Search results for author:"J_Kay"
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Continuing Higher Education Review Vol. 74 (2010) pp. 9–22
In an age of knowledge, the capacities of professional and continuing education to open up new networks, overcome organizational hurdles, and foster an environment for innovation have assumed great relevance. This article makes the case as to why....
e-Journal of Business Education and Scholarship of Teaching Vol. 12, No. 2 (2018) pp. 1–23
The following study contrasts the efficacy of online delivery relative to face-to-face delivery using an enrolment protocol that largely eliminates self-selection bias. Only a few previous studies even attempt to control for sample selection. The...
IEEE Transactions on Learning Technologies Vol. 6, No. 1 (2013) pp. 25–37
It is important, but very challenging, to design degree programs, so that the sequence of learning activities, topics, and assessments over three to five years give an effective progression in learning of generic skills, discipline-specific learning ...
Preliminary Recommendations Regarding Preparation of Teachers and School Leaders to Use Learning Technologies
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 1–9
A national symposium on the role of efficacy research in the development, adoption, and implementation of educational technology will take place in 2017. The Educational Technology Efficacy Research symposium represents the culmination of a year...
Large-Scale Randomized Controlled Trial with 4th Graders Using Intelligent Tutoring of the Structure Strategy to Improve Nonfiction Reading Comprehension
Educational Technology Research and Development Vol. 60, No. 6 (December 2012) pp. 987–1013
Reading comprehension is a challenge for K-12 learners and adults. Nonfiction texts, such as expository texts that inform and explain, are particularly challenging and vital for students' understanding because of their frequent use in formal...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2228–2232
The Structure Strategy is a well-researched approach that improves reading comprehension of young and old. The National Reading Panel has recommended the Structure Strategy as one approach that should be used to improve reading comprehension in...
Reflections on Preparing Educators to Evaluate the Efficacy of Educational Technology: An Interview with Joseph South
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 11–16
Joseph South an educational researcher, technology consultant, and former director of the U.S. Office of Educational Technology provided oversight for development of the 2016 National Educational Technology Plan and the related Educational...
Journal of Learning Design Vol. 9, No. 1 (2016) pp. 21–36
Health professional students must be equipped with the skills necessary to interact with patients. Effective interpersonal skills are difficult to both learn and teach, requiring development, practise and evaluation in both educational and clinical...
Web-Based Tutoring of the Structure Strategy with or without Elaborated Feedback or Choice for Fifth- and Seventh-Grade Readers
Bonnie J. F. Meyer; Kay Wijekumar; Wendy Middlemiss; Kelli Higley; Pui-Wa Lei; Catherine Meier; James Spielvogel
Reading Research Quarterly Vol. 45, No. 1 (2010) pp. 62–92
This study investigated the effects of different versions of Web-based instruction focused on text structure on fifth- and seventh-grade students' reading comprehension. Stratified random assignment was employed in a two-factor experiment embedded...
Andrew Kenneth Tolmie; Keith J. Topping; Donald Christie; Caroline Donaldson; Christine Howe; Emma Jessiman; Kay Livingston; Allen Thurston
Learning and Instruction Vol. 20, No. 3 pp. 177–191
There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme...
A comparison of teamwork attitude changes with virtual TeamSTEPPS® simulations in health professional students
Rachel A. Umoren; Patricia J. Scott; Linda Sweigart; Evalyn Gossett; Kay Hodson-Carlton; Miles Johnson; James A. Jones; Julie A. Poore; Natalia Rybas; Barbara Truman; Rohit Das
Journal of Interprofessional Education & Practice Vol. 10, No. 1 (March 2018) pp. 51–55
Educators need accessible learner-centered tools to prepare health professional learners for safe interprofessional practice. TeamSTEPPS® is an evidence-based teamwork training program. Virtual TeamSTEPPS® scenarios were developed to overcome some...