Findings from correlation analysis suggest that gender, academic education, online teaching experience, time devoted to online teaching, and, more relevant, all five teaching roles: social interaction, instructional design, technology use, learning assessment and learning processes support, are relevant predictors of the adoption of this conception of teaching by online instructors.
The physical setting, the network of social interactions, instructional media, teaching methods and the teacher are identified as the major structural components of the instructional system.
E-learning storyboards have been a useful approach in distance learning development to support interaction between instructional designers and subject-matter experts.
The result also indicates that it is important to leverage the design and process skills of subject-matter experts as it affects their interaction with instructional designers.
For transfer, an interaction between instructional format and executive functions was found: Whereas students with higher levels of executive functions had better transfer with the exploratory condition, students with lower levels of executive functions had better transfer with the guided simulations.
The research involved pursuing the following question in a paper-based experimental context: does the interaction of instructional format and cognitive style construct affect the acquisition of abstract programming concepts?
To answer the research question (does the interaction of instructional format and cognitive style construct affect the acquisition of abstract programming concepts?) surprisingly, the verbalisers performed best when given the instructional format enhanced with graphical metaphors, and some imagers responded better with text-only material.
No interaction between instructional set and pain perception was noted in the lower extremity (Wilks' Lambda = 0.97, F (2,54) = 0.99, p = 0.38, partial η2 = 0.04) suggesting the expectation instructional set did not influence SMT associated hypoalgesia in the lower extremity.
Fourteen themes emerged from the interviews: competency, professional development, intellectual stimulation, consultation, referral, social interaction, licensure, instructional content and format, time constraints and convenience, lack of cost, availability of other educational venues, malpractice insurance, providing voluntary medical services, and retirement.
Like classroom tasks, different PD tasks provide different opportunities for teachers to learn about classroom interactions and instructional practices.
As evidenced by her classroom interactions and instructional activities, Teacher B devoted her instructional time to focused evolutionary concepts, such as origin of species and evidence for evolution.
