Search results for author:"Michael Rapp"
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Communication Apprehension, Writing Apprehension, Introversion, and Computer-Mediated Communication Technology Use in Education: A Call for Research
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1280–1285
This paper highlights the need for research that considers communication apprehension, writing apprehension, and introversion together with computer-mediated communication (CMC) technology use in the classroom. Brief overviews of the educationally-...
Nonfictional Educational Narratives of Computer-Mediated Communication Technology Among Technologically-Novice K-12 Teachers: An Exploratory Methodological Study
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1456–1461
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 592–596
Web-based portfolios are a solution to presenting learning in our Masters program because they allow students to play a key role in directing their own learning, to demonstrate creative design, and to conveniently access work on any platform....
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3767–3773
This paper addresses the important role of information design in the design and development of online database-driven educational websites. Using our own collaborative projects to build a structural framework, we discuss lessons learned from a...
The Evolution of Webscapes: A Theoretical Framework for the Collaborative Design and Development of Interactive Learning Environments
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 3038–3039
This paper presents a description of multimedia-enhanced educational projects developed using the Webscape design model. This model has evolved from an instructor-led experience to a more student-centered, collaborative approach. Currently, the...
Distance Education Vol. 34, No. 1 (2013) pp. 37–47
Teachers use remote labs and simulations to augment or even replace hands-on science learning. We compared undergraduate students' experiences with a remote lab and a simulation to investigate beliefs about and learning from the interactions....