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Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction

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dc.contributor.authorZaldivar, Marc Roberten
dc.contributor.committeechairLockee, Barbara B.en
dc.contributor.committeememberWildman, Terry M.en
dc.contributor.committeememberPotter, Kenneth R.en
dc.contributor.committeememberMoore, David M.en
dc.contributor.departmentTeaching and Learningen
dc.date.accessioned2014-03-14T20:18:25Zen
dc.date.adate2008-12-16en
dc.date.available2014-03-14T20:18:25Zen
dc.date.issued2008-10-28en
dc.date.rdate2008-12-16en
dc.date.sdate2008-11-11en
dc.description.abstractThis study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study.en
dc.description.degreePh. D.en
dc.identifier.otheretd-11112008-104421en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11112008-104421/en
dc.identifier.urihttp://hdl.handle.net/10919/29533en
dc.publisherVirginia Techen
dc.relation.haspartZaldivar_dissertation.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectinstructional designen
dc.subjectcognitive theoryen
dc.subjectcognitive grammaren
dc.subjectonline language learningen
dc.subjectcomputer-assisted language learningen
dc.titleBlending cognitive rule-based, process-based, and context-based theories in the development of online grammar instructionen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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