Online Teacher Professional Development and Implementation Success: The Learning to Teach with Technology Studio (LTTS) Experience

Gihan Osman; Thomas Duffy

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 407–413

Teacher professional development efforts are reported to have little impact on classroom practices and student achievement. Rooted in theory and research, the design of the Learning to Teach with Technology Studio (LTTS), an online problem-based...

LTTS: A course management system for online inquiry learning

Thomas Duffy; Gihan Osman

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 1285–1289

This presentation will introduce an online professional development course management system designed at Indiana University to support one on one mentoring and delivery of problem-centered courses. The focus of this application is teacher...

Designing Tools to Aid Technical Editors: A Needs Analysis

Thomas M. Duffy

Technical Communication: Journal of the Society for Technical Communication Vol. 42, No. 2 (1995) pp. 262–77

Surveys 28 expert technical editors regarding their views on editing and how computer-based tools could aid their work. Finds that the editing environment, the process of editing, the skills involved, and the errors found all influenced the types of ...

Designing Cross-Cultural Distance Education Program for Facilitating Pedagogical Change: Challenges and Strategies

Thomas Duffy; Gihan Osman

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) p. 634

Azerbaijan and the U.S. faculty will present and discuss their efforts to establish a Distance Education Center. The DE Center will support faculty at 15 universities in developing and delivering DE through face-to-face consulting and online...

Classroom Restructuring: What Do Teachers Really Need?

Barry J. Fishman; Thomas M. Duffy

Educational Technology Research and Development Vol. 40, No. 3 (1992) pp. 95–111

Describes the results of a needs analysis conducted to determine the requirements of teachers who wish to restructure their classrooms. The development of Strategic Teaching Frameworks, a hypermedia system to aid teachers and administrators in...

Online Learning: Learner Characteristics and Their Approaches to Managing Learning

Rodrigo del Valle; Thomas M. Duffy

Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 2 (March 2009) pp. 129–149

Using cluster analysis this study investigated the characteristics of learning strategies learners use in online courses with one-on-one mentoring. Three distinct approaches were identified: "Mastery oriented", "Task focused" and "Minimalist in...

Online Learning Students' Profiles

Rodrigo del Valle; Thomas M. Duffy

Association for Educational Communications and Technology Annual Meeting 2004 (October 2005)

Interest in online education has grown rapidly over the past and will continue to grow. An increasing number of universities are offering online learning (OL) opportunities. Teacher professional development is part of this trend as well. Numerous...

Design Model for Learner-Centered, Computer-Based Simulations

Chandra L. Hawley; Thomas M. Duffy

Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division 1998 (February 1998)

This paper presents a model for designing computer-based simulation environments within a constructivist framework for the K-12 school setting. The following primary criteria for the development of simulations are proposed: (1) the problem needs to...

Attempting to Come to Grips with Alternative Perspectives

Thomas M. Duffy; Anne K. Bednar

Educational Technology Vol. 31, No. 9 (1991) pp. 12–15

Discusses theories of constructivism, educational technology, and instructional design that were raised in an earlier issue. Topics discussed include process versus content of learning; collaboration; prespecification of knowledge in building...

Student-Teacher Interactions in "The Chelsea Bank" Simulation

Chandra L. Hawley; Thomas M. Duffy

Annual Meeting of the American Educational Research Association 1997 (March 1997)

The goal of the research reported here was to examine how teachers perceived their role as coach, as well as how they actually interacted with students in a computer simulation environment. Simulations like "The Chelsea Bank" significantly impact...

Strategic Teaching Framework: Multimedia To Support Teacher Change

Tammy Chaney-Cullen; Thomas M. Duffy

Journal of the Learning Sciences Vol. 8, No. 1 (1999) pp. 1–40

Describes and evaluates a technology source, Strategic Teaching Framework (STF), to support elementary school teachers in adopting a situated, constructivist approach to teaching mathematics. Presents three case studies of teachers as well as a...

Designing cross-cultural e-learning program for facilitating pedagogical change: Challenges and strategies

Larissa Malopinsky; Gihan Osman; Thomas Duffy

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 4249–4256

Understanding epistemological and cultural impasses in cross-cultural partnership projects is becoming essential for the effective transfer of innovative teaching and learning methods and development of trusting relationships between participating...

Topics: Distance Education, Collaboration, Culture, Teaching Methods

Issues in Adopting a Laserdisk-Based Science Curriculum

David A. Child; Thomas M. Duffy; Sonny Kirkley; Lori Hubbard

Journal of Science Education and Technology Vol. 6, No. 3 (1997) pp. 161–71

Examines the implementation of a laserdisk-based science curriculum in an elementary school. Issues discussed include ownership of the classroom discussion, constraints on activities, and the teacher's response to the teaching tools. Also examines...

Grounded Constructions and How Technology Can Help

Sasha A. Barab; Kenneth E. Hay; Thomas M Duffy

TechTrends: Linking Research and Practice to Improve Learning Vol. 43, No. 2 (1998) pp. 15–23

Educators are adopting learner-centered instruction in which students, facilitated by technology, collaborate with peers and engage in problem solving and inquiry. This article discusses ways to use technology in authentic learner inquiry as an...

Can Blended Learning Close the Student Achievement Gap between Regions? The CCNA Case

Hasan Cakir; Omer Delialioglu; Alan Dennis; Thomas Duffy

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 2529–2535

This paper examines the student and school factors (especially geographic location) on student achievement in the Cisco Networking Academy, a technology enhanced learning environment. The instructional model in the Cisco Networking Academy combines...

Technology Enhanced Learning Environments for Closing the Gap in Student Achievement Between Regions: Does it Work?

Hasan Cakir; Omer Delialioglu; Alan Dennis; Thomas Duffy

AACE Journal Vol. 17, No. 4 (October 2009) pp. 301–315

Student achievement gap between urban and suburban regions are a major issue in U.S. schools. Technology enhanced learning environments that support teaching and learning process with advanced technology may close this achievement gap. This paper...

Topics: Achievement, Educational Technology, eLearning, Teaching Methods, Post Secondary Education, Students

Connecting Online Learners with Diverse Local Practices: The Design of Effective Common Reference Points for Conversation

Alyssa Friend Wise; Poornima Padmanabhan; Thomas M. Duffy

Distance Education Vol. 30, No. 3 (November 2009) pp. 317–338

This mixed-methods study probed the effectiveness of three kinds of objects (video, theory, metaphor) as common reference points for conversations between online learners (student teachers). Individuals' degree of detail-focus was examined as a...

The Effects of Teacher Social Presence on Student Satisfaction, Engagement, and Learning

Alyssa Wise; Juyu Chang; Thomas Duffy; Rodrigol Del Valle

Journal of Educational Computing Research Vol. 31, No. 3 (Jan 01, 2004) pp. 247–271

This research experimentally manipulated the social presence cues in instructor's messages to students. The context was an online professional development one-credit course with one-to-one mentoring of students. Additionally, student learning...

Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses

Charles Graham; Kursat Cagiltay; Byung-Ro Lim; Joni Craner; Thomas M. Duffy

Extending the Pedagogy of Threaded-Topic Discussions. Vol. 2001, No. 1 (2001)

Discusses principles to use in evaluating online university courses, including student-faculty contact; cooperation among students; active learning, including course projects; prompt feedback; time on task, including the need for deadlines; high...

Factors Impacting Adult Learner Achievement in a Technology Certificate Program on Computer Networks

Omer Delialioglu; Hasan Cakir; Barbara A. Bichelmeyer; Alan R. Dennis; Thomas M. Duffy

Turkish Online Journal of Educational Technology - TOJET Vol. 9, No. 2 (April 2010) pp. 97–107

This study investigates the factors impacting the achievement of adult learners in a technology certificate program on computer networks. We studied 2442 participants in 256 institutions. The participants were older than age 18 and were enrolled in...

Effects of Online Cognitive Facilitation on Student Learning

Rodrigo del Valle; Semiral Oncu; Nur Fatma Koksal; Nari Kim; Paul Alford; Thomas M. Duffy

Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)

The purpose of this exploratory experimental study was to examine how online cognitive facilitation that promotes cognitive presence, while keeping facilitator's social presence constant, affects student learning and satisfaction in an online...

Team Regulation in a Simulated Medical Emergency: An In-Depth Analysis of Cognitive, Metacognitive, and Affective Processes

Melissa C. Duffy; Roger Azevedo; Ning-Zi Sun; Sophia E. Griscom; Victoria Stead; Linda Crelinsten; Jeffrey Wiseman; Thomas Maniatis; Kevin Lachapelle

Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 3 (May 2015) pp. 401–426

This study examined the nature of cognitive, metacognitive, and affective processes among a medical team experiencing difficulty managing a challenging simulated medical emergency case by conducting in-depth analysis of process data. Medical...