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Timothy Newby

Professor
Learning Design and Technology Area Convener
Department of Curriculum & Instruction

Research

Professor Newby's research focuses on learning and motivation and the impact of various instructional strategies. In particular he has studied the creation and implementation of instructional analogies, the use of mentoring, and the integration of computer technology.

Education

Ph.D.     Brigham Young University, 1984, Instructional Psychology
B.S. Brigham Young University, 1979, Psychology


Selected Publications

  • Newby, T. J. and Lewandowski, J. (2009, 2nd edition). Teaching and Learning with Microsoft Office 2007 and Expression Web. Boston: Allyn & Bacon/Pearson.
  • Newby, T. J., Stepich, D., Lehman, J., and Russell, J. (2006, 3 rd edition). Educational Technology for Teaching and Learning. Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Yang, Y.C., Newby, T. J., & Bill, R. L. (2008). Facilitating interactions through structured web-based bulletin boards: A quasi-experimental study on promoting learners' critical thinking skills. Computers & Education, 50, 1572-1585.
  • Richardson, J., & Newby, T.J. (2006). The role of students' cognitive engagement in online learning. American Journal of Distance Education, 20(1), 23-37.
  • Yang, Y.C., Newby, T.J., & Bill, R.L. (2005). Using Socratic Questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. American Journal of Distance Education, 19(3), 163-181.
  • Wang, L., Ertmer, P.A., & Newby, T.J. (2004). Increasing preservice teachers' self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-252.
  • Newby, T.J., Corner, J. (1997). Mentoring for increased performance: Steps in the process. Performance and Improvement, 36(5), 6-10.
  • Ertmer, P.A., Newby, T.J., Y MacDougall, M. (1996). Students' approaches to learning from case-based instruction: The role of reflective self-regulation. American Educational Research Journal, 33(3), 719-752.
  • Ertmer, P.A., & Newby, T.J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 21(4), 1-24.

Experience

1997- present       Professor, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN
1990-1997 Associate Professor, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN
1984-1990 Assistant Professor, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN


Courses

 

EDCI 270 Introduction to Educational Technology and Computing
EDCI 591T Learning Theories and Instructional Design
EDCI 591M     Motivation and Instructional Design
EDCI 675 Instructional Strategies
EDCI 674 Advanced Instructional Design Theory