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Educational Psychology Commons™

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Articles 121 - 150 of 197

Full-Text Articles in Educational Psychology

Evaluating E-Learning, D D Williams, Charles R. Graham Jan 2010

Evaluating E-Learning, D D Williams, Charles R. Graham

Faculty Publications

Technological innovations have spurred exponential use of electronic resources for learners of all ages over the last decade. These global developments also require continual advancement of electronic e-learning evaluation. Evaluation is the process of clarifying what should be and comparing that to what is, to facilitate evaluative decisions about success and ways to achieve it. This article outlines a process for doing evaluations of e-learning and identifies common critical-evaluation elements. An extended case vignette of an e-learning evaluation and references to others and related literature illustrate the use of these critical elements and associated emerging results.

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Addressing And Improving Technology Integration Skills For Preservice Teachers Using The Teacher Work Sample, Charles R. Graham, Tonya Tripp, Nancy Wentworth Jan 2010

Addressing And Improving Technology Integration Skills For Preservice Teachers Using The Teacher Work Sample, Charles R. Graham, Tonya Tripp, Nancy Wentworth

Faculty Publications

This study explores the efforts at Brigham Young University to improve preservice candidates’ technology integration using the Teacher Work Sample (TWS) as an assessment tool. Baseline data that was analyzed from 95 TWSs indicated that students were predominantly using technology for productivity and information presentation purposes even though they had been taught to use technology for active student learning. Researchers discovered that decisions made about technology integration were heavily influenced by field instructors and TWS rubrics. An intervention plan was developed to train field instructors and 99 TWSs were analyzed the following year. The TWSs showed noticeable improvements including increases …

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Reliability Of Pre-Service Physical Education Teachers' Coding Of Teaching Videos Using Studiocode Analysis Software, Keven Prusak, Brigham Dye, Charles R. Graham, Susan Graser Jan 2010

Reliability Of Pre-Service Physical Education Teachers' Coding Of Teaching Videos Using Studiocode Analysis Software, Keven Prusak, Brigham Dye, Charles R. Graham, Susan Graser

Faculty Publications

This study examines the coding reliability and accuracy of pre-service teachers in a teaching methods class using digital video (DV)-based teaching episodes and Studiocode analysis software. Student self-analysis of DV footage may offer a high tech solution to common shortfalls of traditional systematic observation and reflection practices by increasing the amount, timeliness, and accuracy of performance feedback. What is yet to be determined is whether students can reliably and accurately analyze such footage. Using Studiocode software, student analyses were compared to those of experts to determine coding reliability and content accuracy. The results of this study indicate that with less …

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Reflections From The First Year Of A Successful Aect Conference Mentoring Program, Richard E. West, Raymond Pastore, Mengqiao Xu, Cindy S. York Jan 2010

Reflections From The First Year Of A Successful Aect Conference Mentoring Program, Richard E. West, Raymond Pastore, Mengqiao Xu, Cindy S. York

Faculty Publications

This article reports on the successful first year implementation of a new graduate student mentoring program initiated at the 2009 Louisville convention of the Association for Educational Communications and Technology. This program was developed by the 2008 ECT Intern class, but will be continued at future conventions by the Leadership Development Committee and the Graduate Student Assembly. Information is provided to potential students and mentors interested in applying for the 2010 program.

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A Student's Guide To Strengthening An Online Learning Community, Richard E. West Jan 2010

A Student's Guide To Strengthening An Online Learning Community, Richard E. West

Faculty Publications

Students usually have plenty of experience with online social technologies, but they lack understanding about how to use these tools and methods for course learning. This article is designed to help college students who are anxious about participating in an online learning community or do not know how to build one effectively. With ideas derived from research and practice, this guide has been written to inform online students about learning communities, the benefits they offer, and how students can assist in building a successful online community.

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The Creation And Use Of Open Educational Resources In Christian Higher Education, John L. Hilton Iii, David Wiley Dec 2009

The Creation And Use Of Open Educational Resources In Christian Higher Education, John L. Hilton Iii, David Wiley

Faculty Publications

A significant movement in education concerns the use of open educational resources (OERs). By “open” it is generally meant that the resource is freely available to others to reuse in different contexts. These resources could include books, lesson plans, syllabi, slide shows, etc. There are several examples of individuals and institutions providing open educational resources; this openness is also specifically manifest in the field of religious education. I discuss different levels in which OERs can be “open” and the implications of these levels when creating OERs. Common motivations and obstacles to creating OERs are discussed. A particularly significant issue regarding …

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Deliberation Versus Dispute: The Impact Of Argumentative Discourse Goals On Learning And Reasoning In The Science Classroom, Mark Felton, Merce Garcia-Mila, Sandra Gilabert Dec 2009

Deliberation Versus Dispute: The Impact Of Argumentative Discourse Goals On Learning And Reasoning In The Science Classroom, Mark Felton, Merce Garcia-Mila, Sandra Gilabert

Faculty Publications

Researchers in science education have converged on the view that argumentation can be an effective intervention for promoting knowledge construction in science classrooms.However, the impact of such interventions may be mediated by individuals’ task goals while arguing. In argumentative discourse, one can distinguish two overlapping but distinct kinds of activity: dispute and deliberation. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In this study, we examine the impact of these discourse goals on both content learning and argument quality in science.

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Open For Learning: The Cms And The Open Learning Network, Jon Mott, David Wiley Dec 2009

Open For Learning: The Cms And The Open Learning Network, Jon Mott, David Wiley

Faculty Publications

The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)—a hybrid of the CMS and the personal learning environment (PLE)—is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.

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Openness, Dynamic Specialization, And The Disaggregated Future Of Higher Education, John L. Hilton Iii, David Wiley Nov 2009

Openness, Dynamic Specialization, And The Disaggregated Future Of Higher Education, John L. Hilton Iii, David Wiley

Faculty Publications

Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist. There are a number of ways institutions can be more open, including programs of open sharing of educational materials. Individual faculty can also choose to be more open without waiting for institutional programs. Increasing degrees of openness in society coupled with innovations in business strategy like dynamic specialization are enabling radical experiments in higher education and exerting increasing competitive pressure on conventional higher education institutions. …

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Impediments To Learning Object Reuse And Openness As A Potential Solution, David Wiley Sep 2009

Impediments To Learning Object Reuse And Openness As A Potential Solution, David Wiley

Faculty Publications

This paper has argued that the simple act of adding an open license providing 4Rs usage rights to learning object users will significantly expand our understanding of “reuse;” that the application of open licenses will greatly increase the reach of learning objects (making them available to individuals and organizations with financial or other resource challenges), and that open licenses are easy to apply to learning objects. Because of the challenges inherent with fully copyrighted learning objects, “open learning objects” seem to be the best path forward for this very promising educational technology.

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Supporting Induction Teachers' Development Using Performance-Based Video Evidence, Peter Rich, Richard E. West, Michael Hannafin, Arthur Recesso, Craig Shepherd Jul 2009

Supporting Induction Teachers' Development Using Performance-Based Video Evidence, Peter Rich, Richard E. West, Michael Hannafin, Arthur Recesso, Craig Shepherd

Faculty Publications

This formative research study was designed to inform the development of the Teacher Success Model (TSM), an initiative to develop a systematic, evidence-informed model for teacher assessment. While the overall initiative includes all teachers, support professionals, and evaluators, this study focused on induction teachers and their mentors/administrators. Participants were shown sample digital videos corresponding to seven pre-selected TSM attributes, and were asked to identify, annotate, and rate instances where specific attributes were evident. Overall, our findings indicated that participants could identify examples of key teaching attributes in the videos and that group reflection and discussion enabled many to refine their …

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The Open High School Of Utah: Openness, Disaggregation, And The Future Of Schools, David Wiley Jul 2009

The Open High School Of Utah: Openness, Disaggregation, And The Future Of Schools, David Wiley

Faculty Publications

While the charter movement has a rich history in Utah, virtual charters are a recent development. In 2007, a founding board consisting of faculty, staff, and graduate students in Utah State University's Center for Open and Sustainable Learning prepared and submitted an application to create the state's second virtual charter, called the Open High School of Utah (OHSU). OHSU opens its virtual doors to ninth graders in the fall of 2009. While students are not yet through the virtual doors, OHSU still provides a glimpse at the ways in which openness, disaggregation, and the Internet will shape the future of …

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Psychologism And American Instructional Technology, David Wiley, Bekir Gur Jun 2009

Psychologism And American Instructional Technology, David Wiley, Bekir Gur

Faculty Publications

Note: This is not the final draft of the article. The centrality of psychology in the field of instructional technology has never been comprehensively questioned; most instructional technologists have assumed that (behaviorist, cognitivist, constructivist, or another) psychology is the natural foundation for education and thus for instructional technology. The driving question of this article is: What are the problems of psychologism as found in the theories and practices of instructional technology? We present a brief genealogy of American instructional technology in relation to the influence of psychology; review critical psychology and discuss some problems of psychologism focusing on positivism, metaphysics, …

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What Is Shared? A Framework For Understanding Shared Innovation Within Communities, Richard E. West Jun 2009

What Is Shared? A Framework For Understanding Shared Innovation Within Communities, Richard E. West

Faculty Publications

The 21st century economy often requires the innovative production of conceptual and physical artifacts. These innovations frequently are developed collaboratively within communities of workers. Previous theories about the nature of work and learning within communities have emphasized shared meaning or shared practice, but now shared innovation is required. In this paper, I describe the development of a model for conceptualizing and studying shared innovation within communities. This model was created from merging elements of social learning and creativity/innovation theories. I explain that at an intersection of these two domains is a unique kind of social structure, called a Community of …

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Patterns Of User Activity In The Different Features Of The Blackboard Cms Across All Courses For An Academic Year At Brigham Young University, Michael E. Griffiths, Charles R. Graham Jun 2009

Patterns Of User Activity In The Different Features Of The Blackboard Cms Across All Courses For An Academic Year At Brigham Young University, Michael E. Griffiths, Charles R. Graham

Faculty Publications

In the past decade, course management systems (CMS) have become an integral part of most institutions of higher education. While there has been a significant amount of research looking at CMS usage at the course level, there has been less research looking at the institution-wide CMS usage from a CMS activity database perspective. This article shares findings from a study which analyzes over 36 million student and instructor clicks within the Blackboard CMS across the entire campus of Brigham Young University (BYU) during one full academic year. This research reports overall levels of user activity across campus, patterns of user …

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Ect And Aect: Opening Doors For Student Development, Richard E. West May 2009

Ect And Aect: Opening Doors For Student Development, Richard E. West

Faculty Publications

In 2003, I attended my first AECT presentation. As a first-year master’s student, I was excited but overwhelmed; however, I quickly learned that AECT is an organization where even newcomers can be involved. One day, I saw a description of a session for “leadership development.” Because I was brand new to AECT, and to the field of instructional design, I knew I needed development if I ever hoped to be a leader! I found the room with the door open and walked in and sat down. I quickly learned that this was a session for those who train new leaders—not …

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The Sloan-C Pillars And Boundary Objects As A Framework For Evaluating Blended Learning, Charles R. Graham, Mark Laumakis, Chuck Dziuban Apr 2009

The Sloan-C Pillars And Boundary Objects As A Framework For Evaluating Blended Learning, Charles R. Graham, Mark Laumakis, Chuck Dziuban

Faculty Publications

The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction provide a foundation for the evaluation of asynchronous learning networks that works equally well for the evaluation of blended learning environments. The Pillars and a simplified model of learning system, focus on inputs, processes, and outputs, and provide the framework for a case study of blended learning design and evaluation in a 500-student section of an …

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El Análisis De La Consigna Argumentativa En La Calidad Del Discurso Y En El Aprendizaje De Las Ciencias Naturales, Sandra Gilabert Medina, Merce Garcia-Mila Palaudarias, Mark Felton Jan 2009

El Análisis De La Consigna Argumentativa En La Calidad Del Discurso Y En El Aprendizaje De Las Ciencias Naturales, Sandra Gilabert Medina, Merce Garcia-Mila Palaudarias, Mark Felton

Faculty Publications

En los últimos años nuestras aulas de ciencias han incorporado la argumentación como una herramienta para promover la construcción de conocimiento. Un aspecto generalmente olvidado en dichas intervenciones, así como en las investigaciones de las cuales derivan, es el análisis del impacto que el objetivo de la argumentación tiene en la actividad argumentativa desplegada en las aulas. En el discurso argumentativo distinguimos dos tipos de actividad: la oposición y la deliberación. En la actividad de oposición el objetivo es mantener el punto de vista y debilitar las alternativas, mientras que en la actividad de deliberación el objetivo es consensuar un …

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Personal Epistemologies And The Learning Paradox In Teacher Education: A Neglected Dilemma, Elana Joram, Carmen Montecinos Jan 2009

Personal Epistemologies And The Learning Paradox In Teacher Education: A Neglected Dilemma, Elana Joram, Carmen Montecinos

Faculty Publications

In this chapter, we discuss the role that personal epistemologies play in teacher education, particularly with respect to the potential problems and roadblocks they may present. We suggest that epistemological beliefs govern the kind of knowledge that preservice teachers consider to be legitimate and worthwhile learning in their programs, regulate the ways in which they make choices among competing knowledge claims and justify their own choices. A body of research has examined epistemic cognition as a dimension of the cognitive growth that occurs during the college years (e.g., Baxter- Magolda, 2002; King & Kitchener, 2002; Perry, 1970), and recently, the …

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Health Literacy In The Mathematics Classroom: The Iowa Core Curriculum As An Opportunity To Deepen Students’ Understanding Of Mathematics, Elana Joram, Susan Roberts-Dobie, Nadene Davidson Jan 2009

Health Literacy In The Mathematics Classroom: The Iowa Core Curriculum As An Opportunity To Deepen Students’ Understanding Of Mathematics, Elana Joram, Susan Roberts-Dobie, Nadene Davidson

Faculty Publications

By 2012, all high schools in Iowa will be required to incorporate the new Iowa Core Curriculum, followed by elementary and middle schools in 2014 (Iowa Department of Education, 2009). The Iowa Core Curriculum addresses the question: "How is Iowa's educational system preparing our youth for successful lives in the 21st-century global environment?" (Davidson, 2009). It consists of core content standards, and identifies essential concepts and skills for content areas. The Iowa Core Curriculum also includes the ―21st Century Skills‖ of ―health, financial, technology, and civic literacy, and employability skills. These skills are to be infused into existing subject matter …

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Factors Contributing To Improved Teaching Performance, Whitney Ransom Mcgowan, Charles R. Graham Jan 2009

Factors Contributing To Improved Teaching Performance, Whitney Ransom Mcgowan, Charles R. Graham

Faculty Publications

This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical learning, teacher/student interactions, and clear expectations/learning outcomes. We provide practical applications for change and suggestions for future research.

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Diagramming Tpack In Practice: Using An Elaborated Model Of The Tpack Framework To Analyze And Depict Teacher Knowledge, Suzy Cox, Charles R. Graham Jan 2009

Diagramming Tpack In Practice: Using An Elaborated Model Of The Tpack Framework To Analyze And Depict Teacher Knowledge, Suzy Cox, Charles R. Graham

Faculty Publications

The introduction of the TPACK model by Mishra and Koehler (2006) has had a profound impact on the field of educational technology. It has inspired teachers, teacher educators, and educational technologists to reevaluate their knowledge and use of technology in the classroom. While Koehler, Mishra, and others have attempted to define and measure TPACK, the framework is not yet fully understood (Angeli & Valanides, 2009). Thus far, the explanations of technological pedagogical content knowledge and its associated constructs that have been provided are not clear enough for researchers to agree on what is and is not an example of each …

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Tpack Development In Science Teaching: Measuring The Tpack Confidence Of Inservice Science Teachers, Charles R. Graham, Nicolette Burgoyne, Pamela Cantrell, Leigh Smith, Larry St. Clair, Ron Harris Jan 2009

Tpack Development In Science Teaching: Measuring The Tpack Confidence Of Inservice Science Teachers, Charles R. Graham, Nicolette Burgoyne, Pamela Cantrell, Leigh Smith, Larry St. Clair, Ron Harris

Faculty Publications

Knowledge related to the effective use of educational technologies has become widely recognized as an important aspect of an educator’s knowledge-base for the 21st Century (ISTE, 2008; National Council for Accreditation of Teacher Education, 1997; Partnership for 21st Century Skills, 2003). Early in the history of educational technology, educators were taught in technology classes that focused primarily on technology skills independent from the pedagogical or content courses (Graham, Culatta, Pratt, & West, 2004; Hargrave & Hsu, 2000; Willis & Mehlinger, 1996). Educators soon recognized that technology skills alone did not serve them well because one could know how to operate …

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The Potential Of Asynchronous Video In Online Education, Michael E. Griffiths, Charles R. Graham Jan 2009

The Potential Of Asynchronous Video In Online Education, Michael E. Griffiths, Charles R. Graham

Faculty Publications

There are differences in the benefits that are afforded by the two extremes of face-to-face and distance education. University campus courses are based on the assumption that the student community and interaction between learners and an expert teacher in the same physical location is essential to the learning process. In comparison, distance education provides a learner with flexibility, individualized learning, lower costs, and self-determination in the learning process. Much research has been invested into modern approaches that may be able to harness key benefits from both face-to-face and distance education. One recent breakthrough has come in the use of asynchronous …

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‘Preflections’ From The Class Of 2008 Aect Conference Interns, Richard E. West, Jeongmin Lee, Raymond Pastore, Mengqiao Xu, Cindy S. York Jan 2009

‘Preflections’ From The Class Of 2008 Aect Conference Interns, Richard E. West, Jeongmin Lee, Raymond Pastore, Mengqiao Xu, Cindy S. York

Faculty Publications

In 1978, Earl F. Strohbehn, professor of education at San Jose State University, established a trust fund through the ECT Foundation to help support a deserving graduate student's attendance at the Lake Okoboji [Iowa] Leadership presentation. His mentor and friend, Lee Cochran inspired the Okoboji presentation to develop leaders in the field of educational communications and technology. Earl Strohbehn began his profession in the audiovisual field in 1945 as Director of Audiovisual Services in the Cedar Falls, Iowa Public Schools. It was his wish that in the event the Lake Okoboji presentation was discontinued, his donation would be used to …

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Imaginative Instruction: What Master Storytellers Can Teach Instructional Designers, Jason K. Mcdonald Jan 2009

Imaginative Instruction: What Master Storytellers Can Teach Instructional Designers, Jason K. Mcdonald

Faculty Publications

Good instructional storytelling engages students’ attention and cognitive abilities to the end of more effective learning, and instructional researchers have discussed whether the principles of storytelling could lead to the same or similar results if applied to educational situations beyond only telling traditional stories. But despite this potential, the principles of storytelling are seemingly underutilized by today’s instructional designers. This study investigates what instructional designers might learn from another design field that is more experienced in the art of storytelling, specifically that of film production. Eight filmmakers who have successfully produced films that motivate, inspire, and educate were interviewed to …

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Ten Scalability Factors In Distance Education, R. Dwight Laws, Scott L. Howell, Nathan K. Lindsay Jan 2009

Ten Scalability Factors In Distance Education, R. Dwight Laws, Scott L. Howell, Nathan K. Lindsay

Faculty Publications

The institutional decision about how much technology should be used to scale distance education enrollments, reduce costs, maximize profits, and protect course and program quality is both institutional specific and complex. Guri-Rosenblit (1999) noted that “many conventional universities worldwide operate as large-scale universities and are in a continuous search to find the right balance between massification trends, quality education, and the catering to the individual needs of students” (p. 289). This research is an outgrowth of the authors’ own efforts to identify relevant scalability factors and their interrelationship one to another in a traditional university’s distance education program.

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Insights From Research On Distance Education Learners, Learning, And Learner Support, Richard E. West Jan 2009

Insights From Research On Distance Education Learners, Learning, And Learner Support, Richard E. West

Faculty Publications

This article reviews the key ideas related to increasing student learning and support described in selected chapters from the second edition of the Handbook of Distance Education (Moore 2007). These chapters described research findings related to the impact of distance education on learners in general (student autonomy, cognition, social learning, and satisfaction), as well as specific subgroups of distance students and instructors (K-12, female, and disabled students as well as academic advising and library services). This article concludes with brief recommendations for future research in each of these areas.

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An Evaluation Of The Effectiveness Of The Instructional Methods Used With A Student Response System At A Large University, Charles R. Graham, Larry Seawright, Coral Marie Hanson Oct 2008

An Evaluation Of The Effectiveness Of The Instructional Methods Used With A Student Response System At A Large University, Charles R. Graham, Larry Seawright, Coral Marie Hanson

Faculty Publications

This study investigates the adoption of student response systems (SRS) across a large university campus. The study sought to understand how faculty members were using the SRS and what instructional strategies student and faculty found to be most valuable to their learning. The term "helpful" and the concept of "helpfulness" is used in place of "valuable" as it more clearly communicates to students and faculty the concept of how an SRS is of worth to them. Students were generally positive about the helpfulness of the instructional methods professors were using. Students found the ability to receive immediate feedback on their …

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Technology And A House Of Learning, Charles R. Graham, Dawn Graham Oct 2008

Technology And A House Of Learning, Charles R. Graham, Dawn Graham

Faculty Publications

Organize yourselves; prepare every needful thing; and establish a house, even a house of prayer, a house of fasting, a house of faith, a house of learning, a house of glory, a house of order, a house of God. Technological innovations over the past decade have had a huge influence on our lives, from the way we communicate and recreate to the way we educate students in the U.S. Technology has even had an impact on our religious lives and on ways we share our beliefs with others.

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