Search results for author:"Gayle Davidson-Shivers"
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Online Teaching and Research: My Stories and Suggested Strategies
Gayle V. Davidson-Shivers
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1074–1081
Abstract: This presentation is about lessons learned from my online teaching experiences as both an instructor and researcher. My early teachings began with blended course formats through various free LMSs and my research focus was related to...
Topics: pedagogical issues, Teaching/Learning Strategies, Instructor Training and Support
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Infusing instructional design principles into an active student-centred social learning framework
Gail Casey; Gayle Davidson-Shivers
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 708–713
Social and participatory media offer a plethora of ways for students to communicate, collaborate, and learn in schools. Using a social learning approach, Casey (2013a) investigated ways that social media could be integrated into Australian public...
Topics: cooperative/collaborative learning, New Roles for Teachers/Learners, Design Principles
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SMEDIA: Designing to create a social and dynamic learning framework
Gail Casey; Gayle Davidson-Shivers
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 714–725
This article discusses the design of social networking sites created through a PhD action research study. Social and participatory media was used as an active, flexible and motivating learning management system. The study investigated ways in which...
Topics: Constructivist Perspectives, New Roles for Teachers/Learners, Design Principles
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Online Learning: Houston, Do We Have a Problem?
Angela Rand; Gayle Davidson-Shivers
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 862–866
Online learning in colleges and universities has had phenomenal expansion over the last two decades. The idea of virtual learning environments held, and still holds, promise for both students and college administrators. For students, being able to ...
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Training in Instructional Design Practices: Does It Increase Preservice Teachers’ Ability to Integrate Technology?
Gayle Davidson-Shivers; Stephanie Hulon
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 570–580
Teacher education programs prepare preservice teachers to effectively work in the PK-12 schools. Most U.S. programs require preservice teachers to complete an educational technology course; the focus is typically on knowledge about technology rather ...
Topics: Teacher education and technology integration, Design Principles
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Online Debates: Does Student Participation Diminish over Time?
Gayle Davidson-Shivers; Denise Paquette-Frenette
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 647–652
This study examined the types of messages posted by graduate students (n= 11) in four online debates in a semester course. Researchers coded the debates to determine whether student participation was substantive (directly related to the topic) or...
Topics: Students
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Synchronous and Asynchronous Discussion: What Are the Differences in Student Participation?
Gayle Davidson-Shivers; Lyn Muilenberg; Erica Tanner
World Conference on Educational Media and Technology 2000 (2000) pp. 267–271
The purpose of the study was to examine how students (n = 14) participated in a web-based graduate course discussions. The focus of this examination was to analyze the interactions that occurred during synchronous (chat) and asynchronous (listserv)...
Topics: Students
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Impact of Discussion Structure on Student Participation in Online Discussions
Holly Howard Ellis; Gayle V. Davidson-Shivers
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 2364–2372
Because of their potential to support student learning, using threaded discussions within online learning is of interest to instructors, and determining what factors influence student participation in online discussions becomes a crucial discovery...
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Designing an Interactive Student Orientation to Build Social Connectedness
Suriya Thongsawat; Gayle Davidson-Shivers; Bhudnumphueng Chatphoomiphong
Journal of Educational Multimedia and Hypermedia Vol. 28, No. 1 (January 2019) pp. 99–112
A new student orientation is arranged to assist students in their adjustment to college. To do so, it is essential for the program to provide students an opportunity to connect to other students, instructors, academic advisors, and the university....
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Use Self- and Peer-Review to Reduce Communication Apprehension and Improve Speech Performance of Undergraduates
Gayle V. Davidson-Shivers; April D. Taylor
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1182–1190
This study investigated the effects of type of reviewing (self or peer) on speech performance and communication apprehension of undergraduates (N = 183) in a public speaking course. Ten intact classes were randomly assigned to either self-review or...
Topics: Teaching/Learning Strategies, improving classroom teaching, Communication
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Designing an Interactive Student Orientation to Build Social Connectedness
Suriya Thongsawat; Gayle Davidson-Shivers; Bhudnumphueng Chatphoomiphong
EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 1116–1124
A new student orientation is arranged to assist students in their adjustment to college. To do so, it is essential for the program to provide students an opportunity to connect to other students, instructors, academic advisors, and the university....
Topics: interactive learning environments, Implementation Experiences
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Are Your Online Assessments Getting at Learning or Something Else?
Gayle V. Davidson-Shivers; Rebecca M. Reese
World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 2611–2616
Abstract. Most concerns with online assessment revolve around security issues and accommodating for special needs or disabilities of learners in relation to student learning. However, there might be other intervening variables to take into...
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How do female students perform in online debates and discussion?
Gayle Davidson-Shivers; Holly Ellis; Kay Amarasing
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 1972–1977
This study focused on online debates and discussion in a course in which only female students were enrolled to examine whether females would engage in online debate, and if so, would their messages to each other contain traditional elements of...
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Designing Instruction for the WWW: A Model
Gayle V. Davidson-Shivers; Karen L. Rasmussen
World Conference on Educational Media and Technology 1999 (1999) pp. 1292–1293
Web-based instruction (WBI) is an emerging delivery system used by public school systems, postsecondary institutions, military training centers, and business and industry to provide learners with education and training opportunities. There are...
Topics: Training, Instructional Design
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Using Instructional Design Principles to Prepare College Instructors and Preservice Teachers to Integrate Technology into the Classroom
Gayle V. Davidson-Shivers; Stephanie I. Hulon
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 1940–1945
Abstract: College instructors in Teacher Education Programs need an understanding of instructional design (ID) principles to help guide their own teaching and demonstration of technology integration. Such understanding has never been more important...
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IWAS: Intelligent Web-Based Assessment System
Jingshan Huang; Lei He; Gayle Davidson-Shivers
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 84–91
Effective assessment is vital in educational activities. We propose Intelligent Web-Based Assessment System (IWAS) to assess both learning and teaching. IWAS provides a foundation for more efficiency in instructional activities and, ultimately,...
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Gender Differences: Are They Diminished in Online Discussions?
Gayle Davidson-Shivers; Samantha Morris; Tuangrat Sriwongkol
International Journal on E-Learning Vol. 2, No. 1 (2003) pp. 29–36
The purpose of the study was to examine how female and male students (n = 13) participate in web-based discussions in a graduate course. The focus of this examination was to analyze the interactions of a mixed gender group in chats and threaded...
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Instructional Design & Development Alumni: A Valuable Untapped
Gayle Davidson-Shivers; Shelitha McKissick; Gurupreet Khalsa
EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 630–636
A needs assessment process was conducted with alumni on their views of our instructional design graduate program to help determine its overall effectiveness. We asked whether their primary responsibilities in their current jobs were related to...
Topics: pedagogical issues, Evaluation of Impact, Institution-Specific Cases
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Gender and Online Discussions: Similarities or Differences?
Gayle V Davidson-Shivers; Samantha Morris; Tuangrat Sriwongkol
World Conference on Educational Media and Technology 2001 (2001) pp. 361–366
The study examined how female and male graduate students (n = 13) participated in the discussions in a web-based course by analyzing the interactions of a mixed gender group in both online chats and threaded discussions. The discussions were drawn...
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How do female students participate in online debates?
Gayle V. Davidson-Shivers; Holly H. Ellis; Poonwilas Kay Amarasing
International Journal on E-Learning Vol. 9, No. 2 (April 2010) pp. 169–183
This case study focused on whether women, enrolled in a graduate course, would engage in online debate, and if so, whether their postings would contain traditional elements of argumentation (i.e., argue, elaborate, critique). Content analyses for...
Topics: Communication, eLearning, Gender, Interaction, Adults
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An Analysis of Asynchronous Discussions: A Case Study of Graduate Student Participation in Online Debates
Gayle V. Davidson-Shivers; Eunice Luyegu; Barbara E. Kimble
Journal of Educational Multimedia and Hypermedia Vol. 21, No. 1 (January 2012) pp. 29–51
Non-participation and poor quality participation in online environments is often discussed in the literature. Interaction and engagement in online discussions are critical for understanding and constructing new knowledge. In this case study, we...
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Covert and Overt Instructor Guidance in Online Debates
Gayle V. Davidson-Shivers; Joyce M. Guest; W. Darlene Gray
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 2341–2350
The idea that online debates are beneficial and promote learning is not new. Yet, students do not actively participate or participate as well as anticipated. One factor affecting participation is instructor guidance. For this case study, two...
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Higher Education and Technology: Future Forecasts and Best Practices
Gayle V. Davidson-Shivers; Wilhelmina C. Savenye; Karen L. Rasmussen
World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 2617–2622
Higher education and technology are linked through a multitude of activities involved in productivity, research, teaching, and learning. Appropriate choices for using and integration technology into higher education are influenced by challenges...
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Content Analyses of Asynchronous Discussions in Online and Blended Course Sections: Completing Phase 2 of Our Study
Gayle V. Davidson-Shivers; Angela Doucet Rand; Suriya "Em" Thongsawat
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1846–1855
At the 2017 Ed Media conference, we presented preliminary findings about discussion participation by students in either a blended or fully online section of the same course. The content analyses findings indicated some differences in number of...
Topics: Learning Communities, Blended Learning, social networks
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The Influence of Multimedia Lesson Structure & Learning Styles on Prewriting Skills and Composition
Gayle V. Davidson-Shivers; Barry Nowlin; Michael Lanouette
EdMedia + Innovate Learning 1999 (1999) pp. 1380–1381
Most of the recent research investigating the effects of multimedia on student writing has converged on the computer's capability to process text (Hartley, 1993). And, to date, much of this research has centered on the use of word processors to...
Topics: Computers, Cognition, Multimedia, Students
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Student Participation in Online Debates Within and Across Course Offerings
Gayle V. Davidson-Shivers; Tuangrat Sriwongkol; Crystal A. Thomas; Stephanie McLendon
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3687–3694
This study examined student participation in online debates from within and across four different course offerings using asynchronous discussions. The first debate included additional guidance for debating. The second debate, midway through each...
Topics: Students
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Content Analyses of Student Asynchronous Discussions in Online and Blended Sections of a Graduate Course
Gayle Davidson-Shivers; Suriya Thongsawat; Angela Doucet Rand; T. Shane Mitchell; Crystal Thomas
EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 621–629
A content analyses was conducted on the asynchronous discussions from students in either a blended section or an online section. Preliminary findings suggest that students in the blended section had greater numbers (about double) of total messages...
Topics: pedagogical issues, Implementation Experiences, SIG: Learning Design
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Exploration of Students’ Social Presence and Discussion Interaction Patterns in Online and Blended Course Sections
Gayle V. Davidson-Shivers; Angela Doucet Rand; Sylvia E. Rogers; Angelia L. Bendolph
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1032–1039
This paper is a report on the findings of a study conducted on a graduate level educational psychology course with online and blended sections. Social network analysis was used to discover differences in interaction patterns between the two groups. ...