Thomas (Tom) Reeves, PhD is Professor Emeritus at the University of Georgia [1] He is a prolific author of scholarly articles in the areas of Education
Thomas (Tom) Reeves, PhD is Professor Emeritus at the University of Georgia [1] He is a prolific author of scholarly articles in the areas of Educational Technology and Educational Design Research[1]. He has given presentation in over 30 countries and is still actively involved in research[1]
Thomas Charles Reeves was born in Washington DC and was originally named Thomas Merkle[2]. However, during the early years of his life he was brought up as Thomas Derman[2]. Upon his adoption in 1965 his surname was again changed to Reeves.[2]
Reeves is married to Dr Patricia Reeves[1] Professor Emerita of social work at the University of Georgia[3]. She also worked in public health[3]. Thomas and his wife have collaborated and published many articles relating to online education in the areas of public health, social work and medicine.[3] Although, retired they are still actively involved in educational research[3]. Thomas and Trisha enjoy travelling and are fond of their Westie dogs[2], Zipper and Button[1]. They reside in Athens, Georgia[4] and have a son, Jamie, who works in public health as well. [3].
Having been drafted by the US Army in 1969, Reeves spent two years as a Chaplin's Assistant.[5] There his duties included training soldiers to develop a good character using films [2]. To facilitate this, Reeves attended a one-week course at the Audio-Visual School[3]. The school used the Performance Improvement Model[3]. This was Reeves’ first exposure to Instructional Design and Performance Improvement[3].
As a result of his experience in the Army, Reeves embarked on a career in Education[3]. In 1973, he attended the Georgia State University where he earned a Bachelor of Science in Elementary Education[5]. Then in 1975, Reeves pursued a Master of Science in Instructional Technology at Syracuse University[5]. A year later, he obtained a master's degree in library media at the Georgia State University[5]. Encouraged by his professor, Atkinson, he did his Ph. D. in Instructional Design, Development, & Evaluation at Syracuse University[2].
Through his professional career, Reeves has performed many roles in the field of education. Firstly, he was an Elementary School Teacher at DeKalb County Public Schools[5]. Reeves spent 5 years at the Syracuse University initially as Instructor and Research Assistant and later as an Associate in Evaluation[5]. He journeyed to Peru where he was a Fulbright Lecturer at the National Technical University[5]. Reeves also worked in medical education at the University of South Carolina, where he was an Evaluation Specialist [5]. Following this, Reeves became the Project Director of the University of Maryland's STARS project[5]. During the period 1982 – 84 he was an Assistant Professor of Elementary Education at the University of Georgia[5]. Upon completion post, Reeves became the Senior Instructional Scientist at MetaMedia Systems Inc.[5]. Currently, Reeves is Professor Emeritus of Learning, Design, and Technology at the University of Georgia [5]. A department he has worked in for over 39 years.[2]
Apart from these roles, Reeves has served on the Foundation and Division Instructional Development Boards of the Association of Educational Communications and Technology. [5] He was also a visiting Scholar of Open Universities Australia[5]. In 2013, Reeves volunteered at the Centre for Online Learning Resources in India[5]. For a period of three years, Reeves served on the U.S. Department of Health and Human Services panel for Interactive Communication and Health[5].
One of the main areas in academia that Thomas Reeves explored was Design Based Research or Educational Design Based Research. [5] He also looked at Educational Technology and Evaluation. [3]. Reeves noted that educational technology research should adopt a Design Based Research approach to contribute more to the field.[6] He focused on using “Instructional design systems, evaluation and research” to improve learning and performance of individuals. [2] “Real world problems” should inform these focus areas.[2] The problem must first be identified then appropriate learning principles, theory and technology can then be used to enhance "learning, performance, motivation and commitment” [2] Figure 2 shows the Design Based Model (Reeves Thomas, 2006):
For Design Based Research to effectively impact practice, longitudinal and comprehensive studies must be conducted. [6]
Reeves proffered to schools of thought regarding media and technology and learning. Students learn "from” and "with” media and technology. [7]
This refers to the use of television, computers and “integrated learning systems” to provide instruction thereby acting a “tutor” [7]. He proposed four steps to integrating the process of instruction and media and technology:
Computer-based instruction (CIB) and television are the most popular forms of media.[7] Television programmes which are designed specifically for instruction are most beneficial to student learning.[7] Likewise, CIB reduces the amount of time taken by students to cover instructional objectives.[7] However, Learning "from” technology is hindered by accessibility and the media's ability to motivate[7].
Here cognitive tools and constructivist theories are applied to environments of learning[7]. Cognitive tools such as "teleconferencing programmes, spreadsheets and databases” promote critical thinking[7]. These tools are given to students who use them to analyse, access, interpret and organise material their understanding and later communicate it to others.[7] Cognitive tools promote reflective thinking, creativity in expressing knowledge and challenges students learning[7]. Reeves suggests that the cognitive tools should be applied to tasks situated in a realistic context.[7]
Reeves and his wife also proposed a model for 10 dimensions interactive learning on the web [8]
They purport that the fundamental importance of the web is its ability to deliver different “pedagogical dimensions" rather than its graphics and links to information[8].
Reeves co-authored many books. The first being “Telematics in rural education with Ron Oliver [5]. In 2003, he collaborated with Hedberg to produce a book entitled “Interactive Learning Systems Evaluation”[5]. Then, in 2010, Reeves together with Jan Herrington and Ron Oliver wrote “A Guide to Authentic e-Learning"[5]. Two years later, Reeves and Susan McKenney wrote "Conducting Educational Design Research”[4]. A second edition of this book was published in 2019[5]. In 2015, the book "MOOCs and open education around the world” was produced by Reeves, Bonk, Lee, & Reynolds [5]. This book was translated into Korean and Chinese[5]. His latest book "MOOCs and open education in the Global South: Challenges, successes, and opportunities "was written in 2020 with Zhang, Bonk & Reynolds[5].
Additionally, Reeves has contributed chapters to many books. For instance, "Keep it real: The benefits of authentic tasks in contemporary learning environments” in Reiser & Dempsey's “Trends and issues in instructional design and technology”[5]. Reeves also wrote “Donald P. Ely: My teacher, my mentor, and my friend” in Millers and Pena's book “Lessons in leadership in the field of educational technology[5]. Reeves along with Oh contributed the chapter “Comparing the goals and methodologies of learning scientists and educational technology researchers" in Lin & Spector's, “The sciences of learning and instructional design: Constructive articulation between communities” [5].
Throughout his tenure Reeves has made several scholarly contributions. He has independent and with other academics published over 200 academic papers.[9] His sixteen most cited articles are[9]:
As Reeves career continues to unfold his work in the fields of Design Based Research and Educational technology continue to have a profound impact on the field of education. His continued mentorship will indelibly shape the future of learning.
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