Frederick B. King

University of Hartford · Department of Education

One of the challenges of teacher education is to train preservice teachers to deliver a wide range of literacy skills to a diverse population. This article describes a mixed methods research study into preservice undergraduate literacy methods courses. This research examined how online, asynchronously conducted discussions influenced and impacted p...

Several university researchers were invited to assist in the implementation and study of a Laptop Initiative for high school students. This initiative provided laptop computers for 247 students and 24 teachers who were grouped into ninth grade learning clusters at three schools. The research on the program's impact focused on student, teacher, and...

The Internet, in all of its forms and functions, is well on the way to becoming the most ubiquitous technology of the 21st century. It is changing the way the world does business, the way formal education is conducted, and the way humans interact with each other. The Internet already has become an invaluable tool for formal health education and for...

The purpose of this study was to examine the roles self-efficacy, specifically technology self-efficacy and distance education self-efficacy, and self-regulation play in students' learning via distance education. This study examines a system for evaluating distance education courses in a similar manner to those for traditional university courses. P...

Distance education is a 21st century model that has significantly impacted the higher education community internationally. Issues addressing the instructor, the learner, the technology and the organization supporting distance education are explored. Finally, a consideration of some of the ‘best practices’ for distance education are offered as we fu...

Constructivism and problem-based learning are two concepts that have recently been embraced by the educational community as teachers and professors are trained to meet the needs and demands of their students and the community at large. We discuss the assumptions and premises of constructivism and problem-based learning, and the findings of a study...

The purpose of this research was to examine how communities of learners could be established and sustained in web-based distance education courses. Three graduate level, constructivist, project-based courses were examined. These three courses were web-based educational theory courses conducted, for the most part, asynchronously. All courses also em...

Some researchers and educators contend that distance education is the new, student-centered paradigm for future learning and one of the fastest growing areas in education. Despite its continued growth and popularity, distance education suffers from a number of problems. One of the most troubling is a much higher course “dropout” rate in online cour...

The purpose of this study was to examine the roles self-efficacy, specifically technology self-efficacy and distance education self-efficacy, and self-regulation play in students' learning via distance education. Participants were undergraduate and graduated students enrolled in business distance education courses at a university in northeastern US...

Some researchers and educators contend that distance education is the new, student-centered paradigm for future learning and one of the fastest growing areas in education. Despite its continued growth and popularity, distance education suffers from a number of problems. One of the most troubling is a much higher course “dropout” rate in online cour...

The purpose of this study was to examine an instrument designed to measure student perceptions concerning "distance education technology" and "self-regulated learning" across numerous synchronous distance education courses and determine whether either of these factors had an impact on student perceptions of distance learning and student achievement...

The paper explores the formative and summative results of a problem-based, asynchronously conducted, graduate-level, educational psychology course on learning theory. EPSY was a 13-week, three credit, graduate level, educational psychology course conducted asynchronously at a distance. Multiple tools, methods, and data collection points were used i...

Abstract There is, in most academic and scientific fields, a common yet distinct vocabulary. This precise vocabulary makes it possible for researchers and practitioners within that domain to communicate clearly and succinctly with each other. At this time, there is a lack of such a precise vocabulary in the domain of distance learning and distance...

Though research in the areas of study skills self-efficacy (SSSE) and self-regulatory learning (SRL) has been accomplished for traditional classroom learning and synchronous distance education learning, no such research has been undertaken for asynchronous distance education learning. For research into individual affective characteristics of asynch...

Constructivism and problem-based learning are two concepts that have recently been embraced by the educational community as teachers and professors are trained to meet the needs and demands of their students and the community at large. We discuss the assumptions and premises of constructivism and problem-based learning, and the findings of a study...

The purpose of this study was to determine whether asynchrony between audio and visual presentation in distance education classes had an impact on student perceptions of distance learning and student achievement. Six distance education courses, all in different disciplines, were taught from six different locations to a minimum of one satellite loca...

This study measured college student perceptions concerning the effect of technology and student self-regulatory skills in two distance education courses. Analysis of data focused on the attributes identified by students via a questionnaire as components of a successful distance education course, as well as variables contributing to student success....

Teaching comprehension strategies is an essential part of a comprehensive reading framework. Despite a quarter of a century of research on comprehension, researchers continue to document little comprehension instruction in classrooms. This paper examines comprehension strategy modelling, specific teacher explanations, and teacher scaffolding for st...