The information literacy practices of adolescents on social media outside of school are worth considering, since adolescents use social media near ubiquitously and must grapple with all types of content they encounter incidentally or intentionally. This scoping review followed the PRISMA Extension for Scoping Reviews (PRISMA-ScR) to examine the…

New virtual reality (VR) applications for education appear frequently in the marketplace but rarely contain explicit pedagogies. The research objective of this study was to identify and categorize principles and practices of pedagogy that are evident but not articulated in selected VR applications for education. Analysis of public content for the…

Online education changes all components of teaching and learning in higher education. Many empirical studies have been conducted to examine issues in delivering online courses; however, few have synthesized prior studies and provided an overview on issues in online courses. A review of literature using Cooper's framework was conducted to identify…

In an effort to document necessary multimedia production competencies of Instructional Design and Technology graduates, a recent analysis of over 7 months' worth of Instructional Design and Technology job advertisements (n = 615) were conducted. Specific job skills from these postings were categorized and analyzed. The data set includes three job…

Many K-12 and higher-ed schools in both the United States and the United Kingdom have made a substantial investment in interactive whiteboard technology. Interactive whiteboards (IWBs) are generally perceived by students and teachers as a positive addition to the classroom learning environment. While there is support for links between IWBs and…

Threaded discussion forums have been a popular topic for the past few years in distance education research and studied as a factor in student participation, satisfaction, learning outcomes, social presence, and interaction. Only recently has it been considered as a potential vehicle for the development of critical thinking skills and deep…

Reviews the literature on the cognitive style field dependent/field independent (FD/FI) and suggests implications for educational technologists in their efforts to address individual differences among learners during the instructional design process that would narrow the differential learning gain between FD and FI learners. Testing for FD/FI is…

Examines teachers' changing roles as a result of instructional technology and discusses factors that affect whether teachers use technology in the classroom. Topics addressed include perceptions of technology use, of administrative leadership, and of actual support; teachers' use of instructional technology; and the effects of technological…

Presents a prescriptive model for the instructional motivation of adults. The theoretical framework that combined adult learning theory with the ARCS (Attention, Relevance, Confidence, Satisfaction) model to create two motivational needs-assessment instruments is explained, and a study that surveyed adults to determine their perceptions of…

Discusses a review of research studies on gender differences in computer-based education that revealed significant discrepancies between equality of access and performance outcomes for female and male users. Highlights include the proposed future of education and technology; math anxiety; influence of family; gender bias in software; and influence…