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Articles 1 - 12 of 12
Full-Text Articles in Education
What Do They Really Like?: An Investigation Of Students' Perceptions Of Their Coursework In A Fully Online Educational Technology Program, Jesus Trespalacios, Patrick R. Lowenthal
What Do They Really Like?: An Investigation Of Students' Perceptions Of Their Coursework In A Fully Online Educational Technology Program, Jesus Trespalacios, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
The higher education market space has become increasingly competitive during the past few years. For instance, there are now hundreds of fully online master’s programs in educational technology. Given this increased competition, it is more important than ever for those working in graduate education to understand what students, and specifically those who have graduated from their program, like and dislike about their coursework. We constructed a survey using Rovai’s Classroom Community Scale (CCS) and some additional questions about the easiest, most difficult, and favourite courses to investigate what graduates thought about the coursework of the program they just completed. Results …
Understanding Second Grader’S Computational Thinking Skills In Robotics Through Their Individual Traits, Youngkyun Baek, Dazhi Yang, Yibo Fan
Understanding Second Grader’S Computational Thinking Skills In Robotics Through Their Individual Traits, Youngkyun Baek, Dazhi Yang, Yibo Fan
Educational Technology Faculty Publications and Presentations
This study investigated the relationship between the personal traits and computational thinking skills of second graders within the context of robotics activities. The hypothesized model showed that learning preference, intrinsic motivation, and self-efficacy were the main predictors of coding achievement and computational thinking skills, while no direct relationship was found between learning preference, intrinsic, or extrinsic motivation. The final path analysis revealed that intrinsic and extrinsic motivation predict self-efficacy, self-efficacy predicts coding achievement, and coding achievement predicts computational thinking skills. Another important finding was the strong impact of self-efficacy on coding achievement as well as computational thinking skills. Results are …
Elementary School Student Development Of Stem Attitudes And Perceived Learning In A Stem Integrated Robotics Curriculum, Yu-Hui Ching, Dazhi Yang, Sasha Wang, Youngkyun Baek, Steve Swanson, Bhaskar Chittoori
Elementary School Student Development Of Stem Attitudes And Perceived Learning In A Stem Integrated Robotics Curriculum, Yu-Hui Ching, Dazhi Yang, Sasha Wang, Youngkyun Baek, Steve Swanson, Bhaskar Chittoori
Educational Technology Faculty Publications and Presentations
Robotics has been advocated as an emerging approach to engaging K-12 students in learning science, technology, engineering, and mathematics (STEM). This study examined the impacts of a project-based STEM integrated robotics curriculum on elementary school students’ attitudes toward STEM and perceived learning in an afterschool setting. Three elementary school teachers and 18 fourth to sixth graders participated in an eight-week-long program. Quantitative and qualitative data were collected and analyzed, and showed students’ attitudes toward math improved significantly at the end of the robotics curriculum. Three specific areas of learning were identified, including STEM content learning and connection, engagement and perseverance, …
Studying Teachers’ Self-Efficacy And Experience While Empowering Technology Use Through Personalized Professional Learning, Allison Hall, Lida Uribe-Flórez, Kerry Rice
Studying Teachers’ Self-Efficacy And Experience While Empowering Technology Use Through Personalized Professional Learning, Allison Hall, Lida Uribe-Flórez, Kerry Rice
Educational Technology Faculty Publications and Presentations
The purpose of this mixed-methods study was to investigate the impact and experiences of teachers who had engaged in a personalized professional learning program to promote ICT integration in preK-12 classrooms. Survey results (n=344) showed that teachers’ perceptions of their ability to use technology tools and their self-efficacy towards using technology in the classroom improved significantly after the training. Interview results indicated support, choice, and coherence as positive aspects of the program with content support, community, and the overarching struggles of teaching as challenges to improvement. Overall, being able to have their individual needs met empowered teacher progress towards their …
Online Course Design: A Review Of The Canvas Course Evaluation Checklist, Sally Baldwin, Yu-Hui Ching
Online Course Design: A Review Of The Canvas Course Evaluation Checklist, Sally Baldwin, Yu-Hui Ching
Educational Technology Faculty Publications and Presentations
The evaluation of online courses is an important step in providing quality online courses. There are a variety of national and statewide evaluation tools used to help guide instructors and course designers of online courses (e.g., Quality Matters, OSCQR). This paper discusses a newly released course evaluation instrument from Canvas, the second largest learning management system (LMS) used by higher education institutions in the United States. The characteristics and unique features of the Canvas Course Evaluation Checklist (CCEC) are discussed. The CCEC is also compared to established national and statewide evaluation instruments. This review is helpful for those interested in …
Does Class Size Matter?: An Exploration Into Faculty Perceptions Of Teaching High-Enrollment Online Courses, Patrick R. Lowenthal, Rob Nyland, Eulho Jung, Joanna C. Dunlap, Jennifer Kepka
Does Class Size Matter?: An Exploration Into Faculty Perceptions Of Teaching High-Enrollment Online Courses, Patrick R. Lowenthal, Rob Nyland, Eulho Jung, Joanna C. Dunlap, Jennifer Kepka
Educational Technology Faculty Publications and Presentations
Class size has been a popular topic for decades. There is renewed interest in this topic now with the growth of online learning. Online courses can accommodate hundreds, if not thousands, of students in a single course. Very little research, though, has been conducted recently on class size in online courses and the research that has been conducted is mixed. As the demand for online courses increases, so likely will class size. In this exploratory study, we investigated the perceptions and experiences of 37 faculty teaching high-enrollment online courses. In the following article, we report the results of our inquiry, …
Elementary Students’ Computational Thinking Practice In A Bridge Design And Building Challenge (Fundamental), Dazhi Yang, Youngkyun Baek, Bhaskar Chittoori, William H. Stewart
Elementary Students’ Computational Thinking Practice In A Bridge Design And Building Challenge (Fundamental), Dazhi Yang, Youngkyun Baek, Bhaskar Chittoori, William H. Stewart
Educational Technology Faculty Publications and Presentations
The increased focus on computational thinking (CT) has grown in recent years for various reasons, such as a general concern about (a) a lack of global competitiveness among American students and general literacy in science, technology, engineering, and math (STEM) fields (Hsu & Cardella, 2013), (b) maintaining the economic competitiveness of the U.S. (Yadav, Hong, & Stephenson, 2016), and (c) preparing students adequately for a society that is increasingly technological (NRC, 2011). CT can help individuals analyze and understand multiple dimensions of a complex problem and identify and apply appropriate tools or techniques to address a complex problem (Wing, 2010). …
Assessment And Evaluation In Online Learning, Ross A. Perkins
Assessment And Evaluation In Online Learning, Ross A. Perkins
Educational Technology Faculty Publications and Presentations
Humans are evaluative by nature. It is quite likely one of the essential characteristics of our species that has allowed us to persist for hundreds of thousands of years. Despite what might be considered our almost instinctual inclination to assess or evaluate, we do not always do it well. There are any number of examples of the wrong questions being asked, or the wrong data being collected, or the wrong analysis being conducted, or the wrong conclusions being drawn. An aphorism, perhaps especially well known to readers of this text, warns, “Don’t judge a book by its cover.” The maxim …
An Online Course Design Checklist: Development And Users’ Perceptions, Sally J. Baldwin, Yu-Hui Ching
An Online Course Design Checklist: Development And Users’ Perceptions, Sally J. Baldwin, Yu-Hui Ching
Educational Technology Faculty Publications and Presentations
This study examines users’ perceptions of an online course design checklist. We created the Online Course Design Checklist (OCDC) to help highlight very basic criteria that may improve the quality of online courses. The OCDC highlights criteria that should not be ignored during online course development. It is based on components of established instructional design principles and existing online course design evaluation instruments. To understand course designers’ perception of the OCDC, we surveyed nineteen current and prospective online instructors on their use of it. Participants found the OCDC facilitated online course design by providing criteria to consider before, during, and …
Group Roles Matter In Computational Robotic Activities, Kellie Taylor, Youngkyun Baek
Group Roles Matter In Computational Robotic Activities, Kellie Taylor, Youngkyun Baek
Educational Technology Faculty Publications and Presentations
This study examines the impact of grouping by gender and group roles on robotics performance, computational thinking skills, and learning motivation towards computer programming. One hundred ninety-one students in fourth and fifth grade completed the project. LEGO Mindstorms EV3 robotics were used to compose and program music in groups of three to four students. The robotics project was completed over the course of fourteen weeks for one hour each week. Gender-structured groups of all female, all male and mixed female and male were randomly assigned in each class. All groups in participating six classrooms were assigned one of three group …
Doctoral E-Mentoring: Current Practices And Effective Strategies, David Byrnes, Lida J. Uribe-Flórez, Jesús Trespalacios, Jodi Chilson
Doctoral E-Mentoring: Current Practices And Effective Strategies, David Byrnes, Lida J. Uribe-Flórez, Jesús Trespalacios, Jodi Chilson
Educational Technology Faculty Publications and Presentations
Effective mentoring has been viewed as the cornerstone of a successful doctoral experience. Traditional doctoral education uses an apprenticeship model for mentoring to help students learn what is required as an academic professional. However, online environments present unique challenges to creating and maintaining mentor-mentee relationships. Using keywords specific to e-mentoring and online graduate education, literature searches were conducted to isolate relevant research from the last decade. From this literature, it was possible to synthesize current practices in e-mentoring and identify effective strategies to use for doctoral students conducting research. Using the Yob and Crawford (2012) framework, results were organized into …
Undergraduate Research Experience In Cybersecurity For Underrepresented Students And Students With Limited Research Opportunities, Dazhi Yang, Dianxiang Xu, Jyh-Haw Yeh, Yibo Fan
Undergraduate Research Experience In Cybersecurity For Underrepresented Students And Students With Limited Research Opportunities, Dazhi Yang, Dianxiang Xu, Jyh-Haw Yeh, Yibo Fan
Educational Technology Faculty Publications and Presentations
Undergraduate research opportunities have expanded from elite universities in the United States to universities and learning institutions of all ranks and sizes. Research studies have showed some positive outcomes of the research experience for undergraduates (REU), such as enhanced research skills and competencies. However, with the widespread implementation of REU programs across the country, there are some serious and challenging issues, such as fierce competition among students for limited participation opportunities and a overlooking of underrepresented students’ needs. This study reported a nine-week REU Site program in cybersecurity designed for underrepresented students (women and minorities) and participants from institutions with …