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Download full textDoolittle, 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
Direct linkLusk, 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
