Search results for author:"Michele M. Dornisch"
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A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) To Support Reflection and Evaluation
Susan M. Land; Michele M. Dornisch
Journal of Educational Technology Systems Vol. 30, No. 4 (2002) pp. 365–77
Discusses computer-supported collaborative learning and reports findings of college students' use of two Web-based discussion forums to supplement face-to-face instruction. Reports on student-initiated reflection and integration of perspectives...
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A Conceptual Framework for the Integration of Multiple Perspectives with Distributed Learning Environments
Michele M. Dornisch; Susan M. Land
Journal of Computing in Higher Education Vol. 14, No. 1 (2002) pp. 3–26
Describes a conceptual framework that can be used to guide the design of distributed learning environments, particularly those that use the capabilities of computer and Internet technology. Discusses implications for improving online collaboration...
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Teacher Technology Use and Student Evaluations: The Moderating Role of Content Area
Nancy E. Frye; Michele M. Dornisch
Journal of Educational Technology Systems Vol. 36, No. 3 (2008) pp. 305–317
Recently, concerted efforts have been made to encourage teachers to utilize technology within the classroom. Just as other modes of presentation style have implications for students' perceptions of their classroom experiences, so, too, might...
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Elaborative Questions in Web-Based Text Materials
Michele M. Dornisch; Rayne A. Sperling
International Journal of Instructional Media Vol. 31, No. 1 (Jan 01, 2004)
Mayer's SOI theory suggests that supplements added to designed environments can promote learners' knowledge construction and that different types of supplements will serve different purposes in knowledge construction. Some adjuncts can facilitate...
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Facilitating Learning from Technology-Enhanced Text: Effects of Prompted Elaborative Interrogation
Michele M. Dornisch; Rayne A. Sperling
Journal of Educational Research Vol. 99, No. 3 (2006) pp. 156–165
The authors examined the use of the elaborative interrogation (EI) strategy with a lengthy text in a technology-enhanced environment. As commonly found in traditional and online text materials, questions appeared in the right margins of the text....
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A Comparison of the Effects of Students' Expository Text Comprehension Strategies
Crystal M. Ramsay; Rayne A. Sperling; Michele M. Dornisch
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 6 (November 2010) pp. 551–570
This experimental study examined students' comprehension of challenging, ecologically valid, history text. We examined the benefits of the elaborative interrogation (EI) comprehension strategy and the main idea (MI) strategy when compared to an...