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Articles 61 - 90 of 197
Full-Text Articles in Educational Psychology
Evolving Into Studio, Andrew S. Gibbons Iii
Evolving Into Studio, Andrew S. Gibbons Iii
Faculty Publications
Instructional design is practiced in a real-world setting; it should be learned in a setting like the one where it is practiced. As the practices themselves change, it becomes more natural for this to happen. This study of one design instructor’s experience over nearly 50 years demonstrates a path of evolution out of teaching design in a standard classroom, in which practice is secondary to didactics, into a studio setting, where didactics tend to occur after the student has experienced a need.
The Application Of Layer Theory To Design: The Control Layer, Andrew S. Gibbons Iii, Matt Langton
The Application Of Layer Theory To Design: The Control Layer, Andrew S. Gibbons Iii, Matt Langton
Faculty Publications
Validation of an architectural theory of instructional design layering is accomplished for one of the proposed layers by verifying the theory’s claim that for every layer there exists a body of design theory from outside the field of instructional design that is capable of informing design within that layer.
The Prominence Of Affect In Creativity: Expanding The Conception Of Creativity In Mathematical Problem Solving, Eric L. Mann, Scott A. Chamberlin, Amy K. Graefe
The Prominence Of Affect In Creativity: Expanding The Conception Of Creativity In Mathematical Problem Solving, Eric L. Mann, Scott A. Chamberlin, Amy K. Graefe
Faculty Publications
Constructs such as fluency, flexibility, originality, and elaboration have been accepted as integral components of creativity. In this chapter, the authors discuss affect (Leder GC, Pehkonen E, Törner G (eds), Beliefs: a hidden variable in mathematics education? Kluwer Academic Publishers, Dordrecht, 2002; McLeod DB, J Res Math Educ 25:637–647, 1994; McLeod DB, Adams VM, Affect and mathematical problem solving: a new perspective. Springer, New York, 1989) as it relates to the production of creative outcomes in mathematical problem solving episodes. The saliency of affect in creativity cannot be underestimated, as problem solvers require an appropriate state of mind in order …
The Added Value Of Conducting Learning Design Meeting To The Online Course Development Process, Denise Shaver
The Added Value Of Conducting Learning Design Meeting To The Online Course Development Process, Denise Shaver
Faculty Publications
Do you find it challenging to have discussions with instructors about designing online courses and best practices in teaching? This article will highlight key components to conducting effective Learning Design Meetings. It outlines techniques used by our institution in engaging faculty in a discussion regarding better use of Learning Management Systems (LMS), storyboard layout, learning outcomes, student engagement, learning activities, formal assessments, and content delivery. Learning Design meetings have proven to be a compelling manner of decreasing faculty resistance while exposing instructors to best practices in pedagogy, andragogy, and online learning. Instructional Designers (IDs), Instructional Facilitators (IFs), and Course Authors …
Institutional Drivers And Barriers To Faculty Adoption Of Blended Learning In Higher Education, Wendy W. Porter, Charles R. Graham
Institutional Drivers And Barriers To Faculty Adoption Of Blended Learning In Higher Education, Wendy W. Porter, Charles R. Graham
Faculty Publications
Relatively little research on blended learning (BL) addresses institutional adoption, although such research would benefit institutions of higher education in strategically adopting and implementing BL. In a prior study, the authors proposed a framework for institutional BL adoption, identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure and support issues universities may address at each stage. The current study applies that framework as well as Rogers’ diffusion of innovations theory to determine the degree to which institutional strategy, structure and support decisions facilitate or impede BL adoption among higher education …
An Analysis Of The Curriculum Requirements For K-12 Online Teaching Endorsements In The U.S., Laura Mcallister, Charles R. Graham
An Analysis Of The Curriculum Requirements For K-12 Online Teaching Endorsements In The U.S., Laura Mcallister, Charles R. Graham
Faculty Publications
This study examined existing K-12 online teacher preparation programs in the United States to ascertain the degree to which teachers are prepared to function in online/blended classroom learning environments. This study used a content analysis approach. Research specifically targeted online teacher preparation programs implemented in institutions of higher education. The researcher collected data from state offices of education and institution deans through email surveys inquiring about the existence and capacity of K-12 online teaching endorsements, course descriptions, and other course documents.
Teacher And Student Perspectives On Facilitating A Sense Of Community Through An Online High School’S “Shepherding” Program, Jeffery Drysdale, Charles R. Graham, Jered Borup
Teacher And Student Perspectives On Facilitating A Sense Of Community Through An Online High School’S “Shepherding” Program, Jeffery Drysdale, Charles R. Graham, Jered Borup
Faculty Publications
Student disconnectedness remains a serious concern in K-12 online learning—especially in programs where students take most or all of their coursework online. In this research we examined a “shepherding program” designed to encourage a sense of community among teachers and students at an online charter school. Every online teacher served as a “shepherd” for 20 to 25 students and worked to establish close relationships with each student. Data was collected through 5 teacher focus groups, 5 one-on-one teacher interviews, and 10 one-on-one student interviews. A qualitative analysis using Rovai’s sense of community framework examined how the shepherding program influenced shepherd-student …
A Qualitative Analysis Of Institutional Drivers And Barriers To Blended Learning Adoption In Higher Education, Wendy W. Porter, Charles R. Graham, Robert G. Bodily, Daniel S. Sandberg
A Qualitative Analysis Of Institutional Drivers And Barriers To Blended Learning Adoption In Higher Education, Wendy W. Porter, Charles R. Graham, Robert G. Bodily, Daniel S. Sandberg
Faculty Publications
The authors previously proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (a) awareness/exploration, (b) adoption/early implementation, and (c) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. In this paper, the authors applied that framework as well as Rogers' (2003) diffusion of innovations theory to determine the degree to which institutional strategy, structure, and support measures facilitate or impede BL adoption among higher education faculty. In addition, the authors explored whether higher education faculty's innovation adoption category affects which measures facilitate or impede BL …
Blended Learning Citation Patterns And Publication Networks Across Seven Worldwide Regions, Kristian J. Spring, Charles R. Graham
Blended Learning Citation Patterns And Publication Networks Across Seven Worldwide Regions, Kristian J. Spring, Charles R. Graham
Faculty Publications
The field of international blended learning (BL) is primed to benefit from stronger communication and collaboration. Collaboration is currently limited, and regions vary greatly in terms of citations. However, BL is growing worldwide and each region is an important part of the community. The goal of this research is to explore where the most impactful conversations about BL worldwide are occurring and how, if at all, are they connected to one another in terms of citations and publications. We present here the most cited BL articles from each region, the journals that publish these articles, and citation and publication patterns …
Embracing The Danger: Accepting The Implications Of Innovation, Jason K. Mcdonald
Embracing The Danger: Accepting The Implications Of Innovation, Jason K. Mcdonald
Faculty Publications
Instructional designers are increasingly looking beyond the field’s mainstream approaches to achieve desired outcomes. They seek more creative forms of design to help them invent more imaginative experiences that better reflect their vision and ideals. This essay is addressed to designers who are attracted to these expanded visions of their profession. Innovative approaches to design can be considered dangerous, at least to the status quo. The author first discusses why this is so, and then explains how embracing the danger—accepting the risks that accompany originality and innovation—might also be what allows designers to develop experiences consistent with the high-levels of …
Online Student Perceptions Of The Need For A Proximate Community Of Engagement At An Independent Study Program, Darin R. Oviatt, Charles R. Graham, Jered Borup, Randall S. Davies
Online Student Perceptions Of The Need For A Proximate Community Of Engagement At An Independent Study Program, Darin R. Oviatt, Charles R. Graham, Jered Borup, Randall S. Davies
Faculty Publications
Research suggests that collaborative learning designs, which require interaction with teachers and peers, can promote engagement and learning for online courses. Many K-12 students seek supplemental online courses to meet graduation requirements and desire flexibility, which often conflicts with required interactions. This paper asserts that online independent study learners may create a proximate community of engagement (PCE) to provide the benefits of collaboration and interactions. Using the adolescent community of engagement (ACE) framework as a lens for identifying interactions, this study surveyed K-12 independent study students to assess their perception of the need for interaction with a support community while …
Teaching Argument Writing And "Content" In Diverse Middle School History Classrooms, Chauncey Monte-Sano, Susan De La Paz, Mark Felton
Teaching Argument Writing And "Content" In Diverse Middle School History Classrooms, Chauncey Monte-Sano, Susan De La Paz, Mark Felton
Faculty Publications
Monte-Sano et al describe a program in which they worked with curriculum leaders in an academically and culturally diverse school district to develop materials and techniques that would strengthen middle school students' skills in making arguments and using evidence in historical essays. They outline the Shays' Rebellion investigation activity, which enable students to develop inquiry and literacy practices as they integrate critical reading, historical thinking, and argument writing.
Exploring Intensive Longitudinal Measures Of Student Engagement In Blended Learning, Charles R. Graham
Exploring Intensive Longitudinal Measures Of Student Engagement In Blended Learning, Charles R. Graham
Faculty Publications
In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data. The self-report measure included a simple survey of Likert-scale and open-ended questions given repeatedly during the semester. Observational data were student activity data extracted from the learning management system. We explored how engagement varied over time, both at the course level and between students, to identify patterns and influences of student engagement in a blended course. We found that clarity of instruction and relevance of activities influenced student satisfaction more than the medium of …
Teachers’ Efficacy For Supporting At-Risk Students And Their Perceived Role In Dropout Prevention, Kimberly Knesting-Lund, Brent O'Rourke, Anthony Gabriele
Teachers’ Efficacy For Supporting At-Risk Students And Their Perceived Role In Dropout Prevention, Kimberly Knesting-Lund, Brent O'Rourke, Anthony Gabriele
Faculty Publications
Research on the construct of teacher efficacy has demonstrated its positive relationship to a number of student outcomes, such as improved academic achievement, increased levels of self-efficacy, and a stronger belief in their ability to solve a math task and their motivation for completing it. Based on these findings, this research considered the possibility that teacher efficacy for supporting at-risk students could be related to their understanding of high school dropout, potentially suggesting ways to improve schools’ dropout prevention efforts. This study was an initial exploration of the relationship between high school teachers’ perceived efficacy for supporting at-risk students and …
A Review Of Motivation And Foreign Language Learning: From Theory To Practice, Avizia Long
A Review Of Motivation And Foreign Language Learning: From Theory To Practice, Avizia Long
Faculty Publications
A review of Motivation and foreign language learning: From theory to practice, by David Lasagabaster, Aintzane Doiz, and Juan Manuel Sierra (Eds.). Amsterdam, the Netherlands: Benjamins, 2014. Pp. viii + 190.
Measuring Student Engagement In Technology-Mediated Learning: A Review, Curtis R. Henrie, Lisa R. Halverson, Charles R. Graham
Measuring Student Engagement In Technology-Mediated Learning: A Review, Curtis R. Henrie, Lisa R. Halverson, Charles R. Graham
Faculty Publications
Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify …
Exploring Intensive Longitudinal Measures Of Student Engagement In Blended Learning, Curtis R. Henrie, Robert Bodily, Kristine C. Manwaring, Charles R. Graham
Exploring Intensive Longitudinal Measures Of Student Engagement In Blended Learning, Curtis R. Henrie, Robert Bodily, Kristine C. Manwaring, Charles R. Graham
Faculty Publications
In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data. The self-report measure included a simple survey of Likert-scale and open-ended questions given repeatedly during the semester. Observational data were student activity data extracted from the learning management system. We explored how engagement varied over time, both at the course level and between students, to identify patterns and influences of student engagement in a blended course. We found that clarity of instruction and relevance of activities influenced student satisfaction more than the medium of …
Design And Development Of A Cross-Cultural Disposition Inventory, Randall Davies, Holt Zaugg, Isaku Tateishi
Design And Development Of A Cross-Cultural Disposition Inventory, Randall Davies, Holt Zaugg, Isaku Tateishi
Faculty Publications
Advances in technology have increased the likelihood that engineers will have to work in a global, culturally diverse setting. Many schools of engineering are currently revising their curricula to help students develop cultural competence. However, our ability to measure cultural dispositions can be a challenge. The purpose of this project was to develop and test an instrument that measures the various aspects of cultural disposition. The results of the validation process verified that the hypothesized model adequately represented the data. The refined instrument produced a four factor model for the overall construct. The validation process for the instrument verified the …
Helping Young People Resist At-Risk Behaviors, Gary L. Hopkins, Duane C. Mcbride, Jacqueline Moreno, Susan Armstrong, Joni Roberts, Donavan Andregg
Helping Young People Resist At-Risk Behaviors, Gary L. Hopkins, Duane C. Mcbride, Jacqueline Moreno, Susan Armstrong, Joni Roberts, Donavan Andregg
Faculty Publications
This article will deal with some at-risk behaviors that are new to our times. Its goal is to provide a helpful kit filled with research-based strategies that teachers, parents, church and community leaders, counselors, health-care professionals, and others can use in their work with youth. In addition, the article will provide information that can be shared with young people who need to be aware of lurking dangers, as well as what strategies they can use both now and in the future, when they establish their own families. Because of the urgency of those matters, teachers and administrators should talk about …
The Adolescent Community Of Engagement: A Framework For Research On Adolescent Online Learning, Jered Borup, Richard E. West, Charles R. Graham, Randall S. Davies
The Adolescent Community Of Engagement: A Framework For Research On Adolescent Online Learning, Jered Borup, Richard E. West, Charles R. Graham, Randall S. Davies
Faculty Publications
This paper describes the Adolescent Community of Engagement (ACE ) framework as a guide to research and design in adolescent online learning environments. Several online learning frameworks have emerged from higher education contexts, but these frameworks do not explicitly address the unique student and environmental characteristics of the adolescent online learning environment. The ACE framework consists of four main constructs that make up an adolescent online learning community. The first three (student engagement, teacher engagement, and peer engagement) build on frameworks originally established from higher education contexts. The ACE framework additionally recognizes the role of parents in their children’s learning …
The Nature Of Teacher Engagement At An Online High School, Jered Borup, Charles R. Graham, Jeffrey S. Drysdale
The Nature Of Teacher Engagement At An Online High School, Jered Borup, Charles R. Graham, Jeffrey S. Drysdale
Faculty Publications
Little research has examined the critical components of successful K-12 online schools, due in part to the theoretical focus of current frameworks on higher education rather than characteristics of K-12 online learners and environments. Using K-12 online research, this paper examined teaching presence as explained by the Community of Inquiry framework and identified additional teacher roles that needed stronger emphasis. We termed the new construct teacher engagement. Teacher engagement was shown to be helpful in describing and identifying effective teacher practices at the Open High School of Utah (OHSU), a successful online charter school. Through a series of 22 interviews …
Blended Learning In Higher Education: Institutional Adoption And Implementation, Wendy W. Porter, Charles R. Graham, Kristian A. Spring, Kyle R. Welch
Blended Learning In Higher Education: Institutional Adoption And Implementation, Wendy W. Porter, Charles R. Graham, Kristian A. Spring, Kyle R. Welch
Faculty Publications
Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/ growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation …
Examining The Impact Of Video Feedback On Instructor Social Presence In Blended Courses, Jered Borup, Richard E. West, Rebecca A. Thomas, Charles R. Graham
Examining The Impact Of Video Feedback On Instructor Social Presence In Blended Courses, Jered Borup, Richard E. West, Rebecca A. Thomas, Charles R. Graham
Faculty Publications
No abstract provided.
A Thematic Analysis Of The Most Highly Cited Scholarship In The First Decade Of Blended Learning Research, Lisa R. Halverson, Charles R. Graham, Kristian J. Spring, Jeffrey S. Drysdale, Curtis R. Henrie
A Thematic Analysis Of The Most Highly Cited Scholarship In The First Decade Of Blended Learning Research, Lisa R. Halverson, Charles R. Graham, Kristian J. Spring, Jeffrey S. Drysdale, Curtis R. Henrie
Faculty Publications
Blended learning, which combines face-to-face and online learning modalities, is a heterogeneous and steadily developing area of design and inquiry. With the expansion and maturation of blended learning research, voices enter the conversation in increasing numbers and diversity. This study continues the work begun by Halverson, Graham, Spring, and Drysdale (2012), which determined the most frequently cited books, edited book chapters, and articles on blended learning, as well as the journals in which these highly cited articles appeared. After finding where the conversations about blended learning were happening and which scholars were at the forefront of these conversations, we now …
An Online High School “Shepherding” Program: Teacher Roles And Experiences Mentoring Online Students, Jeffrey S. Drysdale, Charles R. Graham, Jered Borup
An Online High School “Shepherding” Program: Teacher Roles And Experiences Mentoring Online Students, Jeffrey S. Drysdale, Charles R. Graham, Jered Borup
Faculty Publications
Several online programs use on-site facilitators to create a stronger sense of community and reduce student dropout. However, little research addresses how programs that are fully online can provide their students with comparable support. This case study analyzed a “shepherding program” at Mountain Heights Academy, a fully online high school. We found that the shepherding program enabled fully online teachers to provide their students with many of the services typical of on-site facilitators. The roles of the shepherding program included building caring relationships, facilitating content interaction, and providing students with the communication links they needed to be successful. In addition, …
Design-Driven Innovation As Seen In A Worldwide, Values-Based Curriculum, Camey Andersen Hadlock, Jason K. Mcdonald
Design-Driven Innovation As Seen In A Worldwide, Values-Based Curriculum, Camey Andersen Hadlock, Jason K. Mcdonald
Faculty Publications
While instructional design’s technological roots have given it many approaches for process and product improvement, in most cases designers still rely on instructional forms that do not allow them to develop instruction of a quality consistent with that expressed by the field’s visionary leaders. As a result, often the teachers and students using instructional products remain confined by equally limiting views of instruction and learning that cannot help them achieve the outcomes the designer originally envisioned. In this paper we discuss how a relatively new design approach, design-driven innovation, can give instructional designers additional tools to shape the meaning …
Protecting Youth From Health Risk Behaviors, Alina M. Baltazar, Kathryn Conopio, Jacqueline Moreno, Larry Ulery, Gary L. Hopkins
Protecting Youth From Health Risk Behaviors, Alina M. Baltazar, Kathryn Conopio, Jacqueline Moreno, Larry Ulery, Gary L. Hopkins
Faculty Publications
Between the ages of 13 and 25, youth go through major psychosocial changes—forming their own identity, becoming independent of their parents, establishing intimate friendships and relationships, struggling with academic goals, and eventually starting a career and even a family. During this time, they can experience difficulties adjusting to these changes and the stresses that ac - company them, and as a result, make behavioral choices that are dangerous and even life destroying. To avoid destructive choices, young people need support from significant others throughout this stage of their lives. What can educators, parents, and church and community leaders do to …
An Investigation Of Practices And Tools That Enabled Technology-Mediated Caring In An Online High School, Andrea Velasquez, Charles R. Graham, Richard E. West
An Investigation Of Practices And Tools That Enabled Technology-Mediated Caring In An Online High School, Andrea Velasquez, Charles R. Graham, Richard E. West
Faculty Publications
The ethic of care has been an important part of the dialogue related to learning in traditional K-12 learning environments particularly because emotional relationships and caring pedagogies have been shown to be particularly important for adolescent learners. However, as online learning has become increasingly popular, there are concerns about the perceived impersonal nature of the online medium, and how this might particularly affect adolescent learners. The purpose of this study was to examine technology choices when experiencing caring interactions in the online schooling context of Mountain Heights Academy (formerly Open High School of Utah). The caring experience of two teacher …
What Would My Avatar Do? Gaming, Pathology, And Risky Decision Making, Kira Bailey, Robert West, Judson Kuffel
What Would My Avatar Do? Gaming, Pathology, And Risky Decision Making, Kira Bailey, Robert West, Judson Kuffel
Faculty Publications
Recent work has revealed a relationship between pathological video game use and increased impulsivity among children and adolescents. A few studies have also demonstrated increased risk-taking outside of the video game environment following game play, but this work has largely focused on one genre of video games (i.e., racing). Motivated by these findings, the aim of the current study was to examine the relationship between pathological and non-pathological video game use, impulsivity, and risky decision making. The current study also investigated the relationship between experience with two of the most popular genres of video games [i.e., first-person shooter (FPS) and …
Addressing Religious And Spiritual Diversity In Graduate Training And Multicultural Education For Professional Psychologists, Rachel E. Crook-Lyon, Timothy B. Smith, Kari A. O’Grady, Kirti Potkar, Dallas R. Jensen, Thomas Golightly
Addressing Religious And Spiritual Diversity In Graduate Training And Multicultural Education For Professional Psychologists, Rachel E. Crook-Lyon, Timothy B. Smith, Kari A. O’Grady, Kirti Potkar, Dallas R. Jensen, Thomas Golightly
Faculty Publications
Professional counselors completed a survey assessing their attitudes regarding inclusion of client spiritual and religious issues into multicultural training and practice. Most respondents agreed that spiritual and religious issues should be included in counselor training and that this content could be integrated successfully into existing instruction regarding multicultural counseling.