Tegrity as a Means of Student Reflection

Rebecca Callaway

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 617–621

Graduate students enrolled in an Educational Media class utilized the Tegrity lecture capture system as part of the regular course activities. Students accessed videos to review classroom activities and discussions. Students captured their...

Implications of Flipped Teaching Strategy on Preservice Teachers’ Self-efficacy and Intention to Integrate Technology in Future Classroom

Mohamed Ibrahim; Rebecca Callaway

International Journal on E-Learning Vol. 21, No. 1 (January 2022) pp. 25–38

This study investigates the implications of flipped teaching strategy on preservice teachers’ self-efficacy and intention to integrate technology in future classroom. The researchers used the theory of planned behavior (TPB) as theoretical framework....

Students' Learning Outcomes and Self-efficacy Perception in a Flipped Classroom

Mohamed Ibrahim; Rebecca Callaway

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 20, 2014) pp. 899–908

The purpose of this study was to investigate the implications of the use of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with independent...

Topics: Tools & Systems, Other

Implications of the Use of Flipped Teaching Strategy on Preservice Teachers’ Learning Outcomes, Self-efficacy and Perception in a Technology Integration Course

Mokamed Ibrahim; Rebecca Callaway

EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014)

The purpose of this study was to investigate the implications of the use of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with IV: the teaching...

Topics: interactive learning environments, Teaching/Learning Strategies, Multimedia/Hypermedia Applications

Toward Improving Preservice Teachers’ Intention to Use Technology in their Future Classroom: Examining the Effect of Project-based Learning on Students’ Attitude Change

Mohamed Ibrahim; Rebecca Callaway

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1518–1527

The purpose of this study was to examine the effect of project-based learning (PBL) on changing preservice teachers’ intention to use technology in their future classroom. By utilizing theory of planned behavior (TPB), the researchers used a mixed...

Topics: New Possibilities with Information Technologies, Assessment and E-Folios, Teaching and Learning with Emerging Technologies

Faculty and teacher candidate computer self-efficacy and the relationship of faculty computer self-efficacy, technology professional development, and technology use

Rebecca A. Callaway

Faculty and teacher candidate computer@self@-efficacy and the relationship of faculty computer self@-efficacy, technology professional@development, and technology use (2004) pp. 1–125

The purpose of this study was to examine the possible relationship among faculty computer self-efficacy, technology professional development, and the extent of technology use in Louisiana's college and university classrooms. Additionally, faculty...

Cultural Accessibility in Online Courses

Rebecca Callaway; Kathryn Matthew

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2205–2209

The culture of the instructional designer and the instructor impact the organization, the content, and the activities in online courses. When students from diverse cultures enroll in the courses, there is the potential for a mismatch between their...

Topics: Implementation Examples & Issues, Social & Cultural Issues, Instructional Design

Investigating the Effect of Using E-portfolio On Preservice Teachers’ Self-efficacy, Proficiency and Intention to Use Technology in their Future Classroom

Mohamed Ibrahim; Rebecca Callaway

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 129–140

The purpose of this study was to investigate the effect of using e-portfolio on preservice teachers’ self-efficacy, proficiency and intention to use technology in their future classroom. By utilizing theory of planned behavior (TPB) as theoretical...

Topics: Learning portfolios, Alternative and innovative assessment methods

Implications of Flipped Teaching Strategy on Preservice Teachers’ Self-efficacy and Intention to Integrate Technology in Future Classroom

Mohamed Ibrahim; Rebecca Callaway

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 413–421

This study investigates the implications of flipped teaching strategy on preservice teachers’ self-efficacy and intention to integrate technology in future classroom. The researchers used the theory of planned behavior (TPB) as theoretical framework....

Topics: Teacher education and technology integration, Learning technologies for transformational change

Assessing the Effect of Flipping the Teaching Strategy on Preservice Teachers’ Academic Achievement and Perception in a Technology Course

Mohamed Ibrahim; Rebecca Callaway

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2356–2365

The purpose of this study was to investigate the implications of the use of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with independent...

Topics: Digital Storytelling/Video, Early Childhood Education, Achievement, Preservice Teacher Education, New Possibilities with Information Technology Education

Preservice Teachers and Action Research in Virtual Reality

Heather Stefanski; Rebecca Callaway

Society for Information Technology & Teacher Education International Conference 2022 (Apr 11, 2022) pp. 2108–2116

The goals of this project are for preservice teachers to connect evidence-based practices in their content areas with technology, namely virtual reality sets and to solve field-based problems of practice. Through engaging in the process of action...

Topics: Research & Evaluation, Teaching and Learning with Emerging Technologies, X Realities and Learning

Wiki as a Collaborative Learning Tool

Kathryn Matthew; Rebecca Callaway

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 2678–2683

Wikis have the potential to be powerful collaborative learning tools as communities of learners come together to create knowledge and share information. Thirty-two language arts methods students collectively researched and added content to a class...

Topics: Students, Research Methods, Languages, Collaboration

Empowering Pre-service Teachers to Integrate Technology: The Effect of Project-Based Instruction on Students? Self-regulation and Self-Efficacy Perception in Face-to-Face, Hybrid and Online Learning Environment

Mohamed Ibrahim; Rebecca Callaway

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 688–698

The purpose of this study was to investigate the effect of project-based learning (PBL) on pre-service teachers? self-regulation and self-efficacy skills in face-to-face, hybrid and online learning environment. The investigators employed a within...

Topics: research, Instructional Design, Other

Cultural Accessibility in Online Courses

Rebecca Callaway; Kathryn Matthew

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 549–554

Exploring the impact of the five value dimensions of cultural differences (Hofstede, 1983a, 1983b, 1986, 1988; Hofstede & Bond, 1988) on transnational learning provides insights for instructors and instructional designers responsible for developing...

Topics: Instructional Design, Accessibility, Social & Cultural Issues

The effect of the design of instructional video on students’ learning outcome and perceived difficulty in online learning environment

Mohamed Ibrahim; Rebecca Callaway; David Bell

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1177–1182

The purpose of this study was to investigate the effect of the design of instructional video based on the Cognitive Theory of Multimedia Learning on preservice teachers’ learning outcome and the perceived difficulty in an online course. Three-group...

Topics: Instructional Design, research

Assessing the Correlations Among Interactive Learning Material, Self-efficacy, Cognitive Overload, and Metacognitive Awareness

Rebecca Callaway; Mohamed Ibrahim; Kenneth Teutsch

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 759–766

This study examined the effect of interactive learning material on students’ cognitive load, metacognitive awareness and self-efficacy. Findings in this study showed that there was a strong and positive correlation between students’ self- efficacy...

Topics: Students, research, Designing, Developing, and Assessing E-Learning

Assessing the Effects of Segmentation and Signaling in Tegrity Lecture-Capture Videos and Students’ Learning Outcomes

Ryan Treadwell; Mohamed Ibrahim; Rebecca Callaway

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1441–1445

Segmentation and signaling design principles based on the cognitive theory of multimedia learning (CTML) were applied to Tegrity lecture videos inside of a Blackboard learning module. Students in a Business Statistics course participated for extra...

Topics: Instructional Design, research

Blackboard Options for Culturally Accessible Online Courses

Rebecca Callaway; Kathryn Matthew; Emese Felvegi

EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014)

Differences in cultural backgrounds between the instructional designer and the instructor and the students enrolled in online classes, creates a potential for misunderstandings. Differences in language and communication as well as differences in...

Topics: pedagogical issues, Teaching/Learning Strategies, International Challenges

Motivating Students to Read Assigned Materials Using a Wiki – Two Years in Review

Kathryn Matthew; Emese Felvegi; Rebecca Callaway

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3110–3114

Collaborating with their classmates to create a class wiki motivated students to complete assigned readings. Over the course of four semesters, 75 undergraduate and graduate students contributed content to a class wiki. Data collection included...

Optimizing Instructional Video for Preservice Teachers in an Online Technology Integration Course

Mohamed Ibrahim; Rebecca Callaway; David Bell

American Journal of Distance Education Vol. 28, No. 3 (2014) pp. 160–169

This study assessed the effect of design instructional video based on the Cognitive Theory of Multimedia Learning by applying segmentation and signaling on the learning outcome of students in an online technology integration course. The study...

Collaborative Learning Using a Wiki

Kathryn Matthew; Emese Felvegi; Rebecca Callaway

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1260–1265

Wikis have the potential to be powerful collaborative learning tools as communities of learners come together to create knowledge and share information. Thirty-two language arts methods students collectively researched and added content to a class...

Assessing the Effect of Instructional Video Design on Students’ Learning Outcome in an Online Technology Integration Course

Mohamed Ibrahim; Rebecca Callaway; David Bell

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 349–356

The purpose of this study was to investigate the design aspects of instructional video effecting students’ learning outcome in technology integration online course. The study assessed the effect of design instructional video based on the Cognitive...

Topics: Information Technology Education, Distance/Flexible Education, Technological, Pedagogical Content Knowledge

Preservice Teachers’ Characteristics Effecting Metacognitive Skills in a Flipped Classroom

Mohamed Ibrahim; Aileen Watts; Rebecca Callaway

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 362–376

The purpose of this study was to investigate preservice teachers’ characteristics effecting metacognitive skills in a Flipped Classroom. Participants were 80 pre-service teachers at a Midwestern university. The results of the present study indicated ...

Topics: Teachers, Instructional Design, Planning, Implementation Examples & Issues, Other

e-Books on Campus

Kathryn Matthew; Emese Felvegi; Rebecca Callaway

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2755–2760

This paper examines research related to university students’ and faculty members’ preferences and experiences using eBooks for classroom learning and for library investigations. Included is an exploration of how eBooks are used for learning and as...

Professors' Reflections on Changes Implemented After Technology Professional Development Sessions

Rebecca Callaway; Kathy Matthew; Catherine Letendre

Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1532–1536

Professors' Reflections on Changes Implemented After Technology Professional Development Sessions The purpose of this research project was to determine the impact of technology professional development on teacher preparation faculty in colleges...

Topics: Professional Development, Educational Technology

The Effects of Interactive Instructional Video on Students’ Knowledge Acquisition and Academic Characteristics in an Online Learning Environment

Mohamed Ibrahim; Aileen Watts; Rebecca Callaway

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2366–2374

Using the cognitive theory of multimedia learning as a framework, this study investigated the effects of interactive instructional video on students’ knowledge acquisition in an online learning environment. Furthermore, the study examined whether...

Topics: New Possibilities with Information Technology Education, Multimedia, Early Childhood Education, Video, Creativity

Utilizing Learning Analytics in Measuring Students’ Learning Outcomes: Re-examining an Online Course Grounded in the Cognitive-Affective Theory of Learning with Media (CATLM)

Mohamed Ibrahim; Rebecca Callaway; Yasemin Gulbahar

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2019 (Nov 04, 2019) pp. 502–512

The purpose of this study was to use learning analytics to measure students’ learning outcomes in an online course using the design principles of cognitive-affective theory of learning with media (CATLM). The results indicated that the use of...

Topics: online learning environments, E-learning/E-training, Learner Analytics

Investigating the Effect of Experiential Learning on Preservice Teachers’ Perception and Self-Efficacy with ELL Students

Mohamed Ibrahim; Rebecca Callaway; Kathleen Myers

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1185–1194

Grounded in Experiential Learning Theory (ELT), this study investigated the effect of a learning experience on preservice teachers’ perception regarding their ability to accommodate English Language Learners (ELL) in their future classrooms....

Topics: Early Childhood Education, Equity & Social Justice, English Education

Wiki as a Collaborative Learning Tool in a Language Arts Methods Class

Kathryn I. Matthew; Emese Felvegi; Rebecca A. Callaway

Australian Educational Computing Vol. 27, No. 1 (September 2012) pp. 39–47

The purpose of this study was to determine how contributing to a class wiki affected the learning of pre-service teachers enrolled in a language arts methods class. Participants included 37 preservice teachers enrolled in three sections of a field...

Wiki as a Collaborative Learning Tool in a Language Arts Methods Class

Kathryn I. Matthew; Emese Felvegi; Rebecca A. Callaway

Journal of Research on Technology in Education Vol. 42, No. 1 (2009) pp. 51–72

The purpose of this study was to determine how contributing to a class wiki affected the learning of preservice teachers enrolled in a language arts methods class. Participants included 37 preservice teachers enrolled in three sections of a field...

Investigating the Effect of a Surprise Created by a Discrepant Event on Preservice Teachers’ Learning and Perceptions

Kathleen Myers; David Smith; Mohamed Ibrahim; Rebecca Callaway

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1225–1232

The purpose of this study was to investigate the effects of a discrepant event on preservice teachers’ perceptions regarding the experiences of English as Second Language (ESL) students in the classroom. Preservice teachers presented with a lecture...

Topics: Early Childhood Education, Research & Evaluation, Universal Design for Learning

The Effects of the Use of Internet and Phone on Students’ Performance across Different Disciplines

Rajvardhan Patil; Matt Brown; Mohamed Ibrahim; Rebecca Callaway; Reza Hamidi

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 642–650

The purpose of this study was to investigate the effects of the use of internet and phone during learning on students’ performance in College of Education, and Engineering & Applied Sciences in a southern university. The present study utilized the...

Topics: Case, Scenario, Problem, Project-Based Learning

Online Solitude: A Lack of Student Interaction

Kathryn Matthew; Rebecca Callaway; Christie Matthew; Josh Matthew

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 734–739

This exploratory study examines the experiences of three graduate students participating in online learning classes that were not designed to include student interactions. Research on the design of online learning environments examines the...

Topics: Students, Interaction

Intern Performance in Three Supervisory Models

Sid T. Womack; Shellie L. Hanna; Rebecca Callaway; Peggy Woodall

Arkansas Association of Teacher Educators Annual Meeting 2011 (Apr 22, 2011)

Differences in intern performance, as measured by a Praxis III-similar instrument were found between interns supervised in three supervisory models: Traditional triad model, cohort model, and distance supervision. Candidates in this study's...

Technology and Reading Achievement – Implications of the Progress in International Reading Literacy Studies (PIRLS)

Emese Felvegi; Kathryn Matthew; Rebecca Callaway; Balázsi Ildikó

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1429–1432

Abstract: The Progress in International Reading Literacy Study (PIRLS) provides international indicators of student achievement and investigates trends in reading literacy skills of fourth-grade students. The authors provide a brief summary of the...

Faculty Technology Coaches

Rebecca Callaway,; Catherine Letendre; Kimberly Kimbell-Lopez,; Kathryn Matthew; Elizabeth Stephens

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2023–2028

The purpose of this research was to examine the benefits of one-on-one mentoring for technology coaches and teacher preparation faculty as they learned to use technology. Participants included 33 teacher preparation faculty and 14 technology...

Topics: Faculty, Educational Technology, Teachers