Search results for author:"Thomas C. Reeves"
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Alternative Assessment Approaches for Online Learning Environments in Higher Education
Thomas C. Reeves
Journal of Educational Computing Research Vol. 23, No. 1 (2000) pp. 101–11
Describes the need and prospects for alternative assessment approaches in online learning environments in higher education. Explains the difference between assessment and evaluation and discusses three approaches to integrating alternative...
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Storm Clouds on the Digital Education Horizon
Thomas C. Reeves
Journal of Computing in Higher Education Vol. 15, No. 1 (2003) pp. 3–26
Focuses on five unresolved challenges of digital education in higher education: faculty workload, continued dominance of traditional pedagogy, the state of assessment, flaws in the accreditation process, and the state of educational research in the...
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Technology in Teacher Education: From Electronic Tutor to Cognitive Tool. Relevant Readings
Thomas C. Reeves
Action in Teacher Education Vol. 17, No. 4 (1996) pp. 74–78
Examines research that portrays shifts from technology as instructional media to technology as a cognitive tool in teacher education. After discussing various print resources that provide perspective, the paper recommends several World Wide Web...
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Thomas C Reeves Interview
Thomas C Reeves
EdMedia: World Conference on Educational Media and Technology Vol. 2009, No. 1 (2009)
George Siemens of the University of Manitoba, Canada interviews Thomas C Reeves of the University of Georgia, USA about his keynote speech, earlier in the day.
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Evaluating Interactive Multimedia
Thomas C. Reeves
Educational Technology Vol. 32, No. 5 (1992) pp. 47–53
Begins by discussing what interactive multimedia (IMM) is, why it is used, and how it should be evaluated. A pragmatic approach to evaluation is advocated, and a framework for formative evaluation is proposed, which focuses on formative...
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Ten Commandments for the Evaluation of Interactive MultiMedia in Higher Education
Thomas C. Reeves
Journal of Computing in Higher Education Vol. 2, No. 2 (1991) pp. 84–113
A set of guidelines for evaluating interactive multimedia used in college instruction is offered in the form of 10 "commandments" illustrated with humorous anecdotes. They stress descriptive approaches to research and evaluation, including modeling...
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Little Learning, Big Learning: In Defense of Authentic Tasks
Thomas C Reeves
EdMedia: World Conference on Educational Media and Technology Vol. 2009, No. 1 (2009)
Paul A. Kirschner, John Sweller, and Richard E. Clark, widely recognized educational researchers, published a paper provocatively titled "Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, ...
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Post Keynote Discussion: Little Learning, Big Learning: In Defense of Authentic Tasks
Thomas C Reeves
EdMedia: World Conference on Educational Media and Technology Vol. 2009, No. 1 (2009)
This is an hour-long discussion that took place between Thomas C Reeves and a number of audience members on topics surrounding his Keynote Presentation.
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A Research Agenda for Interactive Learning in the New Millennium
Thomas C. Reeves
World Conference on Educational Media and Technology 1999 (1999) pp. 15–20
During the past three decades, hundreds of research studies have been conducted to investigate interactive learning in a variety of forms ranging from the earliest days of mainframe-based computer-assisted instruction to contemporary multimedia...
Topics: Interaction, Instructional Design
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Research and Evaluation Models for the Study of Interactive Video
Thomas C. Reeves
Journal of Computer-Based Instruction Vol. 13, No. 4 (1986) pp. 102–6
Critiques comparative research and evaluation methods used to assess effectiveness of interactive video and proposes alternative models of research design that go beyond comparative analysis into understanding and control of the effective dimensions ...
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Computer-Based Instruction in Developing Countries: A Feasibility Assessment Model
Thomas C. Reeves
Educational Technology Vol. 33, No. 9 (1993) pp. 58–64
Presents a model for the analysis of the potential for computer-based instruction in the education and training systems of developing nations and applies the model to Bulgaria as an example. Highlights include economic and sociopolitical conditions; ...
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Educational Technology Research in a VUCA World
Thomas C. Reeves; Patricia M. Reeves
Educational Technology Vol. 55, No. 2 (2015) pp. 26–30
The status of educational technology research in a VUCA world is examined. The acronym, VUCA, stands for "Volatility" (rapidly changing contexts and conditions), "Uncertainty" (information missing that is critical to problem...
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Design Research vs. Instructional Systems Design: Implications for Educational Technologists
Eunjung Oh; Thomas C. Reeves
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 2119–2127
For the past two decades, design research has gained attention as an emerging research paradigm in the educational technology field as well as in the field of education generally. Design research deals with both design and research and shares some...
Topics: Instructional Design, Educational Technology, Research Methods
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Instructional and Social Dimensions of Class Web Pages
Joanne Dehoney; Thomas C. Reeves
Journal of Computing in Higher Education Vol. 10, No. 2 (1999) pp. 19–41
A study analyzed the functions of 25 publicly accessible college-course Web sites, then surveyed some of the sites' authors. All sites performed course-management functions valued by instructors; a small subset also demonstrated easily implemented,...
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Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda
Tel Amiel; Thomas C. Reeves
Educational Technology & Society Vol. 11, No. 4 (2008) pp. 29–40
The role of educational technologies in improving educational practices and outcomes has been criticized as over-hyped and insignificant. With few exceptions, the state of education has changed less than expected as a result of tools such as...
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Dimensions of Effective Interactive Learning with Telematics for Distance Education
Ron Oliver; Thomas C. Reeves
Educational Technology Research and Development Vol. 44, No. 4 (1996) pp. 45–56
Describes two forms of telematics, audiographics and live interactive television, that are being used for distance education in Western Australia. Effective telematics teaching is discussed, including collaboration, generative learning, contextual...
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Reframing Research on Learning with Technology: In Search of the Meaning of Cognitive Tools
Beaumie Kim; Thomas C. Reeves
Instructional Science: An International Journal of the Learning Sciences Vol. 35, No. 3 (May 2007) pp. 207–256
Previous research and development with cognitive tools has been limited by an inadequate conceptualization of the complexity underlying their nature and affordances for supporting learning and performance. This paper provides a new perspective on...
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Interaction in Asynchronous Web-Based Learning Environments
Younghee Woo; Thomas C. Reeves
Journal of Asynchronous Learning Networks Vol. 12, No. 3 (December 2008) pp. 179–194
Because of the perceived advantages and the promotion of Web-based learning environments (WBLEs) by commercial interests as well as educational technologists, knowing how to develop and implement WBLEs will probably not be a choice, but a necessity...
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Why Do Teachers Need to Use Technology in Their Classrooms? Issues, Problems, and Solutions
Feng Wang; Thomas C. Reeves
Computers in the Schools Vol. 20, No. 4 (March 2004) pp. 49–65
Will computers repeat the failure that older technologies (e.g., film, radio, and television) experienced concerning educational applications of technology? A simple question seems to be helpful for us to gain more insight on this issue: "Why do...
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Systematic Review of Design-Based Research Progress: Is a Little Knowledge a Dangerous Thing?
Susan McKenney; Thomas C. Reeves
Educational Researcher Vol. 42, No. 2 (March 2013) pp. 97–100
Sufficient attention and resources have been allocated to design-based research (DBR) to warrant review concerning if and how its potential has been realized. Because the DBR literature clearly indicates that this type of research strives toward...
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Meaningful interaction in web-based learning: A social constructivist interpretation
Younghee Woo; Thomas C. Reeves
Internet and Higher Education Vol. 10, No. 1 (2007) pp. 15–25
Interaction is an essential ingredient in any learning process. However, every interaction does not lead to increased learning. When interaction has a direct influence on learners' intellectual growth, we can say the interaction is meaningful. The...
Language: English
Topics: Interaction
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The Relationships between Cultural Differences among American and Chinese University Students and the Design of Personal Pages on the World Wide Web
Gia-Li Chu; Thomas C. Reeves
Annual Meeting of the American Educational Research Association 2000 (April 2000)
The purpose of this study was to examine the relationships between cultural differences and the design of personal Web pages. The research questions were: (1) What differences can be detected between how American and Chinese students employ symbol...
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MOOCs: Let's Get Real
Thomas C. Reeves; John G. Hedberg
Educational Technology Vol. 54, No. 1 (2014) pp. 3–8
Rising costs, perceived declining value, and weak evidence of quality outcomes bedevil contemporary higher education. One innovation intended to address these problems is the Massive Open Online Course (MOOC). This article recommends that the...
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Learning from MOOCs: A Qualitative Case Study from the Learners' Perspectives
Yeonjeong Park; Insung Jung; Thomas C. Reeves
Educational Media International Vol. 52, No. 2 (2015) pp. 72–87
This study describes the massive open online course (MOOC) experiences of three educational technology scholars assuming the roles of learners. Adapting Carroll's model of school learning as a theoretical framework, the study employed an...
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The reality of virtual schools: A review of the literature
Michael K. Barbour; Thomas C. Reeves
Computers & Education Vol. 52, No. 2 (February 2009) pp. 402–416
Virtual schooling was first employed in the mid-1990s and has become a common method of distance education used in K-12 jurisdictions. The most accepted definition of a virtual school is an entity approved by a state or governing body that offers...
Language: English
Topics: Virtual Environments
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The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course
Shiang-Kwei Wang; Thomas C. Reeves
Educational Technology Research and Development Vol. 54, No. 6 (December 2006) pp. 597–621
Collaborating closely with a 10th-grade science teacher, we designed a Web-based learning environment (Web-LE) to improve student motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and...
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Inquiry-Based Learning and Digital Libraries in Undergraduate Science Education
Xornam S. Apedoe; Thomas C. Reeves
Journal of Science Education and Technology Vol. 15, No. 5 (December 2006) pp. 321–330
The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support...
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Online Learning as Information Delivery: Digital Myopia
Jan Herrington; Thomas C Reeves; Ron Oliver
Journal of Interactive Learning Research Vol. 16, No. 4 (October 2005) pp. 353–367
** Invited as a paper from ED-MEDIA 2004 ** In business and commerce, the concept of marketing myopia has been a useful tool to predict, analyze and explain the rise and fall of businesses. In this article, we question whether the concept can...
Topics: Pedagogy, Constructivism, web-based learning, online learning, online teaching
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Levels of Evaluation for Computer-Based Instruction
Thomas C. Reeves; Richard M. Lent
The uses and methods of four levels of evaluation which can be conducted during the development and implementation phases of computer-based instruction (CBI) programs are discussed in this paper. The levels of evaluation presented are: (1)...
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Authentic Tasks Online: A Synergy among Learner, Task, and Technology
Jan Herrington; Thomas C. Reeves; Ron Oliver
Distance Education Vol. 27, No. 2 (August 2006) pp. 233–247
Fostering synergies amongst "learner," "task," and "technology" to create innovative and immersive distance learning environments runs counter to the widespread practice of incorporating traditional classroom pedagogical strategies into Web-based...
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Synchronous Online Learning Experiences: The Perspectives of International Students from Taiwan
Chun-Min Wang; Thomas C. Reeves
Educational Media International Vol. 44, No. 4 (December 2007) pp. 339–356
Online learning is growing in higher education contexts around the world, but very few research-based studies have addressed the cultural aspects of online teaching and learning. In this study, we focused on international students from Taiwan and...
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IDioM: A Platform for a Course Development Expert System
Kent L. Gustafson; Thomas C. Reeves
Educational Technology Vol. 30, No. 3 (1990) pp. 19–25
Describes a Macintosh computer-based Instructional Development Model (IDioM) that provides a platform upon which an expert system for course development can be constructed. Goals of IDioM are explained, including instructional design and...
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A Development Research Agenda for Online Collaborative Learning
Thomas C. Reeves; Jan Herrington; Ron Oliver
Educational Technology Research and Development Vol. 52, No. 4 (2004) pp. 53–66
Although important, traditional basic-to-applied research methods have provided an insufficient basis for advancing the design and implementation of innovative collaborative learning environments. It is proposed that more progress may be...
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Immersive Learning Technologies: Realism and Online Authentic Learning
Jan Herrington; Thomas C. Reeves; Ron Oliver
Journal of Computing in Higher Education Vol. 19, No. 1 (September 2007) pp. 80–99
The development of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible. Such simulations have been used to great effect in...
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Design Research: A Socially Responsible Approach to Instructional Technology Research in Higher Education
Thomas C. Reeves; Jan Herrington; Ron Oliver
Journal of Computing in Higher Education Vol. 16, No. 2 (March 2005) pp. 96–115
Design research has grown in importance since it was first conceptualized in the early 90s, but it has not been adopted for research in instructional technology in higher education to any great extent. Many researchers continue to conduct studies...
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Building Environmental Literacy through Participation in GIS and Multimedia Assisted Field Research
C P. Lo; James M. Affolter; Thomas C. Reeves
Journal of Geography Vol. 101, No. 1 (January 2002) pp. 10–19
A Learning Support System (LSS) that emphasizes experiential research in natural environments using the cutting-edge technologies of GIS and multimedia has been developed for teaching environmental literacy to undergraduate students at the...
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Implementing Authentic Tasks in Web-Based Learning Environments
Younghee Woo; Jan Herrington; Shirley Agostinho; Thomas C. Reeves
Educause Quarterly Vol. 30, No. 3 (2007) pp. 36–43
The use of authentic tasks is derived from social constructivist principles of locating learning in the context of reality. Authentic tasks can foster learning transfer because collaboration among students not only helps them learn the concepts...
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Representing Authentic Learning Designs Supporting the Development of Online Communities of Learners
Ron Oliver; Anthony Herrington; Jan Herrington; Thomas C. Reeves
Journal of Learning Design Vol. 2, No. 2 (2007) pp. 1–21
Authentic learning designs have been explored for some time now and have frequently been shown to provide learning settings that provide many meaningful contexts for learning. These meaningful contexts provide not only encouragement for students to...
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Incorporating risk assessment into the formative evaluation of an authentic e-learning program
James L. Vesper; Ümit Kartoğlu; Jan Herrington; Thomas C. Reeves
British Journal of Educational Technology Vol. 47, No. 6 (November 2016) pp. 1113–1124
This paper describes the use of two different risk assessment strategies during the design and development of a complex authentic task-based e-learning program developed by the World Health Organization (WHO). The first strategy involved the use of...
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Designing Authentic Activities in Web-Based Courses
Jan Herrington; Thomas C. Reeves; Ron Oliver; Younghee Woo
Journal of Computing in Higher Education Vol. 16, No. 1 (September 2004) pp. 3–29
Influenced by constructivist educational theory and advances in technology, there is increasing interest in authentic activities as a basis for learning in both face-to-face and Web-based courses. Whereas traditionally, real-world activities have...
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Reflections on the Scholarly Contributions of Professor David H. Jonassen
Thomas C. Reeves; Chwee Beng Lee; Woei Hung
Computers & Education Vol. 64 (May 2013) pp. 127–130
The six papers in this special issue of "Computers and Education" honoring Professor David H. Jonassen are diverse in nature. They also reflect differing interpretations of the implications of Jonassen's work for research and development focused on...
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Revisiting “MOOCs and Open Education Around the World”
Curtis J Bonk; Mimi Miyoung Lee; Thomas C Reeves; Thomas H Reynolds
E-Learn: World Conference on E-Learning Vol. 2015, No. 1 (Oct 20, 2015)
This panel is a follow-up to the full day preconference symposium on “MOOCs and Open Education around the World” held at E-learn 2013 which resulted in an edited book with Routledge and special issue of the International Journal on E-Learning (IJEL) ...
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Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study
Shiang-Kwei Wang; Hui-Yin Hsu; Thomas C. Reeves; Daniel C. Coster
Computers & Education Vol. 79, No. 1 (October 2014) pp. 101–115
Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science...
Language: English
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Usability and Instructional Design Heuristics for E-Learning Evaluation
Lisa Benson; Dean Elliott; Michael Grant; Doug Holschuh; Beaumie Kim; Hyeonjin Kim; Erick Lauber; Sebastian Loh; Thomas C. Reeves
World Conference on Educational Media and Technology 2002 (2002) pp. 1615–1621
Heuristic evaluation is a methodology for investigating the usability of software originally developed by Nielsen (1993, 2000). Nielsen's protocol was modified and refined for an evaluation of an e-learning program by participants in a doctoral...
Topics: Evaluation, Software