Globetrotting Students and Faculty: Adapting Library Instruction to Global Sites     

Eimmy Solis  Dan Perkins 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):123-139

ABSTRACT

As e-resources become more ubiquitous, and the technologies available to access them more sophisticated, libraries have greater opportunities to reach out to global users. However, this same distance means that some users never even set foot in a physical library. This case study will describe how one large academic library started a business, economics, and marketing library online instruction pilot for global users in an effort to replicate library instruction offered at the home institution. Librarians assessed global library use and research needs; prepared unique lesson plans for each global site; and created digital learning objects using synchronous and asynchronous methods to establish an instruction strategy for Business and Economics courses. The goal was to test instruction practices and develop an online instruction template that would be replicable and sustainable for library instruction in other subject areas in New York University Libraries and other institutions.  相似文献   

Let’s Build Something Together     

Ross Perkins 《TechTrends》2010,54(4):12-13

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International Contributions to e-Learning Literature from 2000 to 2008     

Andy Hung  Ross Perkins 《TechTrends》2012,56(4):9-10

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Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer          下载免费PDF全文

Douglas Fuchs  Emma Hendricks  Meagan E. Walsh  Lynn S. Fuchs  Jennifer K. Gilbert  Wen Zhang Tracy  Samuel Patton III  Nicole Davis‐Perkins  Wooliya Kim  Amy M. Elleman  Peng Peng 《Learning disabilities research & practice》2018,33(1):11-23

We conducted a 14‐week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a control group. Results indicated that students in the two tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near‐transfer but not far‐transfer measures of RC. This differential pattern of program effects for near‐ versus far‐transfer measures raises questions about how tests of near‐transfer and far‐transfer are conventionally understood.  相似文献   

On a screw-joint for water-pipes, &c.     

A.M. Perkins 《Journal of The Franklin Institute》1844,37(3):200-201

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Introduction: Commemorating the Sixtieth Anniversary of the President's Commission Report, Higher Education for Democracy     

Julie A. Reuben  Linda Perkins 《History of education quarterly》2007,47(3):265-276

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A Walling Out of Open and Distance Learning     

Ross A. Perkins 《TechTrends》2011,55(2):25-27

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Babette Faehmel. College Women in the Nuclear Age: Cultural Literacy and Female Identity, 1940–1960. New Brunswick,NJ: Rutgers University Press, 2012. 256 pp. Cloth $49.95.     

Linda M. Perkins 《History of education quarterly》2012,52(4):571-574

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Each Day Enough for Me     

Mekkin S. Perkins 《The Educational forum》2013,77(1)

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Establishing an Equitable and Fair Admissions System for an Online Doctoral Program     

Ross A. Perkins  Patrick R. Lowenthal 《TechTrends》2014,58(4):27-35

The field of educational technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in educational technology and examines the specific admissions system used by the Department of Educational Technology at Boise State University.  相似文献