Search results for author:"Andrew E. Walker"
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Journal of Interactive Learning Research Vol. 19, No. 4 (October 2008) pp. 663–684
The overwhelming success of the commercial game market has brought increased attention to emerging work in educational game design. Much of the existing work in educational games has a strong similarity to the field of Problem-Based Learning (PBL),...
The Competencies and Characteristics Required of an Effective Project Manager: A Web-Based Delphi Study
Educational Technology Research and Development Vol. 54, No. 2 (April 2006) pp. 115–140
In this study, we explore the competencies required for a project manager to be effective in the workplace. We used a Web-based Delphi method to lead experienced project managers through an anonymous consensus-building process consisting of two...
Exploring the Relationships between Tutor Background, Tutor Training, and Student Learning: A Problem-Based Learning Meta-Analysis
Interdisciplinary Journal of Problem-based Learning Vol. 7, No. 1 (2013) pp. 40–66
Despite years of primary research on problem-based learning and literature reviews, no systematic effort has been made to analyze the relationship between tutor characteristics and student learning outcomes. In an effort to fill that gap the...
The Underutilization of Information and Communication Technology-Assisted Collaborative Project-Based Learning among International Educators: A Delphi Study
Educational Technology Research and Development Vol. 55, No. 5 (October 2007) pp. 527–543
This study explores the barriers associated with teachers implementing information and communication technology-assisted collaborative project-based learning (ICTCPrjBL) as a classroom teaching methodology with students. We used a Web-based Delphi...
K-12 Teachers' Perceptions of and Their Satisfaction with Interaction Type in Blended Learning Environments
Distance Education Vol. 35, No. 3 (2014) pp. 360–381
Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended...
Journal of Educational Technology & Society Vol. 18, No. 1 pp. 183–197
This paper employs meta-analysis to determine the influence of computer-based scaffolding characteristics and study and test score quality on cognitive outcomes in science, technology, engineering, and mathematics education at the secondary, college,...
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses
Internet and Higher Education Vol. 20, No. 1 (January 2014) pp. 35–50
Student satisfaction is important in the evaluation of distance education courses as it is related to the quality of online programs and student performance. Interaction is a critical indicator of student satisfaction; however, its impact has not...