Search results for author:"Kyle Peck"
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The Effects of Peer-Controlled or Moderated Online Collaboration on Group Problem Solving and Related Attitudes
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 29, No. 3 (Oct 15, 2003)
Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which ...
TechTrends: Linking Research and Practice to Improve Learning Vol. 43, No. 2 (1998) pp. 47–53
Educators will face a public backlash against educational technology unless they clearly state what K-12 students are to gain from it, ensure teachers are prepared to use it, and document the results. This article discusses the development of a...
Educational Leadership Vol. 51, No. 7 (1994) pp. 11–14
While businesses have been building electronic highways, education is traveling an electronic dirt road. There are 10 reasons for using technology in classrooms. Students learn and develop at different rates. Graduates must be globally aware,...
Journal of Educational Computing Research Vol. 8, No. 4 (1992) pp. 469–78
Describes a study of undergraduates that was conducted to describe differences in anxiety in students entering two computer courses (i.e., a problem-solving and programing course and a software applications course) and to assess changes in anxiety...
Canadian Journal of Educational Communication Vol. 27, No. 1 (1998) pp. 19–30
Discusses obstacles teachers face in learning about and integrating new technology into the classroom, including lack of time, availability of resources, and lack of incentives. Recommends a systems approach to overcome obstacles and provide viable...
Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program
British Journal of Educational Technology Vol. 45, No. 6 (Nov 16, 2014) pp. 1136–1148
To provide customized workplace learning opportunities, a digital badge system was designed by a university, governmental agency and national professional association to support teachers' implementation of professional development (PD). Teacher...
Exploring the Communication Preferences of MOOC Learners and the Value of Preference-Based Groups: Is Grouping Enough?
Qing Zhang; Kyle L. Peck; Adelina Hristova; Kathryn W. Jablokow; Vicki Hoffman; Eunsung Park; Rebecca Yvonne Bayeck
Educational Technology Research and Development Vol. 64, No. 4 (2016) pp. 809–837
Approximately 10% of learners complete Massive Open Online Courses (MOOCs); the absence of peer and professor support contributes to retention issues. MOOC leaders often form groups to supplement in-course forums and Q&A sessions, and students...