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Articles 61 - 90 of 374
Full-Text Articles in Educational Psychology
Interaction, Student Satisfaction, And Teacher Time Investment In Online High School Courses, Chad Turley, Charles R. Graham
Interaction, Student Satisfaction, And Teacher Time Investment In Online High School Courses, Chad Turley, Charles R. Graham
Faculty Publications
This case study explores differences between two online course models by investigating the results of a student end-of-course evaluation survey and teacher communication logs in two online high school courses. The two course models were designed with different types and levels of interaction, one with high levels of student-content interaction, the second with high levels of student-content and student-teacher interaction. The majority of research on interaction in online learning has been conducted with adult learners at the university level. There is far less literature focusing on K-12 online learning while investigating interaction, student satisfaction, and teacher time investment. This case …
Learner Engagement In Blended Learning Environments: A Conceptual Framework, Lisa R. Halverson, Charles R. Graham
Learner Engagement In Blended Learning Environments: A Conceptual Framework, Lisa R. Halverson, Charles R. Graham
Faculty Publications
Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators). This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular. The authors present a possible conceptual framework for …
Collaborative Innovation In Global Teams: A Case Study Of The Startup Grind Inc. Global Community Team, Camey L. Andersen
Collaborative Innovation In Global Teams: A Case Study Of The Startup Grind Inc. Global Community Team, Camey L. Andersen
Student Works
The Startup Grind Inc. Global Community Team was studied to show how creativity and innovation occur in a global virtual team. Innovation occurred by choosing team members who were committed to a creative team environment. Team creativity online was strengthened by providing opportunities for the global virtual team to meet in person. Alternative brainstorming methods outside the scheduled team meetings also added to the overall innovation of the team. Flexibility with the virtual office and meetings provided a platform for the team to think outside the box. Team members achieved a unity of ideas as they used innovation and creativity …
Interaction, Student Satisfaction, And Teacher Time Investment In Online High School Courses, Chad A. Turley
Interaction, Student Satisfaction, And Teacher Time Investment In Online High School Courses, Chad A. Turley
Theses and Dissertations
This case study explores what differences exist between two online course models by investigating the results of a student end-of-course evaluation survey and teacher communication logs in two online high school courses. The two course models were designed with different types and levels of interaction, one with high levels of student content interaction, the second with high levels of student-content and student-teacher interaction. The majority of research on interaction in online learning has been conducted with adult learners at the university level. There is far less literature focusing on K-12 online learning while investigating interaction, student satisfaction, and teacher time …
Promoting Second Language Learning Through Oral Asynchronous Computer-Mediated Communication, Eric H. Young
Promoting Second Language Learning Through Oral Asynchronous Computer-Mediated Communication, Eric H. Young
Theses and Dissertations
Learning to speak a foreign language (L2) can be a challenging feat, made all the more challenging when done in only 50 minute, daily increments in class. Oral asynchronous computer-mediated communication (ACMC) provides learners with opportunities to practice spoken communication and evaluate their practice outside the classroom. In this dissertation, I explore methods for classroom integration of oral ACMC, linguistic traits developed in previous oral ACMC studies, methods for determining the effectiveness of oral ACMC, learner beliefs about the effectiveness of oral ACMC activities, and the effects of learners' deliberate practice in a series of oral ACMC activities on 3 …
Faculty Members' Lived Experiences With Open Educational Resources, M. Troy Martin
Faculty Members' Lived Experiences With Open Educational Resources, M. Troy Martin
Theses and Dissertations
The cost of textbooks has continued to increase, and the financial effect on students in higher education is significant. Numerous studies have been done to learn more about student and faculty perceptions toward Open Educational Resources (OER) use. Recent studies confirm that most instructors would use OER in order to alleviate the financial burden placed on students; however, OER adoption rates do not reflect this belief. In my study I sought to better understand what instructors experience when they search for OER. In this phenomenological study, I interviewed faculty who expressed a desire to use OER and to capture their …
Current State Of Online Teaching Evaluation Processes In Post-Secondary Institutions, Jon E. Thomas
Current State Of Online Teaching Evaluation Processes In Post-Secondary Institutions, Jon E. Thomas
Theses and Dissertations
This is a multi-article dissertation that seeks to address the current state of online teaching evaluation processes in post-secondary institutions. The last two decades have seen a dramatic increase in enrollment in online courses at post-secondary institutions. Unfortunately, evaluating online instructors has been a neglected field of research leaving many post-secondary institutions to develop their own evaluation systems. A deeper analysis of the current practices of online instructor evaluation will help administrators to strengthen their evaluation processes, thereby providing more effective online teaching. The first article is a literature review that explores common practices of post-secondary institutions. By performing an …
The Moral Realism Of Student Question-Asking In Classroom Practice, Susan Peterson Gong
The Moral Realism Of Student Question-Asking In Classroom Practice, Susan Peterson Gong
Theses and Dissertations
Question-asking has long been an integral part of human learning. In scholarly investigations over the past several decades, questions have been studied in terms of the answers they generate, their grammatical structure, their cognitive functions, their logical content, and their social dynamics. Studies of student classroom questioning have focused on science education and reading instruction particularly; they detail the reasons why students don't ask questions and explore a plethora of recommendations about teaching students how to question. This qualitative study addressed question-asking from a hermeneutic moral realist perspective, studying question-asking as it unfolded in the everyday practice of learning in …
Agile Development In Instructional Design: A Case Study At Byu Independent Study, Alyssa Jean Erickson
Agile Development In Instructional Design: A Case Study At Byu Independent Study, Alyssa Jean Erickson
Theses and Dissertations
Agile development is a software development methodology that originated in 2001 (Beck, et al.). It has since gained wide recognition and use in the software industry, and is characterized by iterative development cycles. Organizations outside of the software industry are also finding ways to adapt Agile development to their contexts. BYU Independent Study (BYUIS) is an online education program at Brigham Young University that provides online courses at the high school and university levels. In April 2016, BYUIS implemented the Agile development process to the design and development of online courses. This thesis is a case study that looks specifically …
Authentic Purposeful Design Within Moral Spaces Of Teaching At Byu, Thomas Lane Ferrin
Authentic Purposeful Design Within Moral Spaces Of Teaching At Byu, Thomas Lane Ferrin
Theses and Dissertations
This thesis is an exploration of the role of a new course design method in the teaching practice of faculty at Brigham Young University (BYU). This method, used by teaching and learning consultants at BYU, is termed authentic purposeful design. It encourages faculty to succinctly define what their course will help students become, use principles of backward design to align all course elements to that purpose, and teach the course with its core purpose in mind. The course design and teaching methods of 3 faculty members who used authentic purposeful design were studied using a qualitative research approach. Themes emerged …
Keystroke Dynamics: Utilizing Keyprint Biometrics To Identify Users In Online Courses, Jay Richards Young
Keystroke Dynamics: Utilizing Keyprint Biometrics To Identify Users In Online Courses, Jay Richards Young
Theses and Dissertations
This study examined the potential use of keystroke dynamics to create keyprints (typing fingerprints) to authenticate individuals in online assessment situations. The implications of this study are best understood in terms of the keystroke behavioral biometric. While previous studies considered the degree to which keystroke typing patterns are unique, this study was set up to determine how well keyprints are able to identify individuals when typing under various treatment conditions (copy typing, free typing, and typing with mild or moderate impediments). While authentication can be difficult when attempting to correctly identify individual users, the results of this study indicate that …
The Effects Of Incomplete Rating Designs On Results From Many-Facets-Rasch Model Analyses, Mary R. Mcewen
The Effects Of Incomplete Rating Designs On Results From Many-Facets-Rasch Model Analyses, Mary R. Mcewen
Theses and Dissertations
A rating design is a pre-specified plan for collecting ratings. The best design for a rater-mediated assessment both psychometrically and from the perspective of fairness is a fully-crossed design in which all objects are rated by all raters. An incomplete rating design is one in which all objects are not rated by all raters, instead each object is rated by an assigned subset of raters usually to reduce the time and/or cost of the assessment. Human raters have varying propensities to rate severely or leniently. One method of compensating for rater severity is the many-facets Rasch model (MFRM). However, unless …
The Design, Development, And Implementation Of Student-Facing Learning Analytics Dashboards, Robert Bodily, Tarah K. Ikahihfo, Benjamin Mackley, Charles R. Graham
The Design, Development, And Implementation Of Student-Facing Learning Analytics Dashboards, Robert Bodily, Tarah K. Ikahihfo, Benjamin Mackley, Charles R. Graham
Faculty Publications
We have designed, developed, and implemented a student-facing learning analytics dashboard in order to support students as they learn in online environments. There are two separate dashboards in our system: a content recommender dashboard and a skills recommender dashboard. The content recommender helps students identify gaps in their content knowledge; the skills recommender helps students improve their metacognitive strategies. We discuss the technical requirements needed to develop a real-time student dashboard as well as report our inquiry into the functionality students want in a dashboard. The dashboards were evaluated with focus groups and a perceptions survey. Students were positive in …
Comparing K-12 Online And Blended Teaching Competencies: A Literature Review, Emily Pulham, Charles R. Graham
Comparing K-12 Online And Blended Teaching Competencies: A Literature Review, Emily Pulham, Charles R. Graham
Faculty Publications
This article presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The …
Online Student Use Of A Proximate Community Of Engagement In An Independent Study Program, Darin R. Oviatt, Charles R. Graham, Randall S. Davies, Jered Borup
Online Student Use Of A Proximate Community Of Engagement In An Independent Study Program, Darin R. Oviatt, Charles R. Graham, Randall S. Davies, Jered Borup
Faculty Publications
Research has suggested that independent study students in online courses may benefit from engaging with a proximate community of engagement (PCE) and that students perceive that such engagement will help them succeed. Independent Study students were surveyed at the completion of their course to assess the level at which they actually interacted with a PCE. Survey findings were confirmed with follow-up interviews with students and their parents to triangulate survey data. Findings revealed that students in the study interacted with a PCE when completing the course. The percentage of students actually engaged with a PCE was lower than the percentages …
Blended Learning: The New Normal And Emerging Technologies, Charles Dziuban, Charles R. Graham, Patsy D. Moskal, Anders Norberg, Nicole Sicilia
Blended Learning: The New Normal And Emerging Technologies, Charles Dziuban, Charles R. Graham, Patsy D. Moskal, Anders Norberg, Nicole Sicilia
Faculty Publications
This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, …
Exploring The Potential Of Lms Log Data As A Proxy Measure Of Student Engagement, Curtis R. Henrie, Robert Bodily, Ross Larsen, Charles R. Graham
Exploring The Potential Of Lms Log Data As A Proxy Measure Of Student Engagement, Curtis R. Henrie, Robert Bodily, Ross Larsen, Charles R. Graham
Faculty Publications
This study examines the relationship between log data of student activity in learning management systems and self-reported student engagement survey scores. Log data has the potential to serve as a meaningful proxy for survey scores. Should this be the case, log data could be used as a minimally disruptive and scalable approach to quickly identify who needs help, evaluate design, and personalize instruction. We correlated LMS log data variables to student engagement survey scores to study the relationship between these two sources of data. Overall, log data was not a statistically significant proxy measure of students’ self-reported cognitive and emotional …
Generic Vs. Modality-Specific Competencies For K-12 Online And Blended Teaching, Emily Pulham, Charles R. Graham, Cecil R. Short
Generic Vs. Modality-Specific Competencies For K-12 Online And Blended Teaching, Emily Pulham, Charles R. Graham, Cecil R. Short
Faculty Publications
Although research has explored teacher competencies in K-12 blended and online learning, it has not specified which competencies are appropriate to an online or digital medium, which refer to blending in-person with online experiences, or which are generic—applicable in any teaching modality. This article explores selected K-12 online and blended teaching competency documents to determine which specific modalities (online, in-person, blended, or generic) the competencies address. Many competencies are still categorized as generic, and not specific enough to denote a particular context. The authors give recommendations for pre-service teacher education and indicate needs for further research in K-12 online and …
Reconsidering Design And Evaluation, Andrew S. Gibbons Iii, David D. Williams
Reconsidering Design And Evaluation, Andrew S. Gibbons Iii, David D. Williams
Faculty Publications
In this paper we have put design and evaluation as it were under a microscope with multiple lenses. We use four different snapshots of design, each at a different level of resolution, to reveal new perspectives on the design-evaluation relationship. We believe that the disparate views of designers and evaluators can be resolved by resorting to the middle ground described by Klir. We believe also that the disparate views of educational technologists and learning scientists can be similarly resolved by appealing to the similar principle of Edelson.
Emotional And Cognitive Engagement In Higher Education Classrooms, Kristine C. Manwaring
Emotional And Cognitive Engagement In Higher Education Classrooms, Kristine C. Manwaring
Theses and Dissertations
This is a multi-article format dissertation that explores emotional and cognitive engagement in higher education classrooms. Student engagement in higher education classrooms has been associated with desired outcomes such as academic achievement, retention, and graduation. Student engagement is a multi-faceted concept, consisting of behavioral, emotional, and cognitive components. A deeper understanding of how these components interact would allow instructors and course designers to facilitate more engaging learning experiences for students. The first article is an extended literature review that investigates the extant empirical research on the relationship between emotional and cognitive engagement, and between emotional engagement and academic outcomes in …
Using Dr. Scratch As A Formative Feedback Tool To Assess Computational Thinking, Samuel Frank Browning
Using Dr. Scratch As A Formative Feedback Tool To Assess Computational Thinking, Samuel Frank Browning
Theses and Dissertations
Scratch is one of the most popular ways to teach younger children to code in K–8 throughout the U.S. and Europe. Despite its popularity, Scratch lacks a formative feedback tool to inform students and teachers of a student's progress in coding ability. Dr. Scratch was built to fill this need. This study seeks to answer if using Dr. Scratch as a formative feedback tool accelerates the students' progress in coding ability and Computational Thinking (CT). Forty-one 4th-6th grade students participated in a 1-hour/week Scratch workshop for nine weeks. We measured pre- and posttest results of the Computational Thinking Test (CTt) …
Perceived Effects Of Open Textbook Usage On Secondary Science Classroom Practice, Stacie Lee Mason
Perceived Effects Of Open Textbook Usage On Secondary Science Classroom Practice, Stacie Lee Mason
Theses and Dissertations
Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access, improved quality, and increased teacher professionalism or empowerment. While the small body of K-12 OER research is growing, perceived benefits of K-12 OER usage have not yet been proven. The purpose of this qualitative study is to understand whether certain potential benefits were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including …
Current Patterns Of Ownership And Usage Of Mobile Technology In Older Adults, Karen E. Cottle
Current Patterns Of Ownership And Usage Of Mobile Technology In Older Adults, Karen E. Cottle
Theses and Dissertations
The older generation is growing at a rate surpassed only by the speed at which mobile technology is advancing. Technology has become so ubiquitous in daily life, that most older people have done their best to adopt it. The purpose of this study was to explore the older adult (>50 yrs.) learner's everyday approach to and regard for mobile technology. Paper surveys were distributed by hand to four geographically diverse audiences. Each audience was composed of a minimum of 20 adult learners of each gender across three age groups, accounting for 160 individual older adults in all. Returned survey …
Utility Of Feedback Given By Students During Courses, Michael Alton Atkisson
Utility Of Feedback Given By Students During Courses, Michael Alton Atkisson
Theses and Dissertations
This two-article dissertation summarizes the end-of-course survey and formative feedback literatures, as well as proposes actionability as a useful construct in the analysis of feedback from students captured in real-time during their courses. The present inquiry grew out of my work as the founder of DropThought Education, a Division of DropThought. DropThought Education was a student feedback system that helped instructional designers, instructors, and educational systems to use feedback from students to improve learning and student experience. To find out whether the DropThought style of feedback was more effective than other forms of capturing and analyzing student feedback, I needed …
Student Participation In The Distribution Of Instructional Leadership, Janeel M. Juncker
Student Participation In The Distribution Of Instructional Leadership, Janeel M. Juncker
Theses and Dissertations
This explorative study offers much needed perspective on students' role and development as instructional leaders (Halverson & Clifford, 2013) through answering the following questions: (a) How can students be involved in distributions of instructional leadership in a studio learning environment; (b) What is the value of their contribution; and (c) What patterns of distributed instructional leadership (DIL) facilitate student involvement? I chose an animation studio at a large western university for the setting, on account of its collective-leadership structure involving students. I randomly sampled a pre-recorded data set of participants' studio interactions and participant interviews to use for the study; …
Exploring Concerns Of K-12 Online Educators, Tadd Spencer Farmer
Exploring Concerns Of K-12 Online Educators, Tadd Spencer Farmer
Theses and Dissertations
Although a relatively small number of K-12 students are currently enrolled in online classes, the dramatic growth in online enrollments in recent years suggests that online education will play a significant role in the future landscape of public education. While our understanding of online teaching and learning continues to grow, relatively little is known about the experiences of teachers as they engage in online teaching. In particular, very little is known about the concerns of teachers as they navigate their teaching roles and responsibilities in an online teaching environment. Using an interpretative phenomenological analysis approach, this qualitative study explored the …
The Dynamics Of Social Media Interaction In A Free-Choice Religious Education Experience, Scott C. Woodward
The Dynamics Of Social Media Interaction In A Free-Choice Religious Education Experience, Scott C. Woodward
Theses and Dissertations
This Grounded Theory study explores how the use of social media influenced the dynamics of interaction in a free-choice religious education experience between a world religious leader and young adult learners. Results indicate that social media (a) enhanced proxy group interaction due to the increased visibility of leader-learner interactions to the entire group and the ability of learners to comment on, like, mention other learners, and share leader-learner interactions; (b) enabled active non-verbal interaction which allowed for social curation, peer validation, community reaction, and the non-verbal pushing of posts into the social media streams of those not participating in the …
Online Students' Perceptions And Utilization Of A Proximate Community Of Engagement At An Online Independent Study Program, Darin Reed Oviatt
Online Students' Perceptions And Utilization Of A Proximate Community Of Engagement At An Online Independent Study Program, Darin Reed Oviatt
Theses and Dissertations
Distance learning has provided solutions for students for more than a century. Students access distance learning due to issues with access, credit recovery need, or need for flexibility in location, time, pace, or duration of instruction. Recent advances in technology and instructional designs allow more interactive and synchronous instruction. Researchers suggest that designs using collaborative-constructivist approaches result in deeper learning and increased student satisfaction. Such courses implement theories based on interactions, creation of communities, and learner-centered design. The increase in online curriculum offered and, in some cases, required for K-12 students indicates a need to consider learning characteristics of adolescent …
A Social Influences Framework Related To College Student Learning Failures, Keith R. Proctor
A Social Influences Framework Related To College Student Learning Failures, Keith R. Proctor
Theses and Dissertations
This dissertation explored ways that college students reflectively described the social influences related to their learning failures. This exploration was conducted using semi-structured interviews and Stake's multiple case analysis method. The findings from the interviews were used to develop a framework that describes the key social influence attributes of the learning failure experiences. The key attributes of the framework include: (a) roles, (b) context, and (c) phases. Each key attribute is discussed in detail. The framework serves as the means for exploring several related strands of research related to learning failure in a cohesive way, potentially enriching our understanding of …
Thematic Patterns In International Blended Learning Literature, Research, Practices, And Terminology, Kristian J. Spring, Charles R. Graham
Thematic Patterns In International Blended Learning Literature, Research, Practices, And Terminology, Kristian J. Spring, Charles R. Graham
Faculty Publications
The goal of this research was to discover and compare themes of the top blended learning (BL) articles from seven different regions of the world. Top cited articles in BL from these regions show strong similarities in research processes, practice, terminology, and focus. Small differences are apparent among the regions and top articles in general, but similar patterns demonstrate that themes might promote collaboration and exchange between regions and that the most cited articles from around the world could fit well within the topical, research, and publication practices of the field. Our results suggest that although different regions must have …