Timothy J. Newby

Explores how undergraduate students used digital badges to support goal setting in a 16‑week hybrid course. Across four cases, badges helped learners clarify goals, monitor progress, and sustain effort—suggesting ways badges can scaffold self‑regulated learning in higher education.

A two‑phase mixed‑methods study grounded in the decomposed Theory of Planned Behavior examined predictors of preservice teachers’ intentions and actual use of Web 2.0 tools. Perceived usefulness, self‑efficacy, and student expectations most strongly predicted intentions and classroom use; intentions were positively related to subsequent behavior.

Revisits and republishes the 1993 analysis of behaviorism, cognitivism, and constructivism, updating the discussion and reaffirming how multiple learning theories can inform instructional decision‑making across varied contexts.

Using the Theory of Planned Behavior, this qualitative study explores pre‑service teachers’ behavioral, normative, and control beliefs about employing Web 2.0 tools. Beliefs about usefulness for learning and engagement, perceived ease of use, and perceived expectations of digital‑age learners influenced intentions to use these tools in future practice.

Reports on a 5‑week international wiki project in a large introductory educational technology course. Pre/post surveys and focus groups (expectancy‑value framework) showed significant gains in students’ confidence and perceived value for using web tools to collaborate with international peers, alongside insights on barriers and success strategies.

Using a hermeneutic phenomenology approach with award‑winning teachers, the study identifies value beliefs that underlie classroom technology use. Teachers adopted technologies to meet professional needs (e.g., efficiency, materials development) and student needs (e.g., engagement, comprehension), with decisions anchored in a core belief of promoting student learning; implications for professional development are discussed.

Examines whether structured prompts and interaction supports in web‑based bulletin boards enhance critical thinking in a distance course. Using both quantitative (CCTST) and qualitative interaction analysis, the study finds that structured forums significantly improve learners’ critical‑thinking skills and attitudes toward online discussion.

Investigates how students engage cognitively in online courses by measuring general learning motivations and strategies. Results show significant differences by program focus, gender, age, and prior online experience and suggest that experience shifts learners toward greater ownership of learning—informing design and facilitation of online courses.

Tests whether explicit teaching and modeling of Socratic questioning improves learners’ critical‑thinking performance in asynchronous discussion forums. Students exposed to Socratic questioning demonstrated higher levels of critical thinking and maintained gains after the intervention.

Presents a model of expert learning in which metacognitive knowledge about cognitive, motivational, and environmental strategies enables learners to select, monitor, and regulate their strategies through ongoing reflection, thereby improving learning effectiveness and transfer.

Compares behaviorist, cognitivist, and constructivist views of learning and distills practical implications for instructional design. The article argues designers should understand each perspective’s view of learning processes and apply strategies that best fit a given problem and context rather than adopting a single doctrine.

Compares traditional classroom instruction with live televised instruction on performance, attitudes, and interaction. Findings highlight differences in interaction patterns and discuss implications for designing effective synchronous distance learning experiences.