Education Commons^™

Passive Participation In Collaborative Online Learning Activities: A Scoping Review Of Research In Formal School Learning Settings, Hajeen Choi, Jaesung Hur

Visual Communications and Technology Education Faculty Publications

This scoping review summarizes studies on passive participation in collaborative online learning activities that used computer-mediated communication tools in school settings. A total of 42 articles spanning about 20 years were explored. ERIC and three main journal indexes from Web of Science were used to locate articles. For each year searched, there were only one to five studies that investigated passive participation, indicating that not many researchers have examined this topic in general. Most studies used mixed methods and were conducted in higher education settings in asynchronous online discussions. Three terms have been used to discuss the notion of passive …

The Tactical Versus Technical Paradigm: Scholarship On Teaching Games With A ‘Catch-22’, Adrian P. Turner

School of Human Movement, Sport, and Leisure Studies Faculty Publications

This chapter examines specific game-based and technique approaches that constituted the foci for experimental research attempting to test hypotheses concerning cause-and-effect relationships. Games teaching approaches, e.g., Teaching Games for Understanding (TGfU) and technique instruction, were manipulated and measured on criteria that included skill assessments, declarative and procedural knowledge, and game performance components. Research also contrasted off-the-ball offensive and defensive player movements. This method of experimental inquiry necessitated a meticulous approach; it required investigators to restrict threats to the internal validity of the research while simultaneously trying to protect the ecological validity. This scenario represented a “Catch-22” for sport pedagogy scholars …

Changing Practices Of Undergraduate Business Teaching At Bgsu, Edith Scarletto, Linda Rich, Vera J. Lux

University Libraries Faculty Publications

This report will discuss the findings and recommendations of a study of the changing teaching needs of undergraduate business faculty at Bowling Green State University (BGSU). This local project was conducted by BGSU librarians in the 2018-19 academic year as part of a national study coordinated by Ithaka S+R in conjunction with other institutional-level studies throughout the country. Ithaka S+R, a not-for-profit research and consulting organization that works with academic communities, will produce an overarching report on supporting the changing practices of undergraduate teaching in the field of business.

Exploring The Relationship Between Online Discourse And Commitment In Twitter Professional Learning Communities, Wanli Xing, Fei Gao

Visual Communications and Technology Education Faculty Publications

Educators show great interest in participating in social-media communities, such as Twitter, to support their professional development and learning. The majority of the research into Twitter-based professional learning communities has investigated why educators choose to use Twitter for professional development and learning and what they actually do in these communities. However, few studies have examined why certain community members remain committed and others gradually drop out. To fill this gap in the research, this study investigated how some key features of online discourse influenced the continued participation of the members of a Twitter-based professional learning community. More than 600,000 tweets …

The (Re) Adaptability Of Research Methodologies In The Instructional Design & Technology Field, Enilda Romero-Hall, E-Ling Hsiao, Fei Gao

Visual Communications and Technology Education Faculty Publications

In its revolutionary piece, On The Origin of Species, Darwin (1859) provided compelling evidence for the existence of the natural selection process. He described how species interact with their environments to cause variations in traits. Just like the species that Darwin explored in his research, the methodologies used in investigations related to the instructional design and technology (IDT) field have (re)adapted. This (re)adaptability serves to help us better inquire and explore the landscape of formal and informal educational learning environments available today.

Enriching Classroom Learning Through A Microblogging-Supported Activity, K. Li, Kent Darr, Fei Gao

Visual Communications and Technology Education Faculty Publications

Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study examined an instructional activity designed to expand and deepen student learning experience by having undergraduate students subscribe to, read and share tweets from high-quality Twitter accounts in the field. The findings suggested that students believed that the activity broadened their knowledge on the topics to be learned, helped them see the connections …

Examining Efl Student Learning And Perceptions In Social Annotation-Based Translation Activities, Na Zhao, Fei Gao, Dazhi Yang

Visual Communications and Technology Education Faculty Publications

Limited research has been conducted on how to incorporate computer-supported collaborative learning into translation instruction despite the potential benefits. A study was conducted with a group of college English majors in China to examine the effects of using a social annotation tool to encourage student interaction during translation activities. The results showed that students made greater improvement when they completed the translation assignments with the support of a social annotation tool than when they completed the assignments in the traditional way. In addition, students had a positive attitude toward the use of the social annotation tool.

Professional Identity, Career Commitment, And Career Entrenchment Of Midlevel Student Affairs Professionals, Maureen E. Wilson, Debora L. Liddell, Amy S. Hirschy, Kira Pasquesi

Higher Education and Student Affairs Faculty Publications

The purposes of this study were to identify factors of midlevel student affairs administrators’ professional identity and to examine the association of those factors to career commitment, career entrenchment, and demographic characteristics. Principal axis factor analysis derived 3 dimensions of professional identity: career contentment, community connection, and values congruence with the profession. Regression analyses conducted on 377 survey responses revealed that 3 of 4 demographic characteristics, all 3 career commitment subscales, and all 3 career entrenchment subscales were significantly associated with at least 1 of the professional identity subscales. Implications for research and practice are discussed.

Race And Historiography: Advancing A Critical-Realist Approach, Dafina-Lazarus Stewart

Higher Education and Student Affairs Faculty Publications

This scholarly essay interrogates the seemingly necessary engagement of normative and essentialist characterizations of identity in the historical study of race in U.S. higher education. The author’s study of the experiences of Black collegians in private, liberal arts colleges in the Midwestern Great Lakes region between 1945 and 1965 grounds this discussion. Although engaging racial essentialism is necessary, the author presents alternative treatments of historicizing race to illustrate the benefits of a critical-realist approach to producing a synthetic cultural educational history.

Identifying Inviolable Behavioral Norms Of Campus Housing And Residence Life Professionals, Amy S. Hirschy, Maureen E. Wilson, John M. Braxton

Higher Education and Student Affairs Faculty Publications

Housing and residence life (HRL) administrators who lack knowledge about accepted professional behaviors risk violating normative boundaries, likely jeopardizing themselves or their clients (e.g., students, parents, colleagues). The purpose of this survey study was to understand if a normative structure exists for the administrative role performance of HRL professionals. Findings revealed six inviolable norms, some of which differ by personal and professional characteristics of HRL professionals. The authors offer recommendations to guide practice and research.

Insights Into Academic Librarian Leadership Using The Bolman And Deal Leadership Orientation Framework, Colleen T. Boff

University Libraries Faculty Publications

Are librarians prepared to lead academic libraries into the increasingly complex future of higher education? Results will be shared from a survey using the Bolman and Deal leadership orientation framework (1990, 1991, 1992, 2003) to explore how academic library leaders and managers in Ohio and Michigan prefer to interpret and solve problems. Consisting of four frames, librarians can view situations through a structural lens (involving policies, rules and organizational charts), a human resources lens (tending to the needs of employees), the political lens (competing for power and scarce resources) or the symbolic lens (storytelling, traditions and symbols). Research conducted in …

Socialization To Student Affairs: Early Career Experiences Associated With Professional Identity Development, Amy S. Hirschy, Maureen E. Wilson, Debora L. Liddell, Kathleen M. Boyle, Kira Pasquesi

Higher Education and Student Affairs Faculty Publications

In this study, the authors propose and test a model of professional identity development among early career student affairs professionals. Using survey data from 173 new professionals (0-5 years of experience), factor analysis revealed three dimensions of professional identity: commitment, values congruence, and intellectual investment. Multivariate analyses found significant associations of age, master’s program characteristics, and influential people and experiences (e.g., interactions with professional colleagues and associations) with the dimensions of professional identity. Findings indicated key socialization experiences during and after graduate school were associated with the development of professional identity. We conclude with recommendations for practice and research.

Learning Outside Of Classroom: Exploring The Active Part Of An Informal Online English Learning Community In China, Yanyan Sun, Teresa Franklin, Fei Gao

Visual Communications and Technology Education Faculty Publications

This study explored how the GRE Analytical Writing Section Discussion Forum, an informal online language learning community in China, functioned to support its members to improve their English writing proficiency. The Community of Inquiry (CoI) model was used as the theoretical framework to explore the existence of teaching presence, cognitive presence, and social presence in the GRE Analytical Writing Section Discussion Forum. The transcript analysis of postings in the GRE Analytical Writing Section Discussion Forum was used to find the existence of teaching, cognitive presence, and social presence, and an adapted CoI survey was sent to members to measure their …

Effect Of Peer Assessment On Project Performance Of Students At Different Learning Levels, Lan Li, Fei Gao

Visual Communications and Technology Education Faculty Publications

Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer assessment and students’ learning levels influenced students’ project performance by using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the traditional discussion method. Students’ learning levels were measured and divided into low-, …

Fostering Growth In Middle-Grades Teachers' Classroom Discourse Practices, Jonathan Bostic, Gabriel T. Matney, Megan Mortier

School of Teaching and Learning Faculty Publications

The purpose of this presentation is to examine changes in the classroom discourse of teachers involved in (CO)2 RES Secondary PD. Also, to explore the ways teachers attribute their success in making instructional changes.

Model For Enhancing Mathematics Teacher Preparation, Daniel Brahier, Jonathan Bostic

School of Teaching and Learning Faculty Publications

Mathematics teacher preparation programs include an induction process into the educational community composed of coursework as well as on campus and field experiences. This article describes a unique mathematics teacher preparation program at Bowling Green State University called “Science and Math Education in ACTION”. We share the aims of each year in ACTION as well as students’ reactions to their experiences in and from the program.

Encouraging Sixth-Grade Students' Problem-Solving Performance By Teaching Through Problem Solving, Jonathan Bostic

School of Teaching and Learning Faculty Publications

Abstract: This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students’ problem-solving performance and performance on a unit test were analyzed. The intervention had a positive effect on students’ problem-solving performance whereas the comparison group experienced no changes. ANCOVA analyses suggest that intervention students solved more problems on the posttest than their peers, but the comparison group outperformed the intervention group on the unit test.

Developing A Contextualization Of Students’ Mathematical Problem Solving, Sean P. Yee, Jonathan Bostic

School of Teaching and Learning Faculty Publications

This paper investigates how students contextualize mathematical problem solving, not the actual problems. When students attempt to solve problems, what contexts (situational, cultural, or conceptual) do they evoke to describe their experiences with problem solving? The Common Core State Standards for Mathematical Practice emphasize contextualizing and decontextualizing problems, but what does this mean in practice? Middle and high school students were asked to attempt ability-appropriate problems during semi-structured interviews in this qualitative study. Situational contexts were analyzed using representation analysis (symbolic and nonsymbolic) while cultural contexts were analyzed using linguistic analysis (metaphors). The synergy of these two analyses developed a …

Gamification Techniques For Academic Assessment, Jerry C. Schnepp, Christian Rogers

Visual Communications and Technology Education Faculty Publications

Students from the millennial generation have come to expect highly developed and engaging academic tools - including those used to assess their performance. Keeping up with these expectations can be a daunting task for educators. However, the creative use of gamification, customization and on-demand supplemental material can potentially lead to a more engaging assessment experience. This presentation will focus on the topic of gamification and the millennial generation. The audience will participate in an open dialogue about how gaming and other engaging approaches can play a role in the summative assessment process.

Role-Playing The Standards For Mathematical Practice: A Professional Development Tool, Jonathan Bostic, Gabriel T. Matney

School of Teaching and Learning Faculty Publications

This article describes a performance assessment to use during Common Core-focused professional development and shares insights from research using this assessment regarding about teachers’ comprehension of the Standards for Mathematical Practice (SMPs). We asked 46 teachers from grades K-10 to read and make sense of the SMPs and then role-play a classroom scenario indicative of one SMP. This performance task is called Unpacking the SMPs. Teachers’ interactions during the role-play activity were intended to help them interpret the SMPs. From this role-play activity, PD providers were more aware of teachers’ initial comprehension of the SMPs.

Validating The Psm6, Jonathan Bostic, Toni Sondergeld

School of Teaching and Learning Faculty Publications

Objective for the presentation is to share results from a validation study examining a sixth-grade problem-solving measure.

Students Perceptions Of An Alternative Testing Method: Hints As An Option For Exam Questions, Christian Rogers, Jerry Schnepp

Visual Communications and Technology Education Faculty Publications

In the Proceedings of the 2014 American Society for Engineering Education Annual Conference & Exposition. Indianapolis, Indiana, June 15 – 18, 2014.

Automated Hints On Quizzes: An Approach To Combined Learning And Evaluation, Jerry Schnepp, Christian Rogers

Visual Communications and Technology Education Faculty Publications

This paper describes and evaluates an approach to student assessment using Point Barter, an online quiz system that allows students to sacrifice partial credit in exchange for hints about the correct answer.

In the Proceedings of the 2014 International Higher Education Teaching and Learning Association Conference. Anchorage, Alaska, May 31 to June 2, 2014.

Know Your Role: Black College Students, Racial Identity, And Performance, Dafina-Lazarus Stewart

Higher Education and Student Affairs Faculty Publications

This article is a report of a critical constructivist study of racial identity and performance among 13 Black, traditional-age students enrolled at three different colleges, two historically Black and one predominantly White. The study’s approach understood identity to be socially constructed and reliant upon community affirmation and validation. The findings highlight (1) the role of internal community pressure, (2) the ways in which racial performance dominated the students’ discussions of their racial identities, and (3) the intersection of internalized racism and sexism. The overarching conclusion points to the need for promoting acceptance of racial heterogeneity within communities of Black young …

Understanding The First Year Experience: An Avenue To Explore Trends In Higher Education (Keynote), Colleen Boff

University Libraries Faculty Publications

Regular examination of the issues and research related to the First Year Experience (FYE) is a priority for most administrators in higher education. A great deal of time, energy, funding and research are funneled into programs for first year students as a means to recruit and retain students in an increasingly tight market. As a consequence, there is much librarians can learn from the examination of these efforts made nationwide. Whether a librarian works exclusively with first year students, upper division students, graduate students or behind the scenes in technical services, paying attention to FYE developments is critical to speaking …

Spaces For Children's Development Of Structure, Pattern, And Repeated Reasoning, Gabriel T. Matney, Jonathan Bostic

School of Teaching and Learning Faculty Publications

Our goal is to explore the difference of these two SMPs through a task designed for learners of differing abilities and connect the SMP and the mathematics content exhibited through the task engagement.

Looking For Elementary Mathematics Teachers’ Common Core-Focused Instruction, Jonathan Bostic, Gabriel T. Matney

School of Teaching and Learning Faculty Publications

This manuscript describes six elementary teachers’ instructional changes through the lens of the Standards for Mathematical Practices (SMPs). Teachers were randomly selected from a larger sample of K-5 teachers who engaged in yearlong professional development targeting the SMPs. Videos of their pre- and post-professional development programs were examined using a SMPs-focused protocol. They overwhelmingly provided more opportunities for students to engage in the SMPs after the professional development experience. We connect this impression with ways to effectively foster elementary teachers’ SMP-focused instructional practices through professional development.

Supporting K-10 Teachers' Instructional Changes To Promote The Standards For Mathematical Practice, Gabriel T. Matney, Jonathan Bostic

School of Teaching and Learning Faculty Publications

This manuscript describes two cohorts of teachers’ instructional changes through the lens of the Standards for Mathematical Practices (SMPs). These teachers participated in a yearlong professional development program targeting the SMPs. Videos of their pre- and postprofessional development programs were examined using a SMPs-focused protocol. They offered more opportunities for students to engage in the SMPs after the professional development experience than before the professional development. We connect this impression with ways to effectively foster elementary, middle, and secondary teachers’ SMP-focused instructional practices through professional development.

Social Media For Informal Science Learning In China: A Case Study, Ke Zhang, Fei Gao

Visual Communications and Technology Education Faculty Publications

This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English). Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a) utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b) daily …

Exploring The Use Of Discussion Strategies And Labels In Asynchronous Online Discussion, Fei Gao

Visual Communications and Technology Education Faculty Publications

Drawing on research in both constrained online discussion environments and strategy instruction, this approach combines explicit instruction on discussion strategies with the use of post type labels. In a trial of this approach in an online course, students actively used the discussion strategies and post type labels in their discussion. Analysis of student posts and survey responses suggested that students in the experimental group used discussion strategies more frequently after the intervention as compared to the control group and perceived that this approach positively impacted their discussions. In addition, there is a certain degree of improvement in the quality of …