Information Technology Reference
In-Depth Information
Bart, M. (2009). How to give effective feedback
on student writing assignment . Retrieved No-
vember 3, 2009, from http://www.facultyfocus.
com/online-seminars/providing-feedback-in-a-
technology-mediated-environment/?aa=7602?c
=FF&t=F91102a
Chang, N. (2009c). Can students improve their
learning with the use of an instructor's extensive
feedback assessment process? International
Journal of Instructional Technology and Distance
Learning , 6 (5).
Chang, N., & Pertersen, N. J. (2006). Cyber-
coaching: An emerging model of personalized
online assessment. In Williams, D. D., Howell,
S. L., & Hricko, M. (Eds.), Online assessment,
measurement, and evaluation: Emerging practices
(pp. 110-130). Hershey, PA: Idea Group Inc.
doi:10.4018/9781591407478.ch008
Berge, Z. L. (1995). Facilitating computer con-
ferencing: Recommendations from the field.
Educational Technology , 35 (1), 22-30.
Black, P. J., & Wiliam, D. (1998). Inside the black
box. Retrieved Nov. 1, 2009, from http://www.
pdkintl.org/kappan/kala9810.htm
Chesebro, J. L., & McCroskey, J. C. (2001). The
relationship of teacher clarity and immediacy with
student state, receiver apprehension, affect, and
cognitive learning. Communication Education ,
50 , 59-68. doi:10.1080/03634520109379232
Bolhuis, S. (2002). Towards process-oriented
teaching for self-directed lifelong learning: A
multidimentional perspective. Learning and
Instruction , 13 , 327-347. doi:10.1016/S0959-
4752(02)00008-7
Christensen, L. J., & Menzel, K. E. (1998). The
linear relationship between student reports of
teacher immediacy behaviors and perceptions of
state motivation, and of cognitive, affective, and
behavioral learning. Education Communication ,
47 , 82-90. doi:10.1080/03634529809379112
Boston, C. (2002). The concept of formative
assessment. Practical Assessment, Research &
Evaluation, 8 (9). Retrieved November 6, 2009,
from http://pareonline.net/getvn.asp?v=88n=9.\
Boud, D. (2000). Sustainable assessment: Rethink-
ing assessment for the learning society. Studies in
Continuing Education , 22 (4), 413-426.
Christophel, D. M. (1990). The relationship among
teacher immediacy behaviors, student motiva-
tion, and learning. Communication Education ,
39 , 323-340. doi:10.1080/03634529009378813
Chang, N. (2007). Responsibilities of a teacher
in a harmonic cycle of problem solving and prob-
lem posing. Early Childhood Education Journal ,
34 (4), 265-272. doi:10.1007/s10643-006-0117-8
Christophel, D. M., & Gorham, J. S. (1995). A
test-retest analysis of student motivation, teacher
immediacy, and perceived sources of motivation,
and learning. Communication Education , 44 ,
292-306. doi:10.1080/03634529509379020
Chang, N. (2009a). Significance and uniqueness
of personalized e-coaching. In Roger, P., Berg, G.,
Boettcher, J., Howard, C., Justice, L., & Schenk,
K. (Eds.), Encyclopedia of distance learning .
Hershey, PA/ New York, NY: Information Sci-
ence Reference.
Croom Helm. Retrieved May 21, 2009, from
http://www.c3l.uni-oldenburg.de/cde/support/
readings/holm83.pdf
Chang, N. (2009b). Facilitating roles an instruc-
tor undertakes in a virtual learning environment.
In Khosrow-Pour, M. (Ed.), Encyclopedia of
Information Science and Technology (2nd ed.).
Hershey, PA/ New York, NY: Information Sci-
ence Reference.
DeBard, R., & Guidera, S. (2000). Adapting
asynchronous communications to meet the seven
principles. Journal of Educational Technology
Systems , 28 , 219-230. doi:10.2190/W1U9-CB67-
59W0-74LH
Search WWH ::




Custom Search