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Watson, C. Edward; Doolittle, Peter E. – Educational Technology, 2011
A number of indicators, including new professional organizations, the proliferation of software tools, and the launch of a new international journal, are signaling a critical mass of interest in ePortfolios in educational settings. This article describes the current ePortfolio landscape by examining the key promises offered by such tools in…
Descriptors: Educational Technology, Educational Indicators, Portfolios (Background Materials), Electronic Publishing
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Doolittle, Peter E.; Siudzinski, Robert A. – Journal on Excellence in College Teaching, 2010
Syllabus use in higher education instruction is ubiquitous, yet what actually constitutes a syllabus remains unclear. The authors assessed the contents of 1000 syllabi, sampled from the Internet, based on 26 criteria determined from a literature review of recommended syllabus components. Syllabi contents were assessed according to four categories:…
Descriptors: Higher Education, Course Descriptions, Role, Teacher Expectations of Students
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Hicks, David; Doolittle, Peter E. – Theory and Research in Social Education, 2008
This article reports on the findings of a study designed to assess the utility of a multimedia tutorial intended to scaffold the development of historical source analysis through the use of the SCIM strategy. Seventy-seven undergraduate students (29 males, 48 females) with a mean age of 19.4 years engaged in a 2.5-hour tutorial across three…
Descriptors: Undergraduate Students, Learning Strategies, Tutorial Programs, Multimedia Materials
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Doolittle, Peter E.; Mariano, Gina J. – Journal of Educational Multimedia and Hypermedia, 2008
The present study examined the effects of individual differences in working memory capacity (WMC) on learning from an historical inquiry multimedia tutorial in stationary versus mobile learning environments using a portable digital media player (i.e., iPod). Students with low (n = 44) and high (n = 40) working memory capacity, as measured by the…
Descriptors: Physical Activities, Recall (Psychology), Short Term Memory, Multimedia Instruction
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Doolittle, Peter E.; Lusk, Danielle L. – Journal of the Scholarship of Teaching and Learning, 2007
The purpose of this research was to explore the effects that gender and institutional classification have on the inclusion of syllabus components. Course syllabi (N = 350) written by men and women from seven types of institutions, based on Carnegie classification, were sampled and evaluated for the presence of 26 syllabus components. The gender…
Descriptors: Classification, Institutional Characteristics, Course Descriptions, Gender Differences
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McNeill, Andrea L.; Doolittle, Peter E.; Hicks, David – Journal of Interactive Online Learning, 2009
The purpose of this study was to assess the effects of training, modality, and redundancy on the participants' ability to apply and recall a historical inquiry strategy. An experimental research design was utilized with presentation mode as the independent variable and strategy application and strategy recall as the dependent variables. The…
Descriptors: Research Design, Multimedia Instruction, History, Inquiry
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Doolittle, Peter E.; Hicks, David – Theory and Research in Social Education, 2003
The National Council for the Social Studies has explicitly advocated technology integration into the social studies classroom to transform the teaching and learning of key social studies content and skills. While the call for technology integration into the social studies classroom is clear, the application of technology within the realm of social…
Descriptors: Constructivism (Learning), Technology Integration, Educational Technology, Social Studies
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Lusk, Danielle L.; Evans, Amber D.; Jeffrey, Thomas R.; Palmer, Keith R.; Wikstrom, Chris S.; Doolittle, Peter E. – British Journal of Educational Technology, 2009
Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n = 66) and high (n = 67) working memory capacity students randomly assigned to either a…
Descriptors: Recall (Psychology), Individual Differences, Short Term Memory, History Instruction
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Hicks, David; Doolittle, Peter E.; Ewing, E. Thomas – Social Education, 2004
Understanding history is a challenge. In order to provide teachers with a tool that can help students acquire the knowledge and skills necessary to interpret primary sources and reconcile various historical accounts, the authors developed the SCIM-C strategy. Grounded in research on teaching and learning history and building upon Riley's layers of…
Descriptors: Historians, History Instruction, Primary Sources, Teaching Methods
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Doolittle, Peter E.; Camp, William G. – Journal of Vocational and Technical Education, 1999
Examines constructivist perspectives (cognitive, radical, social) in light of the requirements of career and technical education. Determines that cognitive constructivism is most compatible with the need for higher order thinking, problem solving, and collaboration. Urges rethinking of the assumptions underlying the mission, curriculum, and…
Descriptors: Constructivism (Learning), Educational Change, Educational Environment, Learning Theories
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Doolittle, Peter E. – Journal on Excellence in College Teaching, 1997
Discusses integration of Lev Vygotsky's theory of the Zone of Proximal Development (ZPD) with the instructional strategy of cooperative learning. ZPD provides a conceptual basis for explaining the five basic tenets of cooperative learning: positive interdependence; face-to-face interaction; individual accountability; small-group and interpersonal…
Descriptors: Accountability, Classroom Communication, Classroom Techniques, Cooperative Learning
Doolittle, Peter E. – 1995
This paper discusses the relationship between Lev Vygotsky's zone of proximal development and cooperative learning. Vygotsky (1896-1934), a Russian psychologist, formulated a theory that children first develop lower mental functions such as simple perceptions, associative learning, and involuntary attention; then, through social interactions with…
Descriptors: Child Development, Cognitive Development, Concept Formation, Cooperative Learning
Doolittle, Peter E. – 1991
An activity has been used successfully for several years in a middle-school computer class to integrate writing instruction with computer science. Taking approximately five class periods, the activity consists of three phases: (1) the 6th-grade students use paper and pencil to write a story in any literary format; (2) 11th- and 12th-grade…
Descriptors: Class Activities, Cognitive Development, Cross Age Teaching, Grade 6