Educational Psychology Commons^™

Dbl Study Reflectivity Journal, Gloria Mora

ScholarsArchive Data

This is a reflectivity journal to document all the steps taken to complete the Thesis "Decision-Based Learning as a Tool for Teaching Statistics in a Peruvian University." This journal documents all the conversations that the researchers have about their understanding of DBL and all the major decisions made it
to complete this study.

１００倍のスピードで外国語を学ぼう！, Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

人はいろいろなメンタルブロックがあるために学び始めたり、それを継続することを断念してしまいます。しかし、言語教育のプロがさまざまな工夫を使って、驚異の学びを実現しました。要するに、やる気さえ継続すれば期待を大きく上まわる結果が出せるのです。さまざまな分野の英知を集めて、その秘訣を伝授します。

Student Retention And Persistence In University Certificate-First Programs, Troy Martin, Randall Davies

Faculty Publications

While access to higher education has grown over the past few years, significant barriers exist for nontraditional students attempting to prepare for and complete postsecondary education. For these students, the traditional methods for acknowledging student achievement do not always work. This research explored the impact of earning professional certificates on nontraditional students’ confidence, motivation, and persistence. Specifically, this study evaluated the matriculation rates between two cohorts of students who participated in the online PathwayConnect program. The mixed-method study found that matriculation rates for students who were encouraged to earn a certificate increased compared to those who followed a traditional path. …

A Framework For Phronetic Ldt Theory, Jason K. Mcdonald

Faculty Publications

My purpose in this chapter is to offer a reimagined view of theory in the field of learning design and technology (LDT). Instead of viewing theory as an external storehouse of knowledge, or a rule-like system for professionals to apply, in this framework theory is viewed as an orienting aid that supports practitioners as they refine their personal capacities for perception, discrimination, and judgment. Theory plays this orienting role as it offers insights into LDT-relevant practical knowledge, productive heuristics, points professionals towards opportunities to act, or identifies significant patterns and forms of excellence to which they can pay attention as …

Considering What Faculty Value When Working With Instructional Designers And Instructional Design Teams, Jason K. Mcdonald, Salma Elsayed-Ali, Kayla Bowman, Amy Allen Rogers

Faculty Publications

The purpose of this research was to study what university faculty valued when working with instructional designers and instructional design teams to develop educational simulations. We did this through a case study of three faculty, where we analyzed what they discussed among themselves or communicated to other team members about what mattered to them about their team relationships or the design processes they employed. We structured our case report around three thematic issues that expressed how our participants depicted good relationships and processes. Our report concludes with a discussion of how instructional designers could use our findings in their practice.

Introducing Undergraduates To Instructional Design In A Graduate Studio: An Experiential, Model-Centered Approach, Rebecca Stull Zundell, William Sowards, Scott L. Howell, Jason K. Mcdonald

Faculty Publications

This case study describes a combined graduate and undergraduate instructional design studio that introduced undergraduate students to instructional design in a multifaceted, holistic, and applied way. Reviewing the experience of the undergraduates in the course, this design case describes four learning interventions used to create this applied experience: (1) instructional design team projects—one non-profit and the other in higher education, (2) weekly seminars and biweekly training sessions from field experts, (3) an experiential out-of-state trip, and (4) weekly reflection journals. These studio-based learning interventions are presented within the context of the Experiential Learning Theory and Model-Centered Instruction. Overall, the course …

Providing Institutional Support For Academic Engagement In Online And Blended Learning Programs, Sara Tuiloma, Charles R. Graham, Adriana María Martinez Arias, Diana Maria Parra Caicedo

Faculty Publications

In this paper, we examine how universities can evaluate the level of support they provide to help their students with affective, behavioral, and cognitive engagement in their online and blended learning experiences. Additionally, it identifies what types of supports help students engage academically and what barriers hinder their online engagement. Using a survey instrument sent to university students (n = 1295), we conducted a mixed-methods analysis to understand better how students feel the institution supports their online engagement and what barriers they experience. To accomplish this, we addressed the following research questions: (1) How do students feel the institution supports …

Foundations Of Online Learning: Challenges And Opportunities, Christine Greenhow, Charles R. Graham, Matthew J. Koehler

Faculty Publications

Online learning—learning that involves interactions that are mediated through using digital, typically internet-based, technology—is pervasive, multi-faceted, and evolving, creating opportunities and challenges for educational research in the wake of the COVID-19 pandemic. In this special issue, we advance an interdisciplinary agenda for online learning research at the intersection of educational technology, educational psychology, and the learning sciences. In this first article in the issue, we define online learning including its variants, review historical and current contexts, explore its multidimensionality, and assert key issues shaping contemporary online learning. We propose five important lenses: community, engagement, pedagogy, equity, and design-based research, through …

Incremental Improvements: Examining Instructional Changes And Rationales Of K-12 Online Teachers Using The Picrat And 4e Frameworks, Jered Borup, Rocio Quiroga Velasquez, Charles R. Graham, Leanna Archambault, Royce Kimmons

Faculty Publications

Teacher preparation programs have been slow to prepare teachers for the online environment, leaving many online teachers needing to learn on the job. However, little research has examined how online teachers grow as educators. One way to better understand this growth is to examine the changes online teachers make in their instruction and their rationales for making them. In this qualitative case study, we surveyed online teachers three times during an academic year regarding their instructional changes. Participants described these changes and categorized them on a modified PICRAT matrix to indicate if the changes made student learning more passive, interactive, …

Increase Student Engagement In Online Writing Environments, Jonathan Balzotti, Jason K. Mcdonald, Kevin Haws, Amy Allen Rogers, Matthew J. Baker

Faculty Publications

This case study explores a type of educational simulation, an alternative reality game we call a playable case study (PCS), and how its use influenced student engagement in an online writing classroom. The goal of the simulation was to help students create professional communication artifacts and experience real-world professional communication situations. This article reports the effectiveness of the playable case study as a tool specifically for online writing instruction (OWI). The context of our research was a PCS called Microcore. Acting as interns for a company, students are asked to investigate a serious problem that occurs and present a solution …

Beginning Novel Course, Hyram Brown

Student Works

The purpose of this project was to increase student access to Brigham Young University's ENGL 318R course by creating an online version of the in-person ENGL 318R course that would allow the professor to increase their capacity to teach by at least 25%. This course was originally not intended to be offered officially by the university, but due to the COVID-19 pandemic, this course was offered online and for credit during Spring term of 2020.

2019 Learning Contract Experiment Data For Entrepreneurship Training Program In Lima, Peru, Matt Karlsven

ScholarsArchive Data

The data set includes survey measures of entrepreneurs in Lima, Peru before (April 2019) and after (October 2019) going through a training program. The measures are from the categories of:

Demographics

Business Information

Business Knowledge

Business Practices

Business Outcomes

Validating A Blended Teaching Readiness Instrument For Primary/Secondary Preservice Teachers, Douglas E. Archibald, Charles R. Graham, Ross Larsen

Faculty Publications

Blended learning is the fastest growing teaching modality in North America and much of the world. However, research and training in blended learning are far outpaced by its usage. To remedy this gap, we developed a competency framework and Blended Teaching Readiness Instrument (BTRI) to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to show that the blended teaching readiness model and accompanying BTRI are reliable for use with teacher candidates both before and after going through a blended teaching course. This knowledge would allow researchers and practitioners to have greater confidence …

K-12 Blended Teaching Skills And Abilities: An Analysis Of Blended Teaching Artifacts, Cecil R. Short, Charles R. Graham, Emily Sabey

Faculty Publications

Several professional organizations, non-profit groups, and researchers have provided K–12 blended teaching (BT) competencies; however, few of these have connected competencies to concrete practices. This analysis used a set of research-based BT dispositions, technology skills, and competencies (i.e., proficiencies) to analyze a representative sample of 959 artifacts focused on BT practices to uncover the proficiencies important to K–12 BT. The dispositions recognized for BT appeared in 87.9% of the artifacts, personalization competencies in 58.3%, technology skills in 54.0%, data practices in 46.0%, implementation competencies in 37.1%, online integration competencies in 30.4%, and online interaction competencies in 5.6%. Each of these …

Preparing Teachers To Teach In K-12 Blended Environments: A Systematic Mapping Review Of Research Trends, Impact, And Themes, Cecil R. Short, Charles R. Graham, Theresa Holmes, Laura Oviatt, Hannah Bateman

Faculty Publications

No abstract provided.

Byuキャンパスでの霊的な旅路, Yoshihiko Ariizumi

Spiritual Proficiency

There is a power in our prayer when we pray for small things of our academic performances.

Mindfulness: A Promising Practice To Reduce Accountant Stress, Abigail Anderson

Marriott Student Review

This article considers the practice of mindfulness as an approach to reduce stress within the lives of accountants. Mindfulness has existed for centuries as a Buddhist tradition and has only recently become popular in the Western world as a stress-reduction technique that can lead to improved mental and emotional well-being. This article also examines the prevalence of mindfulness within the Top 10 accounting firms in the United States and some results regarding employee performance. As more and more firms begin to utilize mindfulness as a low-cost method to better employee performance and well-being, university accounting programs should consider incorporating the …

Implementing Decision-Based Learning In A Peruvian University, Christopher Cardenas

Theses and Dissertations

Decision-based learning (DBL; Plummer, Swan, & Lush, 2017) addresses the difficulty that professors may have when teaching their expertise to their students. The purpose of this study was to understand the perspectives of professors and students implementing DBL in a Peruvian university. Professors at a Peruvian university implemented the DBL pedagogy in their classes. The research questions were (a) how effectively can professors in a Peruvian university implement DBL, (b) what benefits and challenges do professors perceive from implementing DBL, and (c) how did using DBL as a homework strategy affect student learning? We collected 74 implementation videos, 42 professor …

Improving Mentoring In Higher Education, Camey Lei Andersen

Theses and Dissertations

As universities and institutions of higher education seek to improve retention, persistence, well-being, and overall college experience satisfaction for their students, there is an increased emphasis on mentoring in higher education. Improving mentoring in higher education--the specific tools, training, and practices that develop effective mentors--remains an often-elusive goal for college administrators and university mentoring programs and in research. This research examined available research on effective mentoring and provided recommendations for how to create successful mentors and mentoring programs in higher education. This dissertation is a three-article format presentation of information about mentoring in higher education. The first article is a …

Faculty Orientations In Esl Professional Development, Jason T. Jay

Theses and Dissertations

The role of teacher educators is vital to education, but when the population of public-school students shifts, or progress and advances in knowledge of the field or knowledge for teaching emerge, teacher education faces challenges. One such challenge involves a continuing increase in the proportion of second language learners entering primary and secondary schools, English learners (ELs) in this case. In such situations, teacher educators often do not have deep knowledge of second language acquisition or how to integrate attention to ELs within their regular courses. One response to this challenge is to provide professional development (PD) for teacher education …

Academic Communities Of Engagement: An Expansive Lens For Examining Support Structures In Blended And Online Learning, Jered Borup, Charles R. Graham, Richard E. West, Leanna Archambault, Kristian J. Spring

Faculty Publications

In this article we share the Academic Communities of Engagement (ACE) framework, which describes a student’s ability to engage affectively, behaviorally, and cognitively in an online or blended course independently and with support. Based on Vygotsky’s (Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) zone of proximal development, the framework examines how a student’s ability to engage in online or blended courses increases with support from two types of communities. The course community is organized and facilitated by those associated with the course or program. The personal community is comprised of actors not officially …

Supporting Students During Covid-19: Developing And Leveraging Academic Communities Of Engagement In A Time Of Crisis, Jered Borup, Michelle Jensen, Leanna Archambault, Cecil R. Short, Charles R. Graham

Faculty Publications

As school closures require educators to transition to remote teaching, relevant models for supporting students are necessary. This article discusses Academic Communities of Engagement (ACE), a framework identifying two communities to help support student engagement: (a) the course community associated with course or school (teacher, peers, administrators, counselors) and (b) students’ personal community with long-standing relationships (parents, siblings, friends). Within the framework these communities can provide affective, behavioral, and cognitive support in online (remote) settings. Examples from two schools that had to go remote demonstrate application of the framework promoting student engagement and success.

The Picrat Model For Technology Integration In Teacher Preparation, Royce Kimmons, Charles R. Graham, Richard E. West

Faculty Publications

Technology integration models are theoretical constructs that guide researchers, educators, and other stakeholders in conceptualizing the messy, complex, and unstructured phenomenon of technology integration. Building on critiques and theoretical work in this area, the authors report on their analysis of the needs, benefits, and limitations of technology integration models in teacher preparation and propose a new model: PICRAT. PIC (passive, interactive, creative) refers to the student’s relationship to a technology in a particular educational scenario. RAT (replacement, amplification, transformation) describes the impact of the technology on a teacher’s previous practice. PICRAT can be a useful model for teaching technology integration, …

Teacher Recruitment: Factors That Predict High School Students’ Willingness To Become Teachers, Steve Christensen, Randall Davies, Scott Harris, Joseph Hanks, Byran Bowles

Faculty Publications

This study examines factors that influence high school students’ willingness to consider teaching as a career. Using predictive modeling, we identified five factors that are highly predictive of a students’ willingness to consider teaching and their belief that teaching is their best career option. Results indicated that high school students were more likely to consider teaching when they had confidence in their ability to be good teachers, when family members and others encouraged them to become teachers, and when they felt their community supported teachers. Most of those who considered teaching thought of themselves as average students. Less impactful factors …

Non-Pharmacological Behavioral Interventions For Adhd In The Elementary School Classroom, Kylie M. Burdge

Intuition: The BYU Undergraduate Journal of Psychology

No abstract provided.

The Art Of Learning, Richard Rolapp

Marriott Student Review

No abstract provided.

Driving, Sustaining And Scaling Up Blended Learning Practices In Higher Education Institutions: A Proposed Framework, Cher Ping Lim, Tianchong Wang, Charles R. Graham

Faculty Publications

Higher education institutions (HEIs) have recognised the role of blended learning (BL) in enhancing teaching and learning quality; many of these institutions have implemented BL initiatives as part of their quality enhancement efforts. Despite these efforts, HEIs face sustainability and scalability challenges and issues. There have been pockets of innovative BL practices but these practices are not prevalent across courses and programmes within institutions. In response, this paper proposes a framework to inform institutional strategic planning for driving, sustaining, and scaling up BL practices in HEIs. There are seven strategic dimensions in this framework: (1) curriculum; (2) vision and policy …

Experiences With Personalized Learning In A Blended Teaching Course For Preservice Teachers, Karen T. Arnesen, Charles R. Graham, Cecil R. Short, Douglas Archibald

Faculty Publications

In this study, we explored the experiences of preservice teachers as they learned about and experienced personalized learning in a one-credit class designed to introduce students to four core competency areas in K–12 blended teaching contexts: online integration, data practices, personalization, and online interactions. The course included online synchronous, online asynchronous, and in-person class meetings. Using both quantitative and qualitative methods, we examined students’ pre and post readiness surveys, activity data, and reflections on their experiences in the course. We found that through course readings; creation of an online module based on blended learning pedagogies, which included personalized learning experiences; …

K–12 Blended Teaching Readiness: Model And Instrument Development, Charles R. Graham, Jered Borup, Emily Pulham, Ross Larsen

Faculty Publications

An increasing number of K–12 schools have adopted blended learning approaches. Current empirical research has been sparse regarding preparing teachers for blended teaching, including the skills they must develop to teach in blended contexts. This research is focused on that weakness, with the purposes of systematically identifying the skills needed for teaching in a blended learning context and of developing and testing an instrument that can be used to determine individual and school-wide readiness for blended teaching. In this study we present a measurement model used to develop items for measuring K–12 blended learning readiness. Specifically the instrument contained the …

Online Teaching Competencies In Observational Rubrics: What Are Institutions Evaluating?, Jonathan E. Thomas, Charles R. Graham

Faculty Publications

Evaluation of online instructors is a developing field of research. Institutions have made great progress in recent years to refine their efforts to evaluate online teaching in order to improve online teaching. Some institutions, however, still struggle to evaluate online instructors who did not design the course they are teaching. The purpose of this study was to identify some of the most important observable teaching behaviors identified in evaluation rubrics and how these compare to established online teaching competencies. Findings indicate that there is a growing consensus of what are the most important, observable teaching behaviors, and that this can …