Previous research has indicated the disconnect between example-based research focusing on worked examples (WEs) and that focusing on modeling examples. The purpose of this study was to examine and compare the effect of four different types of examples from the two separate lines of research, including standard WEs, erroneous WEs, expert (masterly)…

The difficulties students identified with emotional and behavior disabilities present sometimes strain inclusive educators. General education teachers often find themselves ill equipped to provide effective support for both students with and without disabilities. An effective intervention that may hold promise for included students with academic…

Content Acquisition Podcasts for Teachers (CAP-T) are a form of multimedia-based instruction that are supported by an empirical record of effectiveness and are grounded in Mayer's cognitive theory of multimedia learning and accompanying instructional design principles. In this study, 162 students enrolled in an introductory course in special…

This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey, of which 159 MOOC…

The purpose of this study was to examine the effects of visual representations and time-compressed instruction on learning and learners' perceptions of cognitive load. Time-compressed instruction refers to instruction that has been increased in speed without sacrificing quality. It was anticipated that learners would be able to gain a conceptual…

We conducted 2 studies to investigate undergraduate performance, perceptions, and time required in completing sequentially ordered, randomly ordered, or reverse ordered exams in introductory psychology classes. Study 1 compared the outcomes and perceptions of students (N = 66) on 3 non-comprehensive multiple-choice exams which were sequentially,…

The purpose of this study was to investigate whether students expected course difficulty to be reflected in grade distributions and in the amount of out-of-class effort required for success. Students from both upper and lower division classes described the amount of time they expected to spend preparing for an easy class, a difficult class, and a…

A model of Academic Learning Time (ALT) is described, where ALT represents ongoing student learning in terms of student engagement, low student error rate, and relevance of the instructional task to the specified outcome. This model was validated in a correlational study of the relationship between these variables and student achievement in…

Results of the first year of the ongoing Confidential, Measurement-Based, Self-Evaluation Project that examines variables related to A-level English and Mathematics achievement in 10 comprehensive schools in the United Kingdom are presented. A-level results were found to be strongly predicted by teacher assessments and by prior O-level achievement…