Search results for author:"Terence+C.+C.+Ahern"
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International Journal of Educational Telecommunications Vol. 7, No. 4 (2001) pp. 379–392
Web-based instruction (WBI) is becoming much more common with the growth of the Internet and available computer networks (Harasim, Hiltz, Teles, & Turoff, 1995). With the rapid expansion of WBI there is a need to examine its effectiveness. This...
Journal of Research on Computing in Education Vol. 26, No. 4 (1994) pp. 537–46
Discusses uses of technology in distance education and describes a study of college graduate students that illustrated the effects of two different instructional delivery technologies on the nature of interaction in online education systems: one...
Mary K. Tallent-Runnels; Julie A. Thomas; William Y. Lan; Sandi Cooper; Terence C. Ahern; Shana M. Shaw; Xiaoming Liu
Review of Educational Research Vol. 76, No. 1 (2006) pp. 93–135
This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners' outcomes, learners' characteristics, and institutional and administrative factors. The authors found little...
Terence C. Ahern; Julie A. Thomas; Mary K. Tallent-Runnels; William Y. Lan; Sandra Cooper; Xiaoming Lu; Jacqui Cyrus
Internet and Higher Education Vol. 9, No. 1 (2006) pp. 37–46
There is a tremendous amount of pressure on educators to incorporate highly advanced computer-mediated communication (CMC) into the classroom, but the research shows that this is not an easy task. Part of the difficulty learners experience within...
Journal of Educational Computing Research Vol. 21, No. 2 (1999) pp. 151–63
Investigates the effect of activity content, its presentation, and the interactions between the two on flow experience (intrinsic motivation) in instructional activity. Results suggest that activity content has major influences on motivation;...
Journal of Research on Computing in Education Vol. 26, No. 3 (1994) pp. 336–57
Discussion of emerging educational technologies focuses on a case study of college students that was conducted to observe the effects of using computer-mediated communication and appropriate groupware as a teaching tool. Highlights include effects...
Improving the Instructional Congruency of a Computer-Mediated Small-Group Discussion: A Case Study in Design and Delivery
Journal of Research on Computing in Education Vol. 32, No. 3 (2000) pp. 385–400
Presents an exploratory case study with preservice teacher education students of an experience in collaborative discourse mediated through an educationally designed network-based application. Topics include computer mediated communication; text...
Journal of Educational Technology Systems Vol. 44, No. 3 (2016) pp. 332–345
Using social media can create a rich learning environment that crosses all content areas. The key to creating this environment is for instructors and designers to match appropriate social media software with the intended learning outcome. This...
Toward a New Model of Usability: Guidelines for Selecting Reading Fluency Apps Suitable for Instruction of Struggling Readers
Journal of Educational Technology Systems Vol. 45, No. 1 (2016) pp. 124–136
Computer applications related to reading instruction have become commonplace in schools and link with established components of the reading process, emergent skills, decoding, comprehension, vocabulary, and fluency. This article focuses on computer...
TechTrends: Linking Research and Practice to Improve Learning Vol. 41, No. 6 (1996) pp. 23–26
Proposes a framework for designers and teachers to research better design methodologies for distance education and to choose the most appropriate technologies and design better instructional tasks. Presents a scenario in which inherent...
Online Journal of Distance Learning Administration Vol. 18, No. 1
There are many strategies for estimating the effectiveness of instruction. Typically, most methods are based on the student evaluation. Recently a more standardized approach, Quality Matters (QM), has been developed that uses an objectives-based...
Journal of Educational Computing Research Vol. 8, No. 3 (1992) pp. 291–309
Describes a study that examined increasing peer interaction in an asynchronous learning environment by investigating the effect of a teacher's discourse style on the level and quality of student participation in a computer-mediated discussion. Three ...