In this phenomenological case study, I elicited the perspectives of first-year community college second language (L2) students enrolled in an online general education course, Studies in Applied Ethics. Four L2 participants narrated their lived experiences and impressions of distance learning via Skype interviews at early, mid, and end-of-semester junctures. The Distance Education instructional model Community of Inquiry (COI) served as the theoretical framework for the inquiry. The multilingual participants suggested the COI components Teaching Presence (design and facilitation of the course) and Learning Presence (self-regulated learning behaviors) led to Cognitive Presence (the understanding of and ability to demonstrate content knowledge). Social Presence, the concept of collaborating with classmates in a virtual community, seemed less desired or effectual for the L2 participants in this general education online course. Discoveries in this phenomenological case study add qualitative data and diverse perspectives to the extant research on Community Colleges, Online Teaching and Learning, Writing Across the Curriculum, and English for Academic Purposes

The purpose of this study was to examine the process and impact of assessment training content and delivery mode on the quality of assessment items developed by the teachers in a two-year assessment development project. Teacher characteristics were examined as potential moderating factors. Four types of delivery mode were employed in the project: synchronous online, asynchronous online, in-person workshop, and blended (a combination of online and in-person training). The quality of assessment items developed by participating teachers was measured via: 1) item acceptance rate, 2) number of item reviews (as an indicator of how many times accepted items were rejected before being approved), and 3) psychometric properties of the items (item difficulty and item discrimination) in the field test data. A teacher perception survey with quantitative and qualitative data was used to explore teacher perception of the training across the four modes and the anticipated impact of the project participation the teachers expected on their classroom assessment practices. Multilevel modeling and multiple regression were used to examine the quality of items developed by participants, while constant comparative analysis, a chi-square test, and ANOVA were employed to analyze participants’ responses to a participation survey. No pre-existing teacher variables were found to have a significant impact on the item discrimination values, though prior assessment development experience beyond that of the classroom level was found to have a significant relationship with the number of reviews per item. After controlling for prior assessment development experience, participant role was found to have a significant (p < .01) impact on the number of reviews per item. Items written by participants who served as both item writers and reviewers had a significantly lower number of reviews per item, meaning their items were rejected less frequently than items written by participants who served as item writers only. No differences in item quality were found based on the mode of training in which item writers participated. Responses to the training evaluation survey differed significantly by mode of training at p < .001. The in-person trained group had the lowest total rating, followed by the online asynchronous group, while the online synchronous group had the highest overall rating of the training. Participant responses to open-ended questions also differed significantly by mode of training.

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This project discusses the concepton of a web-based simulation. In particular, it will deal with the development of a robotic Mars Pathfinder simulation delivered via the World Wide Web.

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For this project the program Walk with Dinosaurs was developed using Keller's Theory of Motivation. Walk with Dinosaurs is a interactive multimedia tool for presenting an integrated thematic unit. As a HyperCard stack, it intoduces students to factual information on dinosaurs in an appealing and motivating way.

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In this thesis, a survey design was used following closely the objective of descriptive research. The idea was to take a sample of the population of teachers in the area, gather demographic data, and find out if the reasons they fail to fully integrate technology into their classrooms can be attributed to skill deficiency, motivation, lack of environmental support or a combination thereof.

This is a handbook of multimedia technology and multimedia production teaching strategies that include the following: lesson and unit plans, worksheets, with teacher directions and student instructions, interdisciplinary activities for use in secondary level classrooms, lists of useful reading material, and sources of supplies used in the described student multimedia activities.

This project was created to provide teachers with a model multimedia project that demonstrates the use of multimedia as both a presentation tool and an archival instrument. It provides teachers with a simple guide to help them teach students how to use multimedia as a productivity tool in the classroom. This outline gives a step by step format that guides teachers and students through the development and presentation process. In addition, an evaluation rubric is provided that offers teachers a concise means to monitor student learning.