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Carter, Richard Allen, Jr.; Zhang, Ling; Hunt, Tiffany L.; Emerling, Christopher R.; Yang, Sohyun; Rujimora, James – TechTrends: Linking Research and Practice to Improve Learning, 2023
Recent developments in Conversational Agents (CAs) have offered researchers new ways to develop personalized learning support for students that is accessible in various environments. Traditionally, CA learner experiences are accessible through home devices, including Alexa Echo and Google Nest, for tasks such as setting reminders, ordering…
Descriptors: Distance Education, Educational Technology, Technology Uses in Education, Artificial Intelligence
Madeline Dunfee; Heather Bush; Kate A. Leger; Timothy J. Hilbert; Candace Brancato; Erin N. Haynes – TechTrends: Linking Research and Practice to Improve Learning, 2024
At the start of the COVID-19 pandemic, K-12 teachers rapidly implemented new technologies to provide remote education, often with limited technological training and support. We tested whether teachers' satisfaction with their technology training was associated with their perceived stress, depression, anxiety, well-being and sleep. The School Staff…
Descriptors: COVID-19, Pandemics, Elementary Secondary Education, Distance Education
Keldgord, Fayth; Ching, Yu-Hui – TechTrends: Linking Research and Practice to Improve Learning, 2022
While the use of virtual manipulatives (VM) is rising in classrooms, there is still limited research. regarding teacher experiences with and perceptions of virtual manipulatives. Most of the research regarding teacher perceptions of VM has focused only on short-term uses following professional development sessions and none has highlighted the…
Descriptors: Manipulative Materials, Educational Technology, Technology Uses in Education, Teacher Attitudes
Azukas, M. Elizabeth – TechTrends: Linking Research and Practice to Improve Learning, 2022
The COVID-19 pandemic caused the largest education system disruption in history, resulting in many districts abruptly, and often ineptly, implementing remote learning to maintain the continuity of instruction. The majority of educational leaders were unprepared for working and delivering instruction in virtual environments. Research indicates that…
Descriptors: COVID-19, Pandemics, School Closing, Leadership Responsibility
Hill, Jennifer; Reimer, Tracy – TechTrends: Linking Research and Practice to Improve Learning, 2022
The COVID-19 pandemic illuminated the need for schools to strengthen their relationships with families in order to support remote learning. Framed with the theoretical lens of the traditional partnership model, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school…
Descriptors: COVID-19, Pandemics, Family School Relationship, School Districts
Rice, Mary Frances; Ortiz, Kelsey R. – TechTrends: Linking Research and Practice to Improve Learning, 2021
With the large increase in online instruction, including remote instruction with online materials during the COVID-19 pandemic, there also was an increase in the use of instructional materials that were made to be displayed online or were digitized for online use. However, teachers have not had access to guidance about how to select and evaluate…
Descriptors: COVID-19, Pandemics, Online Courses, School Closing
Roman, Tiffany A.; Callison, Matthew; Myers, Rodney D.; Berry, Anne H. – TechTrends: Linking Research and Practice to Improve Learning, 2020
Authentic learning in online education is feasible with intentional instructional strategies and appropriate educational technologies, yet as a learning approach, barriers to implementation still exist. We argue that authentic learning in online education can be successfully supported when the characteristics of authentic learning are (a)…
Descriptors: Authentic Learning, Distance Education, Evidence Based Practice, Peer Evaluation
Matthews, Michael T.; Williams, Gregory S.; Yanchar, Stephen C.; McDonald, Jason K. – TechTrends: Linking Research and Practice to Improve Learning, 2017
The notion of designer empathy has become a cornerstone of design philosophy in fields such as product design, human-computer interaction, and service design. But the literature on instructional designer empathy and learner analysis suggests that distance learning designers are generally quite removed from the learners with whom they could be…
Descriptors: Empathy, Instructional Design, Distance Education, Qualitative Research
James, Nikki; Humez, Andrea; Laufenberg, Philipp – TechTrends: Linking Research and Practice to Improve Learning, 2020
Team projects allow students to apply their technical skills to a real-world context and build twenty-first century competencies, including teamwork, project management and communication skills. However, the complex challenges that such experiential learning projects present for students and faculty can limit the scale of implementation. This…
Descriptors: Distance Education, Scaffolding (Teaching Technique), Computer Simulation, Teaching Methods
Moore, Robert L. – TechTrends: Linking Research and Practice to Improve Learning, 2016
The proliferation of distance education has occurred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors approach, design, and deliver their instructional materials. In the past, instructional design (ID) practitioners relied on instruction system design (ISD) models that focused primarily on…
Descriptors: Distance Education, Web Based Instruction, Educational Technology, Technology Uses in Education
Baaki, John; Luo, Tian – TechTrends: Linking Research and Practice to Improve Learning, 2017
As faculty members in an instructional design and technology (IDT) program, we wanted to help our graduate students better understand and experience how designers design in the real world. We aimed to design a reflective and collaborative learning environment where we sparked students to engage in reflection, ideation, and the iterative process of…
Descriptors: Distance Education, Teaching Methods, Graduate Students, Graduate School Faculty
Jones, Greg; Warren, Scott J.; Ennis-Cole, Demetria; Knezek, Gerald; Lin, Lin; Norris, Cathie – TechTrends: Linking Research and Practice to Improve Learning, 2014
This article discusses a systemic change that expanded the doctorate in Learning Technologies at the University of North Texas to include a distributed option, delivered primarily online. It provides an overview of the development process from concept to initial implementation. The article examines the specific differences that make the online…
Descriptors: Doctoral Programs, Online Courses, Educational Technology, Program Development
Cifuentes, Lauren; Janney, Alexandra; Guerra, Lauran; Weir, Jennifer – TechTrends: Linking Research and Practice to Improve Learning, 2016
We describe our activities that emerged in the context of an Office of Distance Education and Learning Technologies' efforts to systematically and systemically address accessibility for online learning in order to comply with ethical principles, best practices, and laws. The activities include three overarching continuous tasks: strategically…
Descriptors: Electronic Learning, Distance Education, Educational Technology, Access to Computers
Macleod, Hamish; Haywood, Jeff; Woodgate, Amy; Alkhatnai, Mubarak – TechTrends: Linking Research and Practice to Improve Learning, 2015
Engagement with Massive Open Online Courses (MOOCs) at the University of Edinburgh has emerged from its strategic priorities to explore and innovate in the area of online and technologically supported approaches to teaching and learning. This paper provides an account of analysis aimed at understanding who Edinburgh MOOC learners are, who elects…
Descriptors: Online Courses, Large Group Instruction, Foreign Countries, Educational Technology
Fuller, Julia S.; Risner, Mary E.; Lowder, Laura; Hart, Mark; Bachenheimer, Barry – TechTrends: Linking Research and Practice to Improve Learning, 2014
In recent years online education doctorates have become more prevalent to accommodate the growing need for distance academic preparation. Due to the newness of these degree programs, there is a dearth of information in the literature on learner perspectives of effective online teaching and learning strategies. The authors of this paper are recent…
Descriptors: Educational Technology, Electronic Learning, Doctoral Programs, Communities of Practice