Thesis (M.S. in Management)--Naval Postgraduate School, June 1990. / Thesis Advisor(s): Gorman, Linda ; Crawford, Alice M. "June 1990." Description based on title screen as viewed on 20 October 2009. DTIC Identifier(s): Cost benefit, individualized instruction, opportunity costs. Author(s) subject terms: Instructional systems development, cost-benefit, military training, individualized instruction, cost-effectiveness, opportunity costs. Includes bibliographical references (p. 70-71). Also available in print.

Not available / text

Thesis (Ed. D.)--Oregon State University, 2000. / Typescript (photocopy). Includes bibliographical references (leaves 165-178). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 4340456).

Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2006. / Includes bibliographical references (p. 153-161).

Thesis (M.S.)--University of Wisconsin--Madison, 1980. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 104-112).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Risto Miikkulainen. Vita. Includes bibliographical references.

The purpose of this study was to examine the effects of different types of annotations on college students’ foreign language learning in the synchronous computer-mediated communication environment. One hundred and forty-seven second year students were randomly assigned to three conditions: text-only annotations, text + picture annotations, and no annotation. Results indicated that students who received the text-only annotations and the text + picture annotations significantly outperform students who had no access to any annotations on information comprehension and vocabulary learning. However, no significant differences between the two annotations groups were found. The findings, when examined in light of the previous research about computer-based multimedia learning, call into questions of instructional materials design and instructional support that should be provided to students during instruction. The study extended research on applying multimedia principles to different teaching and learning situations, specifically, the synchronous multimodal computer-mediated communication environment. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Summer Semester 2017. / June 2, 2017. / Includes bibliographical references. / Vanessa Dennen, Professor Directing Dissertation; Xufeng Niu, University Representative; Fengfeng Ke, Committee Member; James Klein, Committee Member.

Underrepresented (UR) university students approach postsecondary studies in multitudes; yet are minorities in the larger landscape. They are less prepared given sustained societal and systemic inequities, and face added obstacles to success and marginalization in postsecondary settings. To empower them and redress pervasive deficit framing, I evaluated the impacts of a distinctive training system in explicit metacognitive regulation (MR) on low performing, UR university students’ skills and agency. Metacognition, or “thinking about thinking” and self-regulation, the successful control of learning processes are critical to students’ learning and achievement. While institutionalized MR teachings characteristically occur in discipline specific or ‘learning to learn’ courses, the challenges of restricted access and stigmatization of UR students are also pervasive. MR training with explicit motivational theory as content, which is also discipline-flexible and culturally driven, is nonexistent. I used mixed data, bound in a descriptive case study to measure the impacts of this nuanced training. To determine initial impacts, I obtained the participants’ pre to post scores on the Metacognitive Awareness Inventory and Self-Regulation Skills Inventory-Self Report. I interviewed participants six months after training as well, to investigate their extended applications of MR skill for agency. MRT participants significantly improved in MR skill initially and used such skills for agency in their academic lives in the two semesters after training. The students also exerted behaviors in their academic contexts to exemplify Bandura’s (1986) agency tenets – Intentionality, Forethought, Self-Reactiveness and Self-Reflectiveness. I attribute the MRT participants’ successes to the integration of explicit motivation theory topics, cultural relevance and context autonomy in training, with implications and recommendations to researchers and practitioners. I encourage future research studies evaluating such intentional MR training systems, which can subsidize agency within these culturally nuanced college learners. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2018. / May 4, 2018. / Agency, Culture, Marginalized Students, Metacognition, Self-Regulation, Underrepresented Students / Includes bibliographical references. / James Klein, Professor Directing Dissertation; Maxine Jones, University Representative; Vanessa Dennen, Committee Member; Tamara Bertrand Jones, Committee Member.

The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey & Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected such as a designer log, extant data, surveys, and interviews. The findings indicated that the nine-step problem design process was somewhat suitable in the context of this study due to conditions such as decision-making power, existing materials, lack of knowledge, unclear information of the steps, and time. Therefore, it is recommended that designers have client buy-in when deciding which design model or processes to follow and have some content expertise and experience designing problem based learning. It is also important to have subject matter expert involvement when using the steps to design problem based learning. In regards of participants’ perceptions, the instructor had positive views toward problem based learning and indicated her intention to use it again in the future. However, the instructor felt that designing problem based learning was a challenging and time-consuming task. Overall, the students found problem based learning to be interesting but challenging in terms of completing the video competition and reflection tasks. For future research, performance data such as students’ achievement and problem-solving skills should be collected to inform the effectiveness of the problems developed by using the nine-step problem design process. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / January 9, 2018. / 3C3R, Design and development research, Nine-step problem design process, Problem based learning / Includes bibliographical references. / James Klein, Professor Directing Dissertation; Jonathan Adams, University Representative; Vanessa Dennen, Committee Member; Allan Jeong, Committee Member.