This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning.
Anglin Abstract Given that students who are deaf face learning challenges as a result of delays in language acquisition and reading comprehension skills, educators presume that the use of multimedia will aid in comprehension of novel information as it does with hearing students.
This study examined the impact of multimedia on comprehension and cognitive load for students who are deaf. More specifically, this study aimed to determine whether there is a significant difference in the learning comprehension and cognitive load of deaf students exposed to two multimedia formats, compared to students exposed to a single format.
Research participants were 64 students recruited from the student population at an institution of higher learning for students who are deaf in eastern United States. Participants were randomly assigned to one of three instructional treatments: Instructional treatments were developed into online instructional modules and delivered through a web-based learning management system.
Statistical analysis of comprehension test scores found significant difference between picture-plus-text treatment and text-only treatment on learning comprehension; no statistical significance between text only and picture-plus-sign language and no statistical significance between picture-plus-text and picture-plus-sign language on learning comprehension.
Statistical analysis of NASA-TLX scores found a significant difference between the text-only treatment and the picture-plus-text and between text-only treatment and picture-plus-sign language treatment on cognitive load; and no significant difference between picture-plus-text and picture-plus-sign language treatment on cognitive load.
Theses and Dissertations--Curriculum and Instruction.At the end of the lesson, students should be able to: Define a biodome and name its important features.
Use the engineering design process to create a model biodome of a particular environment. Becky Fiedler and I are designing the next generation of BBST. We’ll soon start the implementation of BBST-Foundations This post is the first of a series soliciting design advice for BBST.
If you're interested in Instructional Design at the University level, or if you want to expand your instructional design knowledge base even further, then you .
There are two majors available in the Ed.S. Program: Instructional Leadership (IL) or Curriculum and Instruction (CI). These areas are designated primarily for practitioners in K schools.
Theses/Dissertations from PDF. A Case Study: The Perceptions of Teachers of Urban Eighth-Grade At-Risk Students, in one NJ School District, Regarding the Classroom Factors that Facilitate and Inhibit At-Risk Student Motivation to Excel Academically, Tabina H.
Adam. PDF. Language Learning & Technology A refereed journal for second and foreign language scholars and educators.