Search results for author:"Andrew Lumpe"
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Journal of Science Education and Technology Vol. 17, No. 5 (October 2008) pp. 427–436
This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project, several examples of educational software were developed to scaffold the learning of students performing high level cognitive...
Journal of Research on Computing in Education Vol. 34, No. 1 (2001) pp. 93–107
Describes the development of an instrument to assess teachers' context beliefs about using technology in the classroom based on a study of teachers in a professional development program on technology integration. Highlights include capability...
Research in Science Education Vol. 32, No. 4 (2002) pp. 549–66
Focuses on the use of the Artemis web-based interface, which provides a digital library for students to search, organize, and evaluate science information related to project-based investigations. Describes high school science students' use of the...
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 2371–2379
The researchers explored the Community of Inquiry framework and how collaborative technologies, specifically wikis, can be used to impact student perception of social presence in online learning. The subjects were 78 graduate education students in...
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 1872–1881
The researchers assessed the levels of teacher candidate reflection in blogging portfolios (bPortfolios), a form of e-portfolio, in a teacher education program. The coding and analysis of 41 candidates’ bPortfolios that were randomly selected from...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 9–18
Online students' ability to collaborate with peers may lead to increased learning and positive attitude toward their learning. Given a need for more theoretical and practical work in this area, we sought to compare differences between high and low...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1837–1842
Online students' ability to self-regulate led to focused attention and time on-task. Given a need for more theoretical work in this area, as well as the potential practical benefits, we sought to compare differences between high versus low...