Browsing Graduate School - MU Theses and Dissertations (MU) by Thesis Advisor "Jonassen, David H., 1947-2012"
Now showing items 1-12 of 12
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Capturing and assessing conceptual change in problem solving
(University of Missouri--Columbia, 2006)[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Many studies have shown that using cognitive conflict strategy, which is a common approach to foster conceptual change, is insufficient to induce ... -
A design-based research approach to the implementation and examination of a cognitive flexibility hypertext in a large undergraduate course
(University of Missouri--Columbia, 2007)The overall purpose of this longitudinal study was to investigate the interaction between the learning process and the design-based process by using a cognitive flexibility hypertext (CFH) implemented in a large undergraduate ... -
The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning
(University of Missouri--Columbia, 2008)[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purposes of the study were to develop a theoretical framework of self-regulated learning in online learning environments and to the test validity ... -
The effect of self-explanation and metacognitive scaffolding on learning web programming
(University of Missouri--Columbia, 2011)[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Two studies were conducted to demonstrate the positive effects of principle-based self-explanation on acquiring programming concepts and improving ... -
The effects of prompts-based argumentation scaffolds on peer-led interactive argumentation
(University of Missouri--Columbia, 2009)The main focus of this study was to determine whether prompts-based argumentation scaffolds (PAS) would result in improvement of students' argumentation in a peer-led argumentation context. The study also examined the ... -
Effects of self-explanation as causal mechanism elicitation methodology on causal reasoning task performance
(University of Missouri--Columbia, 2010)People have always tried to find explanations for how and why things happen to and around them. While understanding causality is fundamental for both science and everyday life, researchers found that people have a multitude ... -
Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates
(University of Missouri--Columbia, 2012)[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study targeted two research questions. First, does collaborative concept mapping enhance group members' knowledge convergence? Second, how does ... -
Online video-based reflection to improve professional vision and mathematical beliefs for teaching
(University of Missouri--Columbia, 2011)[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The current study explored the effectiveness of online video-based reflection for preservice elementary school teachers, using wikis as an online ... -
The relationship between learners' motivational schemas, learners' affect, and changes to learners' achievement goals : a test of the cognitive change of motivational beliefs model
(University of Missouri--Columbia, 2010)This dissertation study was conducted to examine an original model of motivational change in hopes of addressing a paucity of research regarding changes in academic motivation (Murphy & Alexander, 2000; Pintrich, 2003; J. ... -
Role of failure in the construction of case libraries
(University of Missouri--Columbia, 2012)[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] One means by which to better support problem-solving and indoctrinate individuals is to employ case-based reasoning (CBR) in education. Instructional ... -
Social influence in a 3D virtual learning environment for individuals with autism spectrum disorders
(University of Missouri--Columbia, 2010)This study examined the impact of avatar representation and social presence on social influence in a three-dimensional virtual learning environment for individuals with autism spectrum disorders. Four male participants ... -
Using problem-centered learning to foster argumentation in introductory sociology
(University of Missouri--Columbia, 2013)This mixed methods case study explored the efficacy of a problem-based learning environment and three different instructional methods designed to foster argumentation in an introductory sociology course. While no statistically ...