruction. The lack of design standards and the open environment of the Web are obstacles to instructional designers...
Topics: Instructional Design, Navigation
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Is a Quality Course a Worthy Course? Designing for Value and Worth in Online Courses
Robin E. Youger; Terence C. Ahern
Online Journal of Distance Learning Administration Vol. 18, No. 1
There are many strategies for estimating the effectiveness of instruction. Typically, most methods are based on the student evaluation. Recently a more standardized approach, Quality Matters (QM), has been developed that uses an objectives-based...
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The Impact of the Interface Design on Web-base Learning: Visual and Navigational Dynamics on Learners’ Satisfaction
Ivana Schnitman; Jacqueline Lynn Webb-Dempsey; Terence C. Ahern Ahern
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1037–1043
Recent advances in Information and Communication Technologies (ICT) have been tremendous. However, the concomitant development of Web-based delivery models has not kept pace and educators know very little about the effects of online delivery....
Topics: Instructional Design, Human Computer Interaction, Learning Outcomes, Information Communication Technologies, Communication
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A Matter of Convenience: Student Perceptions and Rigor in Web-based Course Delivery
Charles D. Mize; James G. Izat; Terence C. Ahern
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 229–231
This is a summary of some of the issues that arise in discussions among administrators, faculty, and students involved in on-line course delivery. The Internet is being seen increasingly as a delivery method for many courses, however, not everyone ...
Topics: Faculty, Students, Administrators
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Going for the Numbers: Are Universities Supporting Non-Traditional Students?
Toni Hando; Noriza Abu Hassan Shaari; Terence C. Ahern
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2538–2544
Abstract: This paper reflects the findings of a study conducted on universities and their implementation of technology to encourage non-traditional students. The first part of the study concentrates on who non-traditional students are, and what are...
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Talking On-line: Promoting Student and Understanding Through the Development of On-line Course Discussions
Charles D. Mize; LeAnn McKinzie; Terence C. Ahern
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 232–236
This paper is a report on the use of synchronous chat for the delivery of an on-line portion of a pre-service teacher training course. The specific course content was legal and ethical issues that pertain to the professional development of a...
Topics: Ethical Issues, Students, Legal Issues, Professional Development, Interaction
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The effect of social grounding on collaboration in a computer-mediated small group discussion
Terence C. Ahern; Julie A. Thomas; Mary K. Tallent-Runnels; William Y. Lan; Sandra Cooper; Xiaoming Lu; Jacqui Cyrus
Internet and Higher Education Vol. 9, No. 1 (2006) pp. 37–46
There is a tremendous amount of pressure on educators to incorporate highly advanced computer-mediated communication (CMC) into the classroom, but the research shows that this is not an easy task. Part of the difficulty learners experience within...
Language: English
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The Effects of Three Web-Based Delivery Models on Undergraduate College Student Achievement
Terence C. Ahern; Trey Martindale
International Journal of Educational Telecommunications Vol. 7, No. 4 (2001) pp. 379–392
Web-based instruction (WBI) is becoming much more common with the growth of the Internet and available computer networks (Harasim, Hiltz, Teles, & Turoff, 1995). With the rapid expansion of WBI there is a need to examine its effectiveness. This...
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A Framework for Improving the Task-to-Technology Fit in Distance Education
Terence C. Ahern
TechTrends: Linking Research and Practice to Improve Learning Vol. 41, No. 6 (1996) pp. 23–26
Proposes a framework for designers and teachers to research better design methodologies for distance education and to choose the most appropriate technologies and design better instructional tasks. Presents a scenario in which inherent...