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Title: Cue utilization in serial learning
Creator: Lippman, Louis G.
Date: 1966
Collection: Electronic Theses & Dissertations

Title: Defining the role of automaticity in skill acquisition : interactions between working memory and practice in task performance
Creator: Brown, Tracy Lewis
Date: 1985
Collection: Electronic Theses & Dissertations

Title: Differences in learning and attitudes obtained from two methods for feedback of mid-term examination results
Creator: Balch, John Burchard
Date: 1969
Collection: Electronic Theses & Dissertations

Title: Effects of belongingness and synchronicity on face-to-face and computer-mediated online cooperative pedagogy
Creator: Saltarelli, Andrew John
Date: 2012
Collection: Electronic Theses & Dissertations
Description: Previous research suggests asynchronous online computer-mediated communication (CMC) has deleterious effects on certain cooperative learning pedagogies (e.g., constructive controversy), but the processes underlying this effect and how it may be ameliorated remain unclear. This study tests whether asynchronous CMC thwarts belongingness needs necessary for promotive social interactions and motivation underlying cooperative learning pedagogies by randomly assigning 171 students to a 3 (initial...
Show morePrevious research suggests asynchronous online computer-mediated communication (CMC) has deleterious effects on certain cooperative learning pedagogies (e.g., constructive controversy), but the processes underlying this effect and how it may be ameliorated remain unclear. This study tests whether asynchronous CMC thwarts belongingness needs necessary for promotive social interactions and motivation underlying cooperative learning pedagogies by randomly assigning 171 students to a 3 (initial belongingness: acceptance, mild rejection, control) x 3 (synchronicity: face-to-face, synchronous CMC, asynchronous CMC) experimental-control design. As predicted, under acceptance, cooperative perceptions, epistemic regulation, and motivation (post-controversy belongingness, interest-value, perceptions of technology) increased. Also as expected, under asynchronous CMC, competitive and individualistic perceptions and relational regulation increased, while epistemic regulation, motivation (post-controversy belongingness, interest-value, perceptions of technology), and achievement (completion rate, integrative statements) decreased. Overall, findings suggest that synchronicity and belongingness have additive effects on constructive controversy, and that acceptance buffers but does not offset the effects of asynchronous CMC.
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Title: Effects of delay of information feedback and length of postfeedback interval on linear programed learning
Creator: Boersma, F. J.
Date: 1965
Collection: Electronic Theses & Dissertations

Title: Effects of perception of organization and information about organization on problem solving
Creator: Kennedy, Mary Marjorie, 1943-
Date: 1973
Collection: Electronic Theses & Dissertations

Title: Effects of stimulus relevance on memory in the pigeon
Creator: Howard, Rodney Charles
Date: 1979
Collection: Electronic Theses & Dissertations

Title: Emancipatory learning, an exploratory study of critical reflection in internet family studies students
Creator: Bailey, Deborah C., DePoole
Date: 2001
Collection: Electronic Theses & Dissertations

Title: Evaluation of a training program to imporve the ability to differentiate between people
Creator: Grossan, Burton Alan
Date: 1967
Collection: Electronic Theses & Dissertations

Title: Experimental evaluations of sensitivity training
Creator: Kepes, Sherwin Yale, 1938-
Date: 1965
Collection: Electronic Theses & Dissertations

Title: Exploration in task space : similarity effects on task switching
Creator: Arrington, Catherine M.
Date: 2002
Collection: Electronic Theses & Dissertations

Title: Extinction of a running response as a function of the size of a tube-runway
Creator: Martindale, Robert Lloyd, 1927-
Date: 1955
Collection: Electronic Theses & Dissertations

Title: Factors relate to individual differences in the academic and behavioral adjustment of young children from low-income families
Creator: Hwang, Hye-Won
Date: 2001
Collection: Electronic Theses & Dissertations

Title: Habituation in the earthworm : retention and overhabituation
Creator: Gardner, Louis Edward
Date: 1966
Collection: Electronic Theses & Dissertations

Title: How Arab executives learn
Creator: Khattab, Amira
Date: 2015
Collection: Electronic Theses & Dissertations
Description: This exploratory investigation aims to identify best practices associated with classroom-based professional development programs and examine the relationship between culture (both values and geographical regions) and learning preferences of Arab leaders. Existing research indicates that approaches to learning vary across cultures and that incongruence exists between modern (i.e., imported Western) pedagogical models and traditional orientations to learning typically found in the Arab...
Show moreThis exploratory investigation aims to identify best practices associated with classroom-based professional development programs and examine the relationship between culture (both values and geographical regions) and learning preferences of Arab leaders. Existing research indicates that approaches to learning vary across cultures and that incongruence exists between modern (i.e., imported Western) pedagogical models and traditional orientations to learning typically found in the Arab classroom. Yet empirical research in the Arab world around best practices and learning preferences of executives has been scarce. In this study, I raise five key research questions: (a) What are the most effective Arab leadership development practices (i.e. learning activities, leadership competencies, motivation enablers, barriers to participation, instructor’s characteristics and learning environment) as identified by business and international management experts? (b) What are the similarities and differences between experts’ and Arab learners’ views of best leadership development practices? (c) How do regional differences relate to learning preferences of Arab executives? (d) How do cultural dimensions relate to Arab executives’ learning preferences? and, (e) How do executives’ characteristics (i.e. gender, sector, age and education background) relate to Arab preferences for leadership development? These research questions are addressed through the analysis of three sets of existing data. First, the Delphi process was utilized to survey 24 experts in the field of executive education to determine the factors that they deem significant in influencing the effectiveness of the design and delivery of leadership professional development programs. This survey was followed by eight face-to-face interviews to elucidate issues (e.g., gender and cultural sensitivity), which arose from the Delphi process. The third phase of data collection used a forced-choice method questionnaire administered to more than 1,500 business leaders from 17 different countries, carried out by internet exchange, telephone and written correspondence. This large-scale survey identified Arab leaders’ cultural background and gauged their responses to the methods that the experts interviewed in the first two phases identified as best practices. This study analyzes the responses, limitations notwithstanding, to identify best practices related to central aspects of classroom-based professional development programs and examines the relationship between culture and Arab leaders’ learning preferences. Findings encourage the appreciation of local tradition and openness to new approaches to leadership and learning.
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Title: Hypnotic time distortion and learning
Creator: Casey, Gerald A. (Gerald Arthur), 1936-
Date: 1966
Collection: Electronic Theses & Dissertations

Title: Imagery characteristics as related to picture-word stimulus variables and presentation rates in paired-associate learning
Creator: Patterson, Wilma Lois
Date: 1969
Collection: Electronic Theses & Dissertations

Title: Imitation learning in the severely retarded
Creator: Sinclair, JoAnn
Date: 1968
Collection: Electronic Theses & Dissertations

Title: Improving third generation learning : the effects of peer feedback training on quality feedback, trainee characteristics, and performance
Creator: Massman, Adam John
Date: 2012
Collection: Electronic Theses & Dissertations
Description: As organizations build technology enabled, social learning environments, Kraiger (2008) suggested that organizations are on the brink of the next generation of learning. Third generation learning is a peer-to-peer learning environment where peers sustain the learning culture typically within an online learning environment. One of the major assumptions of this learning environment is that the learners sufficiently understand how and when to give each other feedback to sustain effective...
Show moreAs organizations build technology enabled, social learning environments, Kraiger (2008) suggested that organizations are on the brink of the next generation of learning. Third generation learning is a peer-to-peer learning environment where peers sustain the learning culture typically within an online learning environment. One of the major assumptions of this learning environment is that the learners sufficiently understand how and when to give each other feedback to sustain effective learning experiences (Sadler, 1989). Research on peer feedback has shown that, while the benefits of peer feedback are positive, peers lack adequate skills to give proper peer feedback. Crafting quality peer feedback within these environments may affect the entire learning process from trainee characteristics (e.g. London & Smither, 1995) and training outcomes (e.g. Nicol & Macfarlane-Dick, 2006). Thus, this dissertation crafted an intervention to increase peer feedback effectiveness based on five principles of quality feedback. Previous researchers have attempted to increase peer feedback quality through training (e.g. Sluijsmans et al., 2001); however, these researchers have had mixed results, mostly because they did not rely on traditional feedback research on constructing quality feedback. In this dissertation, learners who received peer feedback training were compared to participants who did not receive peer feedback training. A participant's feedback environment and feedback orientation were measured to determine how these can moderate peer feedback quality and trainee characteristics, respectively. Trainee characteristics were assessed and training outcomes were assessed to determine the impact of quality peer feedback, ultimately hypothesized as a result of peer feedback training. Results indicated that participants who received peer feedback training resulted in higher quality feedback, higher trainee characteristics, and training outcomes. Higher quality feedback resulted in higher knowledge. A participant's feedback environment and feedback orientation did not moderate peer feedback quality and trainee characteristics, respectively. Self-efficacy and motivation mediated the relationship between quality and outcomes. Implications for training are discussed.
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Title: Improving training effectiveness through motivation : creating a psychological states intervention
Creator: Weissbein, Daniel Adam
Date: 2000
Collection: Electronic Theses & Dissertations

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