Education Commons^™

A Predictor For Ple Management: Impacts Of Self-Regulated Online Learning On Student's Learning Skills, Cherng-Jyh Yen, Chih-Hsiung Tu, Laura Sujo-Montes, Karen Sealander

Educational Foundations & Leadership Faculty Publications

Web 2.0 integration requires a high level of learner-centered skills to create a personal learning environment (PLE). The pedagogical capability of Web 2.0 could support and promote self-regulated learning (SRL) by enabling the constructions of PLEs. This study investigated how will each of the six aspects of self-regulated online learning (i.e., environment structuring, goal setting, time management, task strategies, help seeking, & self-evaluation) respectively predict the level of initiative, the sense of control, and the level of self-reflection in personal learning environment (PLE) management. The study concluded that all six aspects of SRL could predict three types of PLE management …

Eportfolios: Supporting Reflection And Deep Learning In High-Impact Practices, Kathleen Harrington, Tian Luo

STEMPS Faculty Publications

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Eportfolios are a powerful pedagogical tool that can support deep learning and reflection across various learning contexts. This digital assignment can facilitate integrative learning and make learning visible to students, instructors, and external stakeholders (Chen and Light 2010). Eportfolios provide a space for students to showcase curricular and cocurricular experiences, to reflect on and integrate this work, and to directly assess their learning (Yancey 2004). Like high‐impact educational practices, eportfolios require significant and purposeful “time on task” outside the classroom, provide opportunities for meaningful student–faculty interaction, allow for frequent feedback on student work, and show students how their …

Embedding Online Based Learning Strategies Into The Engineering Technology Curriculum, Vukica M. Jovanovic, Otilia Popescu, Orlando M. Ayala, Mileta Tomovic, Alok K. Verma

Engineering Technology Faculty Publications

Various blended learning strategies have been implemented at engineering technology programs to facilitate different learning styles and different time constraints given to faculty. Some of these efforts are related to the effective use of online tools such as online course management systems, ePortfolios, narrated presentations, web-based polling systems, tutorials and educational materials posted before the class and asynchronous learning methods. As technology changes, some of the online learning methods are getting more advanced which is enabling more innovative approaches and data compression. Various distance learning programs started with having access to videos of recorded lectures (on VHS tapes, or CDs) …

Gaining S-T-E-A-M: A General Athletic Department Social Media Strategy, Brendan O'Hallarn, Craig A. Morehead, Shana L. Pribesh

Educational Foundations & Leadership Faculty Publications

In the 10 years since the invention of Facebook, social media sites have become an indispensable part of the marketing and communications strategy employed by a broad spectrum of organizations, including university athletic departments. While social media is almost universally used, a review of academic literature suggests the study of deployment of social media resources, and analysis of their effectiveness, is still very much in preliminary stages. Professional literature on social media use is out in front of peer-reviewed research. Therefore, we use Funk’s framework for social media practices as a point of departure, offering a social media strategy specifically …

Pre-Service Teacher Social Networking Decisions And Training Needs: A Mixed Methods Study, Helen Crompton, Kelly Rippard, Jody Sommerfeldt

Teaching & Learning Faculty Publications

The use of social networks in America has risen nearly tenfold in a decade, rising from 7% in 2005 to 65% in 2015. This rise in the use of social networks has presented new ethical, legal, and professional challenges for educators. Teachers are held to higher standards of moral behavior than the general population. This mixed-methods study examined the types of social networks used by pre-service teachers and if they are making good decisions when using social networks. The findings show that the pre-service teachers were unsure what to post. Based on this finding, the researchers provide training suggestions to …

Advances In Promoting Literacy And Human Rights For Women And Girls Through Mobile Learning, Helen Crompton, Judith Dunkerly-Bean

Teaching & Learning Faculty Publications

This article is taken from a larger review of extant research from a chapter titled “The role of mobile learning in promoting global literacy and human rights for women and girls” from the Handbook of Research on the Societal Impact of Digital Media. In this article we review the fairly recent advances in combating illiteracy around the globe through the use of mobile phones and e-readers most recently in the Worldreader program and the United Nations Educational Scientific and Cultural Organization (UNESCO) mobile phone and reading initiatives. Utilizing key human rights publications and the lens of transnational feminist discourse, which …

Viability Of Using Twitter To Support Peer Instruction In Teacher Education, Tian Luo, Danielle E. Dani, Li Cheng

STEMPS Faculty Publications

This paper reports on a case study in which Twitter served as a backchannel to mediate and support the peer-teaching activity in a face-to-face teacher education course. Surveys and interviews were utilised to understand the effectiveness of the Twitter integration and students' perceived learning in a Twitter-supported peer teaching environment. Tweets were used to determine how preservice teachers used Twitter to support peer instruction. Most students were able to use the Twitter platform to produce and retrieve peer feedback, while some encountered technical difficulties. Our current analysis suggests the Twitter-based peer feedback was moderately successful in this peer teaching activity. …

School Library Advocacy Success- Perceptions In Context, Elizabeth Burns

STEMPS Faculty Publications

School librarians must be able to articulate the value of the educational impact they have on students and do so in a manner that is meaningful to their stakeholders (Kirkland, 2012). Little research (Ewbank, 2011; Haycock, 2003; Oberg, 2006) exists examining effective advocacy practices or the perceptions of school library programs by stakeholders when school librarians are strong advocates for their programs. This study addresses this gap and explores perceived advocacy success by school librarians, as well as their stakeholders, and the strategies implemented to gain support for the school library program. This study employed a mixed method explanatory research …