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The Effect of Online Instruction Interface Design on Future Teachers’ Cognitive Learning Outcome
PROCEEDINGS

, , , Idaho State University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Internet technology allows online instructional methods to be integrated into educational curricula worldwide. Without an interface Internet communication is not possible. The purpose of this research project was to study the effectiveness of three types of online instructional interface design (text only, text with still images, text with animated images) on future teachers' knowledge and comprehension levels of learning outcomes. Data were collected using dynamic Web-based techniques. The participants were 72 pre-teacher education program students from College of Education in the northwest intermountain section of the United States. The data is currently being analyzed by the researchers. Upon completion of the analysis, conclusions regarding the data and implications for replication, future research possibilities, and impact to the College of Education and beyond will be presented in the 16th SITE International Conference.

Citation

Adams, H., Strickland, J. & Strickland, A. (2005). The Effect of Online Instruction Interface Design on Future Teachers’ Cognitive Learning Outcome. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2423-2427). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 24, 2019 from .

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