Comparison of traditional and computer-based agriscience instruction for secondary courses in the state of Mississippi

Farrah Lynn Johnson

(2001) pp. 1–88

The purpose of this research was to compare the knowledge and comprehension level of students enrolled in traditional and computer-based agriscience courses for the state of Mississippi. The sample size was 152 students. The research followed a...

The effect of Getting Things Done software on the motivation and self-regulation of preservice teachers in an introductory educational technology course

Amy Lynn Johnson

(2013) pp. 1–229

The purpose of this study was to investigate the effect of Getting Things Done TM (GTD) software on the motivation and self-regulation of pre-service teachers in an introductory Educational Technology course.

Integration of e-Management, e-Development and e-Learning Technologies for Blended Course Delivery

Lynn E. Johnson; Michael Tang

AACE Journal Vol. 13, No. 2 (April 2005) pp. 185–199

** Invited as a paper from E-Learn 2003 ** This paper describes and assesses a pre-engineering curriculum development project called Foundations of Engineering, Science and Technology (FEST). FEST integrates web-based technologies into an inter...

Topics: collaborative learning, Distance Education, online learning, Learning Communities, online education, eLearning, Collaboration, Teaching Methods, Knowledge Management, Blended Learning, Learning Management Systems

Determining the Efficacy of Intervention: The Use of Effect Sizes for Data Analysis in Single-Subject Research

Jeffrey D. Kromrey; Lynn Foster-Johnson

Journal of Experimental Education Vol. 65, No. 1 (1996) pp. 73–93

Presents use of the effect size as a descriptive statistic for single-subject research. Discusses the way in which effect sizes augment interpretation of results, and reviews four types of treatment effects with case studies. An appendix includes a...

Investigating Functions with a Ferris Wheel

Heather Lynn Johnson; Peter Hornbein; Sumbal Azeem

Mathematics Teacher Vol. 110, No. 5 (2016) pp. 344–351

The authors provide a dynamic Ferris wheel computer activity that teachers can use as an instructional tool to help students investigate functions. They use a student's work to illustrate how students can use relationships between quantities to...

Integration of e-Learning Technologies for FEST

Lynn Johnson; Michael Tang; Roxanne Byrne

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 539–545

This paper is describes and analyzes a curriculum development project, Foundations of Engineering, Science and Technology (FEST), that integrates diverse web-based technologies into an inter-connected system to deliver a pre-engineering program to...

Topics: Learning Objects, Engineering, Library

Designing Online Playgrounds for Learning Mathematics

Heather Lynn Johnson; Peter Hornbein; Dana Bryson

Mathematics Teacher Vol. 110, No. 4 (2016) pp. 298–303

Fully online courses can provide teachers fresh opportunities to expand their mathematical conceptions and infuse technology into their classroom teaching. In this article, the authors share the experience of two classroom teachers (Hornbein and...

A Successful Videoconference Satellite Program: Providing Nutritional Information on Dementia to Rural Caregivers

Lynn Paul; Ann O. Johnson; G Marnie Cranston

Educational Gerontology Vol. 26, No. 5 (2000) pp. 415–25

A videoconference was designed to update rural caregivers on nutrition information provided by a practitioner panel. It was delivered via satellite and public television. Most of the 66 participants were satisfied with the clarity of the material...

Podcasting Lectures

Sarah Brittain; Pietrek Glowacki; Jared Van Ittersum; Lynn Johnson

Educause Quarterly Vol. 29, No. 3 (2006) pp. 24–31

At some point in their educations, students must learn copious amounts of information. To do this, they use a variety of well-known strategies such as study groups, note-taking services, and videotapes of lectures. In fall 2004, a group of first...

Presence+Experience: A Framework for the Purposeful Design of Presence in Online Courses

Joanna C. Dunlap; Geeta Verma; Heather Lynn Johnson

TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 2 (2016) pp. 145–151

In this article, we share a framework for the purposeful design of presence in online courses. Instead of developing something new, we looked at two models that have helped us with previous instructional design projects, providing us with some...

Dental Interactive Simulations Corporation (DISC): Simulations for Education, Continuing Education, and Assessment

Lynn A. Johnson; Barry Wohlgemuth; Cheryl A. Cameron; Frank Caughman; Tom Koertge; Julie Barna; Joe Schulz

Journal of Dental Education Vol. 62, No. 11 (1998) pp. 919–28

The Dental Interactive Simulations Corporation (DISC) is a nonprofit organization that creates interactive patient simulations for dental and dental hygiene education. The simulations present highly realistic patient care delivery scenarios. Twelve...

Continuing Dental Education via an Interactive Video Network: Course Development, Implementation and Evaluation

Lynn A. Johnson; Margaret C. Lohman; Jamie D. Sharp; T Scott Krenz

Journal of Educational Media Vol. 25, No. 2 (2000) pp. 129–40

Describes the development of a continuing dental education program at the University of Iowa offered via the Iowa Communications Network. Discusses advantages of distance education, including lessening travel time and expense; interactive audio and...

Making Sense of the Data from Complex Assessments

Robert J. Mislevy; Linda S. Steinberg; F Jay Breyer; Russell G. Almond; Lynn Johnson

Applied Measurement in Education Vol. 15, No. 4 (2002) pp. 363–89

Presents a design framework that incorporates integrated structures for modeling knowledge and skills, designing tasks, and extracting and synthesizing evidence. Illustrates these ideas in the context of a project that assesses problem solving in...

Technology Integration: Connections to Educational Theories

Terri Teal Bucci; Jeane Copenhaver; Lynn Johnson; Barbara Lehman; Thomas O’Brien

Contemporary Issues in Technology and Teacher Education Vol. 3, No. 1 (2003) pp. 30–46

The Ohio State University at Mansfield (OSU-M), like many institutions, has made technology integration across the curriculum an instructional focus. This article will provide insight into ways in which the education department at OSU-M integrates ...

Topics: Educational Technology, Integration, Elementary Education