TY - RPRT TI - Implementation of the Virtual Computer Lab (VCL) in community colleges - Fall 2008 AU - Behrend, T. AU - Wiebe, E.N. AU - London, J. AU - Johnson, E. A3 - The Friday Institute DA - 2009/// PY - 2009/// M3 - Research Report PB - The Friday Institute ER - TY - RPRT TI - Toward a new learning ecology: Teaching and learning in 1:1 environments AU - Spires, H.A. AU - Wiebe, E. AU - Young, C.A. AU - Hollebrands, K. AU - Lee, J.K. T2 - Friday Institute White Paper Series A3 - North Carolina State University DA - 2009/// PY - 2009/// M3 - Friday Institute White Paper PB - North Carolina State University ER - TY - JOUR TI - Face-to-Face, hybrid, or online?: Issues faculty face redesigning an introductory engineering graphics course AU - Branoff, T. AU - Wiebe, E. T2 - Engineering Design Graphics Journal DA - 2009/// PY - 2009/// VL - 73 IS - 1 SP - 25–31 ER - TY - CHAP TI - Theoretical and Instructional Aspects of Learning with Visualizations AU - Scheiter, Katharina AU - Wiebe, Eric AU - Holsanova, Jana T2 - Cognitive Effects of Multimedia Learning A2 - Zheng, Robert Z. AB - Multimedia environments consist of verbal and visual representations that, if appropriately processed, allow for the construction of an integrated mental model of the content. Whereas much is known on how students learn from verbal representations, there are fewer insights regarding the processing of visual information, alone or in conjunction with text. This chapter uses a semiotics approach to provide a defi- nition of visualizations as a specific form of external representation, and then discusses the differences between verbal and visual representations in how they represent information. Finally, it discusses how meaning is achieved when learning with them. The next section discusses basic perceptual and cognitive processes relevant to learning with visualizations. This background is used to specify the instructional functions that visualizations have either as self-contained instructional messages or as text adjuncts. Moreover, the role of individual differences in processing visualizations is highlighted. The chapter ends with methodological suggestions concerning the important role of interdisciplinary research and assessment methods in this area. PY - 2009/// DO - 10.4018/978-1-60566-158-2.ch005 SP - 67–88 PB - IGI Global SN - 9781605661582 9781605661599 UR - http://dx.doi.org/10.4018/978-1-60566-158-2.ch005 ER - TY - JOUR TI - Comparing Self-paced and Cohort-based Online Courses for Teachers AU - Russell, Michael AU - Kleiman, Glenn AU - Carey, Rebecca AU - Douglas, Joanne T2 - Journal of Research on Technology in Education AB - The study investigated whether online professional development courses with different levels of support have different impacts on teacher outcomes. Variations of an online course for middle school algebra teachers were created for four experimental conditions. One was a highly supported condition, with a math education instructor, an online facilitator, and asynchronous peer interactions among participants available as participants worked through the course together. Another was a self paced condition, in which none of the supports were available. The other two conditions provided intermediate levels of support. All conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices. Surprisingly, the positive outcomes were comparable across all four conditions. Further research is needed to determine whether this finding is limited to self selected teachers, the specifics of this online course, or other factors that limit generalizability. DA - 2009/6// PY - 2009/6// DO - 10.1080/15391523.2009.10782538 VL - 41 IS - 4 SP - 443-466 J2 - Journal of Research on Technology in Education LA - en OP - SN - 1539-1523 1945-0818 UR - http://dx.doi.org/10.1080/15391523.2009.10782538 DB - Crossref KW - Online professional development KW - distance learning KW - e-learning KW - online facilitation KW - self-paced learning ER - TY - JOUR TI - Haptic feedback and students' learning about levers: unraveling the effect of simulated touch AU - Wiebe, Eric AU - Minogue, J. AU - Jones, M. G. AU - Cowley, J. AU - Krebs, D. T2 - Computers & Education AB - While there has been extensive experimental research on haptics, less has been conducted on cross-modal interactions between visual and haptic perception and even less still on cross-modal applications in instructional settings. This study looks at a simulation on the principles of levers using both visual and haptic feedback: one group received visual and haptic feedback while the other just visual feedback. Using the triangulation of learning scores, eye tracking data, and video analysis of interaction with the levers, the efficacy of haptic feedback to improve learning was explored. The results indicate that while the total fixation time on the levers and numeric readout was greater for the visual and haptic group, very similar patterns of visual attention were seen between groups. Perhaps surprisingly, the visual only group scored higher on an embedded assessment. Explanations for these results are synthesized from theories of cross-modal perception and cognitive architecture. DA - 2009/// PY - 2009/// DO - 10.1016/j.compedu.2009.04.004 VL - 53 IS - 2 SP - 667–676 ER -