Search results for author:"Gary Long"
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Community and videos: An action plan to increase success rates in California community college developmental mathematics
Community and videos: An action plan to increase success rates in California community college developmental@mathematics (2010) pp. 1–235
Success rates in California community college developmental mathematics courses have hovered around 50% for decades. These gatekeeper courses have prevented many students from earning college degrees. Since community college is the starting point...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 244–248
Second Life® Life (http://secondlife.com/ ) is a virtual world that has been available for a few years and has been used primarily as a social networking tool, but there is very little data that evaluates its use as a learning/pedagogical tool....
Evaluating the Effectiveness of Online Instructional and Delivery Technologies for Deaf and Hearing Students
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 220–224
Abstract was uploaded. PLEASE IGNORE A PREVIOUS SUBMISSION WITH THE SAME TITLE AND AUTHORS. THIS IS THE CORRECT PAPER. THANKS!
Impact on Inservice Teacher Education and Faculty Professional Development of "Leaves of Absence for Workshops" Trades
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1642–1645
This paper reports the impact on faculty of professional development one-quarter leaves they receive in exchange for leading weeklong workshops for deaf and hard-of-hearing information technology professionals. This unique project, supported in...
The Importance of Direct Communication during Continuing Education Workshops for Deaf and Hard-of-Hearing Professionals
Journal of Postsecondary Education and Disability Vol. 18, No. 1 (2005) pp. 5–11
The Deaf Initiative in Information Technology (DIIT) was developed at the National Technical Institute for the Deaf (NTID) at the Rochester Institute of Technology through a National Science Foundation (NSF) grant with goals including the provision...
The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students
International Review of Research in Open and Distance Learning Vol. 12, No. 6 (Sep 22, 2011) pp. 1–19
This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning....
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 396–399
Because of the presence of the NTID on RIT's campus, faculty are in a unique position to examine how deaf and hard of hearing students react to course delivery through on-line learning. During the 2001-02 academic year, all students with a hearing...
Open Learning Vol. 18, No. 3 (September 2003) pp. 223–244
Students taking courses by distance learning were asked to complete the Academic Engagement Form and the Course Experience Questionnaire. Usable data were obtained from 238 students with a hearing loss and 166 students with no reported disability....
Journal of Deaf Studies and Deaf Education Vol. 9, No. 1 (2004) pp. 68–85
This investigation compared 267 students with a hearing loss and 178 students with no declared form of disability who were taking courses by distance learning in terms of their scores on an abbreviated version of the Academic Engagement Form....
International Review of Research in Open and Distance Learning Vol. 8, No. 3 (Dec 05, 2007)
In an effort to better understand student perceptions of communication in blended (online and traditional) learning courses, a 22 item questionnaire was developed and sent to all students registered for these courses at a large technology-focused...
Crossing the Communication Barrier: Facilitating Communication in Mixed Groups of Deaf and Hearing Students
Journal of Postsecondary Education and Disability Vol. 25, No. 1 (2012) pp. 51–63
Teachers of introductory technical courses such as statistics face numerous challenges in the classroom, including student motivation and mathematical background, and difficulties in interpreting numerical results in context. Cooperative learning...