<p> The iSocial 3D CVLE is an innovative design for addressing special needs at a distance that require social and active learning. This exploratory retrospective case study explored innovative methods of analyzing co-occurrences of behavior to gain insight into understanding and evaluating student performance and 3D CVLE design. Visualization techniques were employed to model student behavior within similarly structured activities. Linear mixed models revealed that student performance significantly differed across environments. In addition, environmental design attributes were identified through qualitative memos. General behavior patterns were associated with design environment attributes, warranting further study.</p><p>

<p> SmartMusic is an interactive, practice software program that allows music teachers to assess students effectively in music classrooms. Many educators and music education researchers question whether SmartMusic lives up to the claims of motivating students to practice more and improving students&rsquo; ability to self-assess their playing. </p><p> Music education researcher Rodney Gurley concluded that SmartMusic increased motivation to practice in middle-school aged students. In addition, he found that students in all assessed age groups (middle and high school) believed SmartMusic helped them to self-assess and correct their playing while they practiced. This quantitative study replicates Gurley&rsquo;s results, describes middle-school instrumental students&rsquo; attitudes towards the motivational factors of confidence, accuracy, and efficacy of their practicing when using SmartMusic, and shows that students believe SmartMusic can help them practice more accurately and effectively.</p>

<p>The purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online combined with face-to-face supports impacted teacher instructional practices in the classroom. </p><p> The researcher examined teachers&rsquo; actual online behaviors by using data captured by the online social network and compared this to teachers&rsquo; self reports of impact and use, concluding that online professional development, delivered through a social learning network was effective in impacting teachers&rsquo; classroom instruction. </p><p> Findings indicate that in order to be effective, professional learning should emphasize the learning of content and pedagogy and how technology can enhance instructional practices. Features of the online social learning network utilized more frequently were those that enhanced teachers&rsquo; goals around writing instruction. The online social learning network was also found to include several aspects of Community of Practice, resulting in the sustained use and integration of the online social learning network for instructional purposes. Factors such as convenience, flexibility and ubiquitous access to resources and peers were cited as benefits to participating in hybrid professional development models. </p>

<p> Hands-on experiential learning activities are an important component of computing education disciplines. Laboratory environments provide learner access to real world equipment for completing experiments. Local campus facilities are commonly used to host laboratory classes. While campus facilities afford hands-on experience with real equipment high maintenance costs, restricted access, and limited flexibility diminish laboratory effectiveness. Web-based simulation and remote laboratory formats have emerged as low cost options, which allow open access and learner control. Simulation lacks fidelity and remote laboratories are considered too complex for novice learners.</p><p> A web-based combined laboratory format incorporates the benefits of each format while mitigating the shortcomings. Relatively few studies have examined the cognitive benefits of web-based laboratory formats in meeting computing education students&rsquo; goals. A web-based combined laboratory model that incorporates motivation strategies was developed to address non-traditional computing education students&rsquo; preferences for control of pace and access to learning. Internal validation of the laboratory model was conducted using pilot studies and Delphi expert review techniques. A panel of instructors from diverse computing education backgrounds reviewed the laboratory model. Panel recommendations guided enhancement of the model design.</p>

<p> The flipped classroom is an emerging teaching practice in which teachers employ a variety of methods to offload direct instruction prior to class and use class time to engage students in active learning. Despite its rapid rise in popularity over the past five years, there are relatively few studies on the efficacy of the flipped classroom teaching model. Of these studies, few use control groups to measure changes is student learning and even fewer use iterative analysis to determine the impact that successive implementation has on the efficacy of the flipped classroom model. This study addresses this gap by measuring the efficacy of a flipped classroom against a traditionally-taught class in two successive semesters. Results showed that the flipped classroom teaching method increased student learning during the second semester of the study. It also found that successive implementation of the flipped classroom was more effective at producing gains in measures of student learning outcomes than a class taught traditionally. Finally, the findings from this study were used to develop recommendations for educators interested in implementing the flipped classroom teaching model.</p>

Thesis (Ph.D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 254-264).

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains ix, 243 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 140-149).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3099526."

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains x, 166 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 105-117).