Search results for author:"Tim Newby"
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World Conference on Educational Media and Technology 2004 (2004) pp. 4028–4033
Researchers of online learning environments have begun to shift their focus to better understand the unique needs associated with online learners. However, little has been done to look at how students engage with their online courses through their...
Design of Pre-Instruction for Assessment in a Multimedia Environment Based on Users’ Characteristics
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 147–150
In designing assessment tools in a multimedia environment, it is important for instructional designers to create pre-instruction in order to ensure valid assessment results. Students in the Educational Technology area learn instructional design and...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 4321–4325
Research has shown that graphics can facilitate learning. With today’s technology the capabilities of adding various types of graphics to instructional materials has been expanded. This study investigated two different types of graphics (single...
American Journal of Distance Education Vol. 20, No. 1 (2006) pp. 23–37
This study investigated the degree to which students cognitively engage with their online courses. Cognitive engagement was defined as the integration and utilization of students' motivations and strategies in the course of their learning. Given...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 4679–4687
This study compared how undergraduate students in an introductory computer engineering course (n=152) and an introductory educational technology course (n=309) at a large Midwestern university responded to the use of supplementary online discussions ...
Undergraduate Students’ Perceptions of the Value of Online Discussions: A Comparison between Education and Engineering Students
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 366–371
This study was designed to determine how undergraduate students in an introductory educational technology course (n=360) and an introductory computer engineering course (n=155) at a large Mid-western university responded to the use of online...