Timothy Newby
Professor in Learning Design and Technology
Dr. Timothy Newby is a Professor in the Department of Curriculum and Instruction at Purdue University. He received his B.S. in Psychology from Brigham Young University in 1979 and received his Ph.D. in Instructional Psychology from Brigham Young University in 1984. His research interests include human learning, motivation, and the impact of instructional strategies on the learning process. Some of Dr. Newby's most cited works include:
Ertmer, P., & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly., 6(4), 50-72.
West. R., Newby, T., Cheng, Z, Erickson, A., & Clements, K. (2019). Acknowledging all learning: Flexible, micro, and open credentials. In M.J. Bishop, E. Boling, J. Elen, & V. Svihla (EDs.), Handbook of Research in Educational Communications and Technology (5th ed.). Springer: New York.
Ottenbreit-Leftwich, A., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335.
Cheng, Z., RIchardson, J., & Newby, T. (2020). Using digital badges as goal-setting facilitators: a multiple case study. Journal of Computers in Higher Education, 32(2), 406-428.
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