VTechWorks Repository :: Browsing by Author "Holmes, Glen A."

Browsing by Author "Holmes, Glen A."

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Adaptive Life-Long Learning for an Inclusive Knowledge Economy
Arnold, Amy; Lindsey, Andrew; McCoy, Andrew P.; Khademian, Anne M.; Lockee, Barbara B.; Adams, Carol; Amelink, Catherine T.; Blankenship, Chip; Glover, Christopher; Harris, Chrystal; Hoyle, Clayton; Potts, Colin; Pike, Dale; Whittaker, Dale; Kjellsson, Daniel; Hare, David; Tegarden, David P.; Tinapple, David; Ucko, David; Nahapetian, Eta; Hou, Feng; Holmes, Glen A.; Keyel, Jared; Garrett, Jeff; Joo, Jenna; McPhee, Joel; Boyer, John D.; Flato, John; Lister, Jonothan; Haldane, Joseph; Greenwood, Julie; Sanders, Karen Eley; Bruce, Karla; Lindsey, Kate; Carlson, Kimberly; Wingfeld, Kristin; Hamilton, Laura; McNair, Lisa D.; Kamlet, Mark; Semmel, Marsha; Holt, Matthew; Richey, Michael; Kumar, Mukul; Spivy, Nene; Cardwell, Owen; Holloway, Rachel L.; Swearer, Randy; Hall, Ralph P.; Clark-Stallkamp, Rebecca; Mazer, Robert; Smith, Robert; Reynolds, Roger; Bess, Diego Scott; Weimer, Scott; Sagheb, Shahabedin; Garmise, Sheri; Ashburn, Sherrell; Johnson, Sylvester; Cardone, Taran; Nicewonger, Todd; Martin, Tom; Quick, Tom; Rikakis, Thanassis; Skuzinski, Thomas; Contomanolis, Manny (Calhoun Center for Higher Education Innovation, 2020-08-24)
This report addresses the globalized knowledge economy in the 21st century; not only as it exists today, but the knowledge economy needed to meet the demands of tomorrow. This report proposes that in order for our knowledge economy to grow and be sustainable, it must be inclusive in ways that enable it to adapt to—and incorporate within it—the personal and professional growth of a large and diverse body of lifelong learners. In this introduction, we first define what we mean by inclusive knowledge and explain how our proposed definition expands some of the traditional understandings. We then show that an expansive and dynamic conceptualization of knowledge increases inclusion and promotes lifelong adaptive learning as a mindset and a practice.
An Assessment of Business Teacher Educators' Adoption of Computer Technology
Chapman, Betty Foust (Virginia Tech, 2003-08-29)
Federal legislation, the Office of Technology Assessment of the U. S. Congress, and national and state technological standards strongly encourage faculty to use computer technology in their lessons as a teaching tool. Technological standards have existed for several years that strongly encourage the use of computer technology in colleges and universities as a teaching tool. Yet it is difficult for faculty to infuse technology into their teaching. The purpose of this study was to assess and identify the factors that influence business teacher educators to adopt computer technology methods and utilize them in their instruction and to determine the extent to which business teacher educators are adopting computer technology in their teaching. The population consisted of 95 members of the National Association of Teacher Educators for Business Education. Findings from the descriptive statistics revealed that the largest percentage of the business teacher educators were early adopters. They indicated that they always used word processing and almost always integrated computers, projectors, and email in their instruction during the past semester. The study also found certain social, organizational, and personal motivational factors that the business teacher educators considered as very important in influencing them to adopt emerging computer technology for use in their instruction. The means revealed differences within the respondents' personal and employment characteristics and the extent to which they adopt current computer technology as a teaching tool; however, an analysis of variance (ANOVA) indicated no significant difference between these variables. Also, multiple regression analysis revealed that the importance of students, a specific adoption category, and the importance of physical resources (hardware) significantly predicted computer technology adoption. The study also revealed that the business teacher educators in this study have the potential to serve as change agents and role models for their student clientele and peers since the findings suggest that these faculty members are among the first individuals to adopt computer technology for use in their instruction. The findings from the study have the potential to contribute to the development of an adopter profile that could be used to identify potential adopters of emerging computer technology.
An Assessment of the Status of the Diffusion and Adoption of Computer-Based Technology in Appalachian College Association Colleges and Universities
Carter, Carolyn Walsh (Virginia Tech, 1998-08-05)
This descriptive study examines the status of the diffusion and adoption of computer-based technology in the 33 Appalachian College Association schools and universities. The study was conducted in two phases. In Phase I a survey instrument was sent to six hundred randomly selected Appalachian College Association full-time faculty. This survey instrument was used to determine the frequency with which faculty use computer-based technology in the curriculum of the ACA liberal arts colleges and universities. The results of this survey were compared to those of the same survey administered to 59 full-time faculty at Milligan College. In Phase II, in-depth interviews were conducted with sixteen Milligan College faculty members to determine why computer-based technology is or is not being used, how often it is being used, and with what results. An analysis of the results of the study show that word processing software, e-mail, and WWW resources at school are the most frequently used computer-based technologies. Other technologies are occasionally used and, still others, rarely or never used. Faculty gave only anecdotal evidence that the use of computer-based technology in the classroom was effective, but they were able to describe instances where they felt computer-based technology was effective and instances where its use should be avoided. In addition, these interviews provided insight about faculty attitudes toward the use of computer-based technology in the teaching/learning process, support and resources that are available, faculty training and professional development preferences, and anticipated future uses of computer-based technology. The survey instrument and interview questions are included with the document.
Comparing the Legibility and Comprehension of Type Size, Font Selection and Rendering Technology of Onscreen Type
Chandler, Scott Bondurant (Virginia Tech, 2001-10-08)
This experimental study investigated the relationship between the independent measures of font selection, type size, and type rendering technology and the dependent measures of legibility, as measured by the Chapman-Cook speed of reading test, as well as comprehension, as measured by a series of questions from the verbal comprehension section of the Graduate Record Exam. An electronic instrument presented test items in 12 different typographic styles. The study tested 117 college students at a university in southwestern Virginia. Each participant encountered anti-alias type rendering style and the orthochromatic type rendering style while participants were randomly assigned to either Helvetica or Palatino (font selection) and 8, 10 or 12 point type size. Results indicated that the 12 point type size was read more quickly than either 8 point type or 10 point type. There was also an interaction between font selection and type rendering technology for speed of reading: Helvetica without an anti-alias was read more quickly than Helvetica with an anti-alias and more quickly than Palatino without an anti-alias. These findings contradict an earlier, similar study. There were no significant results with regard to comprehension. [Vita removed Oct. 13, 2010. GMc]
Content Management on the Internet: A look at K-12 schools access to resources
Wenrich, John Richard (Virginia Tech, 1998-10-06)
The Internet presents a new phenomenon to educators and students in the K-12 environment. It's ease of use and ready access to material provides an overwhelming resource for use in the K-12 classroom. This study looked at content management of Internet resources in the K-12 school environment. Content management is defined as the methods of organizing access to the information available on the Internet allowing the teacher to effectively use resources in a classroom setting. Teachers have managed the material, or content, that they present to students for over a decade. Now that resources available on the Internet are also open to K-12 students, teachers must be aware of the need to manage Internet content, just as they would do for any other content being used in their classroom. This study looked at middle school students in 6th and 7th grades. An experimental design was used to determine if K-12 access to Internet resources provides a higher degree of results when students are presented with managed resources, or when students have open access to Internet resources. Analysis of the results of the study show that there is a significant difference in both the amount and the quality of material that was identified by the group with managed access to Internet content.
A Descriptive Analysis of the Perceived Effectiveness of Virginia Tech's Faculty Development Institute
Banks, Claretha Hughes (Virginia Tech, 2002-04-24)
Virginia Tech's Faculty Development Institute (FDI) was developed to address issues related to the computer technology revolution; training and education of faculty; faculty professional development; and the university adjusting to change. The purpose of this study was to identify and compare the goals, expectations, and perceived outcomes that the university, FDI developers, and the initial participants had for Virginia Tech's FDI initiative as originally implemented. Both qualitative and quantitative research methods were used in this study to identify the perceived outcomes for the developers and initial participants. The fundamental concepts of motivation theory, evaluation, personal recall, and self-perception theory are used help to describe and explain the findings of the study. Interview results from the five developers and historical document analysis were used to develop surveys for the 49 initial participants and the developers in order to provide validity for the results. Interviews, historical documents and the survey results show that initial participants, developers and the university had very similar expectations for the outcomes during and/or immediately following the initial FDI workshop. There were wider differences in expectations of long-term outcomes as a result of the FDI initiative. The results also differ in terms of the extent to which participants and developers believed that their expectations were met short and long term.
A descriptive study of reform in teacher education at historically black colleges and universities (HBCUs)
Holmes, Gwendolyn Vinson (Virginia Tech, 1997-12-12)
This is a descriptive study of 47 teacher education programs at Historically Black Colleges and Universities (HBCUs). The study includes a characterization of changes made in teacher education programs and the catalyst for these changes. The methodology for this study included gathering demographic data and data that revealed different changes in teacher education programs and their incentives. Surveys were sent to the deans/directors of teacher education at 97 HBCUs. Demographic data The majority of the schools studied had undergraduate enrollments between 2,000 and 4,000. The highest degree offered by the majority of the schools studied was the undergraduate degree. The largest number of African American graduates per year was between 50 to 100 students. Changes made in teacher education programs over the past 10 years The majority of the schools (76%) studied had actively been involved in making changes in its teacher education programs over the past 10 years. Most of these programs revised their education core courses and increased academic advisement. Several schools also developed professional development schools. Catalyst for changes These schools generally made changes to increase enrollment or to ensure that their preservice teachers would pass the National Teachers Examination or other state mandated credentialing and certification tests.
The Design, Development and Evaluation of a Web-based Tool for Helping Veterinary Students Learn How to Classify Clinical Laboratory Data
Danielson, Jared Andrew (Virginia Tech, 1999-07-07)
Veterinary students face the difficult task of learning to classify clinical laboratory data. In an effort to make this task easier, a computer and web based tool known as the Problem List Generator (PLG) was designed based on current literature dealing with learning theory and medical education which are reviewed in chapter 1. Chapter 2 describes the design and the development process for the PLG. The PLG allows the students to access any number of cases (determined by the professor) of increasing complexity which provide signalment, history, physical exam, and laboratory data for a number of patients. Using the PLG, students analyze the data, identify data abnormalities and mechanisms, arrange them in a problem list, diagnose the problem, and compare their problem list and diagnosis to an expert problem list and diagnosis. The PLG was evaluated using a four step evaluation process involving an expert review, one-to-one evaluations, small group evaluations, and a two-part field trial, and was evaluated in terms of clarity, feasibility, and impact. The PLG is usable, in terms of clarity and feasibility, though fixes are recommended. There is no evidence to infer, statistically, that the PLG has any effect on learning outcomes. However, trends in the quantitative data and logical inference based on the context of the evaluation suggest that the PLG might help students, particularly those of low and average ability to produce more accurate problem lists.
Determining the Efficacy of Immediate Feedback Delivered to Students Enrolled in an Online Educational Research Course
Packard, Abbot L.; Holmes, Glen A.; Rowland, Stacey; Kayanuma, Bryce Platt (University of West Georgia Distance & Distributed Education Center, 2022-07-25)
This paper will present and discuss the analysis of research findings to determine the efficacy of immediate feedback delivered in an online educational research course. Feedback delivered via two instructional strategies (problem-based instruction and multiple-choice content assessment) are compared for their impact on student learning outcomes.
The Development and Evaluation of a Music Mnemonic-Enhanced Multimedia Computer-Aided Science Instructional Module
Kimmel, Karl Joseph (Virginia Tech, 1998-12-14)
"CellSong" is a computer aided instructional (CAI) science module designed to help students recall information about cellular physiology. The program is designed to teach middle school learners the music mnemonic "Cell's Organelles" (© 1995 Karl Kimmel) in order to facilitate the recall of the targeted biological information. In addition to music, a computer animation is synched to the five minute music file to provide visual reinforcement for the song's lyrics. Two male teachers, from two different rural southern schools (mTeacher and sTeacher) implemented the "CellSong" module in their classes. Students in mTeacher's class consisted of 12 fifth grade biology students. The other group was initially composed of all of sTeacher's sixth grade science classes (n=38). This group was divided into the regular three classes on its second exposure to the program. The students filled out attitude surveys after five exposures to the program. All the sixth grade students took an aided recall tests immediately after the fifth exposure to the program. Thirteen of the sixth graders took the same test (retest) after seven days. Although the test scores were generally low, students who took the retest tended to be able recall the same items that they had recalled the week before. The fifth grade class took one recall test four days after their last exposure to the program and scored higher than the sixth grade from the other school. These students were more favorable in their responses on the attitudinal survey. Students in the fifth grade class (and female students in the sixth grade classes) tended to enjoy the module and music mnemonic strategy. The sixth grade boys reported not enjoying it.
Development of a Co-participatory and Reflexive Approach to Teaching and Learning Instructional Design
Shambaugh, Roy Neal (Virginia Tech, 1999-02-02)
While there are numerous models to practice instructional design, few instructional models to teach instructional design have been documented. This dissertation documents the development of a reflexive teaching model for the teaching of instructional design (ID) in a graduate education program. The model supports co-participatory learning of instructional design and mutual examination of one's learning and participation by both instructor and students. A design and development framework is used to describe the design decisions, model implementation, and evaluation of the model across six deliveries, or case studies, of a master's level instructional design course from 1994-1998. Design decisions included course sequence, learning tasks, instructional materials, and assessment rubric. Model implementation described student responses to instruction and instructor efforts to assist learners. The model was evaluated in terms of student performance on instructional design projects, student perceptions of their learning, and instructor responsivity to learner needs. The model's development was summarized in terms of changes in design decisions, model implementation, and model evaluation over the six cases. A discussion of the reflexive model is presented using Joyce and Weil's (1996) conceptual approach, describing the model's social system, syntax, participants' reaction, support system, plus the model's instructional and nurturant effects. Four categories of conclusions address improvements to the instructional approach, conditions that promote successful use of the model, impact of the model on student and teacher learning, and conditions conducive to efficient model development. Limitations of the study, future research options, and the implications of the model for ID instruction, the ID process, and teacher inquiry are discussed.
Development of a Technology Mentoring Program Using Rogers' Diffusion of Innovations
Mosley, Barbra F. (Virginia Tech, 2005-02-04)
This developmental research used primary components of Rogers' Diffusion of Innovations theory to develop a technology mentoring program for K-12 instructional environments. This investigation utilized K-12 teachers, administrators, technology coordinators, and higher education faculty to evaluate the effectiveness of the proposed technology mentoring program. Findings showed that this program would be very effective in K-12 instructional environments. The final product resulted in a step-by-step procedural guide consisting of suggestions and activities that can be used to implement a technology mentoring program.
Development of an information literacy course for community college students
Schultz, Carole Lynn (Virginia Tech, 1995)
This study was an action study which used survey research to solicit input from a panel of experts on information literacy. The attributes of an information literate person identified by a panel of experts in 1992 were used as the basis for developing content goals for an information literacy course for community college associate degree students. Using these attributes as the basis, content goals were developed from the literature for each attribute and worded according to an expert curriculum development system. A panel of experts on information literacy responded to a survey in which they validated the content goals by rating them as to difficulty and frequency of use. The difficulty factor referred to how difficult the content goal would be for community college students to achieve. The frequency factor related to how often the student would use the skill or knowledge in future academic and career activities. The combination of these two ratings placed the content goals into a two by two matrix. The placement in the matrix allowed the developer to select content based on importance of content to the course. Forty-seven of the seventy-two content goals were included in the course based on the expert ratings and matrix cell placement. An expert system was used to develop the course. The IPSI Performance Instruction expert system was used to configure the syllabus, learning experiences and evaluation scheme for the course. The system allowed the developer to maintain consistency in what was planned, what was delivered and what was evaluated. The course was developed as an individualized, performance based course and consisted of fourteen modules. Documents produced as a result of this study were a course syllabus, fourteen modules containing learning experiences that allow the student to achieve the content goals, and an evaluation scheme composed of tests and skill checklists. The course is designed as a three credit semester length, individualized course. The findings allowed the developer to configure the course in information literacy and to conclude that information literacy skills are an integral part of the educational experience. The course content fit easily into a modular instructional format. This format of instruction should be evaluated as to its application across the community college curriculum. Information literacy skills appear to align closely with general education skills and this relationship should be investigated further. Curriculum standards should be considered that incorporate information literacy into community college associate degree programs.
Development of an Online Course Using a Modified Version of Keller's Personalized System of Instruction
Liu, Hope Q. (Virginia Tech, 2003-04-17)
Keller's Personalized System of Instruction (PSI) uses small units of instruction, self-pacing, mastery learning, lectures for motivation, and proctors for immediate feedback. While highly successful in the early 1970's, PSI fell out of favor for a variety of reasons. This developmental dissertation resurrects Keller's system in its purest form and uses PSI for an online Master's program. Using Cold Fusion™ and Dreamweaver™ an online Keller experience was created. Experts of PSI reviewed the product to check for fidelity to Keller's ideas. Formative and summative evaluation showed that this system of instruction is viable for the online environment. Recommendations and implications for future use are discussed.
Diffusion of an innovation: Computer technology integration and the role of collaboration
Hoerup, Sharon Lynn (Virginia Tech, 2001-11-30)
This study investigates the extent to which teachers adopted a computer technology innovation and the role of collaboration in the adoption process. Semi-structured interviews with seven teachers and one Computer Resource Teacher, supplemented by observations and documentation regarding the innovation, provide data for an in-depth, ethnographic case study. Six months were spent in the setting recording the teachers' interactions and processes centered on adopting the innovation. Results show collaboration efforts among teams and the level of uncertainty regarding the innovation influenced the amount of time and the degree to which each team adopted the innovation. Two other factors influenced the adoption rate of the innovation: the interaction that the teachers had with a change agent, which helped to decrease the level of uncertainty about the innovation with two of the teams and thus, increased their adoption rate, and the innovativeness of individuals, which had a direct connection to the rate of adoption and which influenced other members of the grade level and their rate of adoption. Each participant's level of innovativeness, their compatibility and comfort with the innovation, and their efforts to collaborate were significantly related to successful implementation of the computer technology innovation.
The effect of exaggeration of cartoons on the performance of field dependent learners
Qadiri, Mohammad Abdul-Qader (Virginia Tech, 1999-06-11)
The purpose of this study was to investigate the assumptions of Hunter, Moore, and Sewell in their 1990 study, in which field dependent learners could use the exaggeration of salient cues that are presented in cartoons to improve their learning. In general, the literature indicated that cartoons could affect the performance of students when they are used as supplemental education devices. Moreover, cartoons can facilitate learning when they are enjoyed and attracted by teachers and students alike. Literature revealed that field dependent learners are affected by their level of cognitive style when they perceive a stimulus. Field dependent learners accept the information as presented, and they need help from outside to analyze this information. The more salient or noticeable cues affect the performance of field dependent learners despite the relevancy of these cues to the subject matter. A review of the literature indicated that only the Hunter, Moore, & Sewell (1990) explored the relationship between cartoons and field-dependence. Their study suggested that field dependent learners would benefit from the exaggeration of salient cues in the cartoons; this suggestion framed the hypothesis of the current study. The present study assumed that exaggeration in the cartoons would maximize the performance of field dependent learners. Moreover, this study examined the suggestion of Hunter, Moore, and Sewell (1990), and if their suggestion was true, then the field dependent students who learned through the exaggeration treatment would outscore field dependents learned with no exaggeration. Participants in this study were 66 freshmen students who attended English classes in the Writing Center at Virginia Polytechnic Institute and State University. The students were randomly distributed into two groups. The teaching group studied English grammar with the exaggeration of cartoons employed as a teaching strategy. The control group studied the same materials, with no cartoon exaggeration. The Group Embedded Figure Test (GEFT) was employed to classify students as having a field dependent, field neutral, or field independent cognitive style. The purpose for the examination of cognitive style's was to assist in determining if the exaggeration of cartoons would positively affect the performance of field dependent students. The dependent variable was a written immediate test of 30 problems. The data were analyzed using two-way Analysis of Variance. All hypotheses of this study were rejected, and no significant differences in the main effects and no interaction between the independent variables were indicated. The study did not support the suggestion of Hunter, Moore, and Sewell (1990), and the results indicated that field dependence did not benefit from exaggeration in the cartoons to be used as salient cues to maximize their learning.
The Effect of the Major and Minor Mode in Music as a Mood Induction Procedure
Hinn, D. Michelle (Virginia Tech, 1996-03-27)
The effect of major or minor mode in music on the free recall of materials presented in a multimedia setting was investigated. Seventy-seven students from Virginia Polytechnic Institute and State University voluntarily participated in the experiment. The experiment consisted of three Hypercard stacks, identical except for the introduction where participants heard either a major or a minor melody line or no music. Participants read an identical text passage and recalled as much information as they could about the passage afterwards. The results showed no significant difference between groups.
The Effectiveness of Oral Expression through the use of Continuous Speech Recognition Technology in Supporting the Written Composition of Postsecondary Students with Learning Disabilities
Snider, Richard Conrad (Virginia Tech, 2002-04-09)
A large number of individuals who are identified as having learning disabilities have deficits in written expression. Existing theory and research indicate that for those individuals oral expression not only precedes, but also exceeds their written expression capabilities. As a result, dictation has been investigated as an accommodation for these individuals. Research in this area indicates that dictation does tend to increase quality, length, and rate of production of written expression. This mode, however, has a number of shortcomings, including difficulties caused by social skills deficits and a loss of independence. Additionally, for universities providing this accommodation, the annual cost of providing a transcription service is high. Speech recognition has the potential to overcome these shortcomings, but presently little research has been conducted to investigate the advantages and disadvantages of this mode of writing. The purpose of this study was to examine the compensatory effectiveness of oral expression through the use of continuous speech recognition technology on the written composition performance of postsecondary students with learning disabilities. This writing mode was compared to a popular accommodation involving oral expression, using a human transcriber to create a verbatim transcription, and to a common visual-motor method of writing, using a keyboard without assistance. Analysis of the data revealed that students with learning disabilities in the area of written expression wrote significantly higher quality essays at a faster rate using the transcription and speech recognition modes of writing than they did using the keyboarding method of writing. There was no significant difference in the length of essays across the three treatment groups. This study suggests that current continuous speech recognition technology can offer postsecondary students with learning disabilities a method to write that is superior to keyboarding as indicated by measures of quality and rate of production. Since the speech recognition technology does not have the limitations of the transcription process (i.e., loss of independence and high cost), it may be the best alternative for postsecondary students with learning disabilities in the area of written expression to maximize their oral language strengths to more efficiently produce better quality writing.
The effects of computer animation and cognitive style on the understanding and retention of scientific explanation
Lee, Sookyoung (Virginia Tech, 1996-12-15)
Advances in computer technology have made it possible for educators to develop their own multimedia instructional materials using visuals such as animation. Despite the increased use of animation in the multimedia instructional materials, there is still relatively little research regarding the way in which students benefit from the attributes of computer animation. As a result, additional studies on the instructional attributes of animation are required to confirm the animation effect in the learning process. The purpose of this study was to investigate the effect of animation in the enhancement of the problem-solving and retention of scientific concepts in computer based modules across learners possessing different cognitive styles. In this study, 121 undergraduate and graduate students were classified as field-independent, field-neutral, or field-dependent as a result of their performance on the Group Embedded Figures Test. Participants were randomly assigned to either animation and narration treatment group (N=61) or static visual and narration treatment group (N=60). Problem-solving and recall tests were conducted immediately after the completion of each treatment. Participants receiving an animation treatment performed significantly better than those receiving a static visual treatment on problem-solving but not on recall. Field-dependent students in the animation group generated approximately 40% more correct solutions to the problem-solving test than those in the static visual group. The results of this study indicate that animation may be an effective tool in promoting problemsolving of scientific concepts, especially for field-dependent learners who have difficulty acquiring and processing visual information.
The Effects of Humor on Cognitive Learning in a Computer-Based Environment
Whisonant, Robert Dowling (Virginia Tech, 1998-06-02)
Previous studies on humor in education have focused on the use of humor embedded in the presentation of content material. Some research, however, suggests that humor is an effective tool for increasing divergent thinking and information acquisition if the humor is given prior to the presentation of content material. This study used an experimental design to test if humor given prior to content presentation was more effective in helping students understand and remember information and enjoy the presentation than a control group treatment. Statistical tests did not support either hypothesis.

Browsing by Author "Holmes, Glen A."

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