Mable Kinzie Return to Mable's Home Page  
  Resarch & Development  


  It's not enough to create it... Tell others what you did and what happened.
  
 
  · We're on the Case ·
· Dissecting
  the Evidence ·
· Project Reports · 		 
 
  But why, How? Ask, and contribute to building theory and methods.
  
 
  · How do you Feel

  about Computers? ·
· Learners Prefer

    Control ·
· Exploring a range of

Methods ·		  
 
  		 
 


  We're on the Case!

Research on Cases and New Technologies
  
  If you've read about what we've been doing with cases you might share some of our excitement. Not only have we been busy creating some powerful cases, we've also been describing our work for others and presenting our evaluation results.

Here are some of the articles, papers, and presentations we've produced:
  • Hrabe, M. E., Kinzie, M. B., & Julian, M. F. (2001). Web-based Case Studies: A Multipurpose Tool for the Training Toolkit . In B. Khan (Ed.), Web-based Training. Englewood Cliffs, NJ: Educational Technology.

  • Julian, M. F., Kinzie, M. B. & Larsen, V. A. (2000). Compelling Case Experiences: Performance, Practice, and Application for Emerging Instructional Designers. Performance Improvement Quarterly, 13(3).

  • Kovalchick, A., Hrabe, M. E., Julian, M. F., & Kinzie, M. B. (1999). Future trends: Constructing ID Case Studies for Use via the World-Wide Web In P. Ertmer & J. Quinn (Eds.), Instructional Design Casebook. Columbus, OH: Prentice-Hall.

  • Kinzie, M. B., Hrabe, M. E., & Larsen, V. A. (1998). Exploring Professional Practice Through an Instructional Design Team Case Competition. Educational Technology Research & Development. (46)1.

  • Kinzie, M. B., Larsen, V. A., & Kent. T. W. (1996, June). On-line Learning Via Real-Time Discussion of Web-based Case Materials. Proceedings of the Internet Society (INET), Montreal.

  • Larsen, V. A., Kinzie, M. B., McNergney, R. F., Kent T. W., Herbert, J.M. & Becker, F.J. (1996, March). Project Cape Town: Designing a Case Study for the WWW. Proceedings of the Seventh Annual Conference of the Society for Technology and Teacher Education (SITE 96), Phoenix, AZ.

  • Larsen, V. A., Kent T. W., Becker, F.J., McNergney, R. F., Kinzie, M. B.& Herbert, J.M. (1996, April). Project Cape Town: Usage of a Multimedia Case on the World-Wide Web. Paper presented at the 1996 Annual Meeting of the American Educational Research Association (AERA), New York.

  • Lindeman, B., Kent, T., Kinzie, M., Larsen, V., Ashmore, L., & Becker, F. (1995, October). Exploring cases on-line with virtual environments. Paper presented at the Computer-Supported Collaborative Learning (CSCL) conference, Indianapolis.
And, here are a few print-based cases:
  • Hrabe, M. E., Larsen, V. A., & Kinzie, M. B. (1999). Terry Kirkland. In P. Ertmer & J. Quinn (Eds.), Instructional Design Casebook. Columbus, OH: Prentice-Hall.

  • Kovalchick, A., Kinzie, M. B., Julian, M. F., & Hrabe, M. E., (1999). Harvesting Cooperation. In P. Ertmer & J. Quinn (Eds.), Instructional Design Casebook. Columbus, OH: Prentice-Hall.
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  Dissecting the Evidence

Net-Frog: Nothing Succeeds Like Success
  
  Net-Frog has to be the most popular thing I've ever done (read about it). To ice the cake, it's also an effective learning tool. It's based on an interactive program that we did a fair amount of experimental research with, so I feel safe in saying it can be used to take the place of a dissection (in cases where students or educators object) or it can be used to better prepare students for an upcoming dissection.

If you want to find out more, here are some citations:
  • Kinzie, M. B., Larsen, V. A., Burch, J. B., & Boker, S. M. (1996). Frog Dissection Via the World-Wide Web: Implications for the Widespread Delivery of Instruction. Educational Technology Research & Development, 44(2).

  • Larsen, V. A., Kinzie, M. B., Boker, S. M. & Burch, J. B. (1996, June). Net-Frog: Monthly Analysis of User Access Patterns on the WWW. Paper presented at the ED-MEDIA/ED-TELECOM 96 Conferences, Boston, MA.

  • Strauss, R., & Kinzie, M. B. (1994). Student Achievement and Attitudes in a Pilot Study Comparing an Interactive Videodisc Simulation to Conventional Dissection. American Biology Teacher, 56(7), 398-402.

  • Kinzie, M. B., Foss, M. J. & Powers, S. M. (1993). Use of Dissection-Related Courseware by Low-Ability High School Students: A Qualitative Inquiry. Educational Technology Research & Development, 41(3), 87-101.

  • Kinzie, M. B., Strauss, R., & Foss, M. J. (1993). The Effects of an Interactive Dissection Simulation on the Performance and Achievement of High School Biology Students. Journal of Research in Science Teaching, 30(8), 989-1000..

  • Strauss, R., & Kinzie, M. B. (1991). Hi-Tech Alternatives to Dissection. American Biology Teacher, 53(3), 154-158.

  • Strauss, R., & Kinzie, M. B. (1990). Interactive Frog Dissection. In R. Hairston, (Ed.), The Responsible Use of Animals in Biology Classrooms (Monograph IV). Reston, VA: The National Association of Biology Teachers.
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  Project Reports

Variety is the Spice of Life...
  
  With this category you can get a sense for what makes my work so stimulating. There's no end to the potential of instructional technologies, only limits on time. Check it out:

Here's some of my most recent work, on the Health Heritage family history web site.
  • Kinzie, M. B., Cohn, W. F., Julian, M. F., & Knaus, W. A. (in press). A User-Centered Model for Web Site Design: Needs Assessment, User Interface Design, and Rapid Prototyping. JAMIA.
  • Harrison, M. B., Worrall, B. B., Pelletier, S., Cohn, W., Barrett, J., Kinzie, M, Ropka, M., Novicoff, W., Kelly, T., Knaus, W. A. (2000, October). Assessing Genetic Risk for Neurologic Disease: a Web-Based Approach. Paper presented at the American Neurological Association Outcomes Research Meeting, Boston.

  • Cohn, W.F., Kinzie, M., Barrett, J.R., Julian, M., Einbinder, J., Pelletier, S.L., Knaus, W.A. (1999, November). The Development of a Web-Based Family Health History Collection Tool. American Medical Informatics Association Annual Meeting, Washington, DC.

  • Knaus, W.A., Cohn, W.F., Barrett, J.R., Kinzie, M., Pelletier, S.L., Julian, M., & Einbinder, J. (1999, October). The Development of a Web-Based Family Health History Collection Tool. American Society for Human Genetics Annual Meeting, San Fransisco, CA.

And some other interesting research inquiries:
  • Kinzie, M. B., & Jackson, J. M. (1993). The HyperText Study System: A Low-Overhead Approach to Producing and Maintaining An Effective Study Aid for Medical Students. Journal of Medical Education Technologies, 4(2), 17-22.

  • Kinzie, M. B., Schorling, J. & Siegel, M. (1993). Providing Prenatal Alcohol Education to Low-Income Women with Interactive Multimedia. Patient Education & Counseling, 21(1), 51-60.

  • Gasiewski, J. F., & Kinzie, M. (1994, April). A Quantitative and Qualitative Evaluation of Free-Form and Directed Use of an Interactive Multimedia Program. Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans.

  • Kinzie, M., Zollinhofer, M., Gasiewski, J., & Hochella, J. (1992, July). Interactive Multimedia for High School Chemistry: Design for Directed Use and Free-form Exploration. Invited presentation for the AECT Professional Development Seminar "Making Multimedia Work, Blacksburg, VA.

  • Wissick, C., Lloyd, J. W., & Kinzie, M. B. (1992). The Effects of Community Training Using a Videodisc-based Simulation. Journal of Special Education Technology, 11(4).

  • Blanton, S., Robin, B. R. & Kinzie, M. B. (1991). Repurposing a feature film for interactive multimedia. Educational Technology, 31(12), 37-41.

  • Shaffer-Nahmias, S., Harper, M., & Kinzie, M. (1988, January). The Design of an Innovative Multimedia Curriculum: Native Peoples of the Southwest. Paper presented at the annual meeting of the Association for Educational Communications and Technology (AECT), New Orleans.
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  How Do You Feel About Computers?

Research on Attitudes and Self-Efficacy
  
  Nutshell version of the theory that I and colleague Marcia Delcourt (and lots of other folks too) subscribe to: People that feel self-efficacy in the use of computer technologies will tend to invest more time and be more willing to take chances and learn new things. To feel this self-efficacy, individuals need to hold positive attitudes, and positive attitudes require training and applied experience with computer technologies.

We were interested in testing these relationships, so we developed two instruments. "Attitudes Toward Computer Technologies" (ACT) is made up of two subscales that measure perceived "Usefulness" and "Comfort/Anxiety" with computer technologies. "Self-Efficacy with Computer Technologies" (SCT) is reflected by scores on six scales, measuring self-efficacy with "Word Processing," "E-Mail," "Spreadsheets", "Databases," "Statistical Packages," and "CD-ROM databases."

The work below reports on the development of these two instruments, and also our successful tests of the predictive relationship:
Training and Experience --> Attitudes --> Self Efficacy.
  • Lin-Milbrath, Y. C., & Kinzie, M. B., (2000). Computer Technologies: Preservice teachers' attitudes and self-efficacy over time. Journal of Technology and Teacher Education, 8(4), 373-385.

  • Kinzie, M. B., Delcourt, M. A. B., & Powers, S. M. (1994). Computer Technologies: Attitudes and Self-Efficacy Across Undergraduate Disciplines. Research in Higher Education, 35(6), 745-768.

  • Delcourt, M. A. B., & Kinzie, M. B. (1993). Computer Technologies in Teacher Education: The Measurement of Attitudes and Self-Efficacy. Journal of Research & Development in Education, 27, 35-41.
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  Learners Prefer Control

Control and Continuing Motivation to Learn
  
  The jury's still out on whether providing students with control over their instruction increases their learning. But students tend to want this control; providing it could lead to increased motivation to learn...

The first paper earned me the 1990 Young Scholar Award from the Association for Educational Communications & Technology (AECT). The second applies the theoretical base of the first and offers specific recommendations for designers of interactive instruction. The rest test the effects of control on continuing motivation.
  • Kinzie, M. B. (1990). Requirements and Benefits of Effective Interactive Instruction: Learner Control, Self-Regulation, and Continuing Motivation. Educational Technology Research & Development, 38(1), 5-21.

  • Kinzie, M. B., & Berdel, R. L. (1990). Effective Design and Utilization of Hypermedia. Educational Technology Research & Development, 38(3), 61-68.

  • Kinzie, M. B., & Sullivan, H. J. (1989). Continuing Motivation, Learner Control, and CAI. Educational Technology Research & Development, 37(2), 5-14.

  • Kinzie, M. B., Sullivan, H. J., & Berdel, R. L. (1988). Learner Control and Achievement in Science Computer-Assisted Instruction. Journal of Educational Psychology, 80, 299-303.
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  Exploring a Range of Methods

From TeleTraining to Screen Design
  
  Systems analysis with videotape? It was pretty cutting-edge for 1987. How to tell what electronic medium might be best to replace stand-up training? Here's a model I developed and used (circa 1986) to help make some of those decisions. Let me add some interesting lessons I learned from designing an interactive information kiosk, and recommendations for screen design and media presentations...
  • Henken, P., & Kinzie, M. B. (1987). Video as a Systems Analysis Tool. Data Management, 25(12), 10-13, 16.

  • Kinzie, M. (1986, November). Determining the Potential of Electronic Media for Delivery of Corporate Training: A Model. Paper presented at the annual meeting of the Association for Development of Computer Based Instructional Systems (ADCIS), Washington, D.C.

  • Kinzie, M. B. (1991). Design of an interactive informational program: Formative evaluation and experimental research. Educational Technology Research & Development, 39(4), 17-26.

  • Kinzie, M. B., & Bull, G. L. (1994). Media-Based Presentations: An Introduction to Screen Design. In G. Willis (Ed.) TEACH-IT. Houston, TX: Society for Technology in Teacher Education (STATE).

  • Bull, G. L., & Kinzie, M. B. (1994). Media-Based Presentations with HyperCard. In G. Willis (Ed.) TEACH-IT. Houston, TX: Society for Technology in Teacher Education (STATE).
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