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Articles 91 - 120 of 131

Full-Text Articles in Educational Technology

Academic Performance, Course Completion Rates, And Student Perception Of The Quality And Frequency Of Interaction In A Virtual High School, Abigail Hawkins, Charles R. Graham, Richard R. Sudweeks, Michael K. Barbour Jan 2013

Academic Performance, Course Completion Rates, And Student Perception Of The Quality And Frequency Of Interaction In A Virtual High School, Abigail Hawkins, Charles R. Graham, Richard R. Sudweeks, Michael K. Barbour

Faculty Publications

This study examined the relationship between students’ perceptions of teacher– student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student perceptions on the quality and frequency of teacher–student interaction. Quality of interaction was subdivided into three constructs representing feedback, procedural, and social interaction. A confirmatory factor analysis helped to establish the fit of the statistical model for teacher–student interaction. Hierarchical logistical regression indicates that an increase in the quality and frequency of interaction …

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Caring In A Technology-Mediated Online High School Context, Andrea Velasquez, Charles R. Graham, Richard Osguthorpe Jan 2013

Caring In A Technology-Mediated Online High School Context, Andrea Velasquez, Charles R. Graham, Richard Osguthorpe

Faculty Publications

The objective of this study was to describe how caring is experienced in the technology-mediated context of the Open High School in Utah, an online charter high school. Two female teachers, two male students, and two female students were interviewed three times over 9 months regarding their experience of caring teacher–student interactions. Data were analyzed using interpretative phenomenological analysis (IPA). Discovered themes were then organized into three superordinate themes: engrossment, motivational displacement, and reciprocity. Results suggest not only that caring interactions are possible in the online context, but also that specific caring pedagogies can strengthen the teacher–student relationship online. Additionally, …

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The Nature Of Adolescent Learner Interaction In A Virtual High School Setting, J. Borup, Charles R. Graham, R.S. Davies Jan 2013

The Nature Of Adolescent Learner Interaction In A Virtual High School Setting, J. Borup, Charles R. Graham, R.S. Davies

Faculty Publications

This study used survey data to measure the effect of learners’ reported interactions with content, peers, and instructors on several course outcomes in two virtual high school courses that emphasized interactive learning. Surveys found that the large majority of students viewed all investigated types of interaction as educational and motivational. Students perceived learner–instructor and learner–content interactions to have significantly higher educational value (a < 0.01) than learner–learner interactions, and viewed learner–instructor interaction to be significantly more motivational (a < 0.01) than learner–content interaction. Furthermore, nine significant correlations were found involving the time students reported spending on human interaction and course outcomes. Seven of the significant correlations were related to the time students reported spending in human interaction and the more affective outcomes, such as course satisfaction and disposition towards the subject area. Outcomes also indicate that learner–learner interaction had higher correlations with course outcomes than learners’ interactions with the content or their instructor. Students’ perceived learning was not significantly correlated with any type of interaction, and only students’ total reported time spent on learner– learner interaction and students’ social learner–learner interaction were significantly correlated with their grade.

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A Framework For Institutional Adoption And Implementation Of Blended Learning In Higher Education, Charles R. Graham, Wendy Woodfield, J. Buckley Harrison Jan 2013

A Framework For Institutional Adoption And Implementation Of Blended Learning In Higher Education, Charles R. Graham, Wendy Woodfield, J. Buckley Harrison

Faculty Publications

There has been rapid growth in blended learning implementation and research focused on course-level issues such as improved learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level blended learning research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. This research investigates six cases of institutional adoption of blended learning to examine the key issues that can guide university administrators interested in this endeavor. Cases were selected to represent institutions at various stages of blended learning adoption including (1) awareness/exploration, (2) adoption/early implementation, and (3) mature …

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The Nature Of Parental Interactions In An Online Charter School, Jered Borup, Charles R. Graham, Randall S. Davies Jan 2013

The Nature Of Parental Interactions In An Online Charter School, Jered Borup, Charles R. Graham, Randall S. Davies

Faculty Publications

A belief commonly held in the K–12 education community is that parents can have a positive impact on their child’s learning. However, little research has examined parental involvement in an online learning environment. In this study, researchers using survey data found that generally students and parents viewed parent–instructor and learner–parent interactions as motivational. Students viewed learner–parent interaction as significantly more motivational than did their parents. The quantity of reported parental interactions was generally negatively correlated with course outcomes. These negative correlations may be the result of parents’ tendency to increase interaction levels following poor student performance and may not reflect …

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An Analysis Of Research Trends In Dissertations And Theses Studying Blended Learning, Jeffrey S. Drysdale, Charles R. Graham, Kristian J. Spring, Lisa R. Halverson Jan 2013

An Analysis Of Research Trends In Dissertations And Theses Studying Blended Learning, Jeffrey S. Drysdale, Charles R. Graham, Kristian J. Spring, Lisa R. Halverson

Faculty Publications

This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning. A summary of trends regarding the growth and context of blended learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches to data analysis. Research topics are divided into nine topics (learner outcomes, dispositions, instructional design, interaction, comparison, demographics, technology, professional development, and other), each containing several sub-topics. Patterns in these topics are analyzed to identify gaps in research and to highlight opportunities for future research as the field of blended learning continues …

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Developing Caring Relationships In Schools: A Review Of The Research On Caring And Nurturing Pedagogies, Andrea Velasquez, Richard West, Charles R. Graham, Richard Osguthorpe Jan 2013

Developing Caring Relationships In Schools: A Review Of The Research On Caring And Nurturing Pedagogies, Andrea Velasquez, Richard West, Charles R. Graham, Richard Osguthorpe

Faculty Publications

Education has been criticized for a disproportionate focus on the technical aspects of teaching with less focus on its ‘human’ aspects. Consequently, many researchers and theorists have expressed a need to answer what role care plays in education. Our purpose in this review is to examine the definition of caring pedagogies and synthesize relevant research helpful to understanding its application. We briefly consider moral development and ethical care theories pertinent to teaching and learning and synthesize the research findings related to defining and measuring caring pedagogy; as well as developing caring characteristics in teachers and students, caring classroom communities, and …

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The Influence Of Asynchronous Video Communication On Learner Social Presence: A Narrative Analysis Of Four Cases, Jered Borup, Richard E. West, Charles R. Graham Jan 2013

The Influence Of Asynchronous Video Communication On Learner Social Presence: A Narrative Analysis Of Four Cases, Jered Borup, Richard E. West, Charles R. Graham

Faculty Publications

Online courses are increasingly using asynchronous video communication. However, little is known about how asynchronous video communication influences students’ communication patterns. This study presents four narratives of students with varying characteristics who engaged in asynchronous video communication. The extrovert valued the efficiency of making video comments but saw little value in viewing the video comments of her peers. Somewhat inversely, the English language learner valued the video comments of her peers but lacked the ability to fully participate herself. The introverted student valued the flexibility and richness of asynchronous video but spent an inordinate amount of time recording her videos. …

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Improving Online Social Presence Through Asynchronous Video, Jered Borup, Richard E. West, Charles R. Graham Jan 2012

Improving Online Social Presence Through Asynchronous Video, Jered Borup, Richard E. West, Charles R. Graham

Faculty Publications

Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has provided insight into ways that online interactions can improve students' and instructors' social presence and learning. Emerging video technologies may be able to improve these interactions and thus more easily support the development of communities of inquiry. In this study we interviewed students in three …

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Using Tpack As A Framework To Understand Teacher Candidates’ Technology Integration Decisions, Charles R. Graham, J. Borup, N. B. Smith Jan 2012

Using Tpack As A Framework To Understand Teacher Candidates’ Technology Integration Decisions, Charles R. Graham, J. Borup, N. B. Smith

Faculty Publications

This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding howteacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate how and why they would integrate technology in three content teaching design tasks. Researchers identified themes from student rationales that mapped to the TPACK constructs. Rationales simultaneously supported subcategories of knowledge that could be helpful to other researchers trying to understand and measure TPACK. The research showed significant student growth in the use of rationales …

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An Analysis Of High Impact Scholarship And Publication Trends In Blended Learning, Lisa R. Halverson, Charles R. Graham, Kristian J. Spring, Jeffrey S. Drysdale Jan 2012

An Analysis Of High Impact Scholarship And Publication Trends In Blended Learning, Lisa R. Halverson, Charles R. Graham, Kristian J. Spring, Jeffrey S. Drysdale

Faculty Publications

Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing’s Publish or Perish software (http:// www.harzing.com/pop.htm), we determined the most frequently cited books, book chapters, and articles on the subject of blended learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer some conclusions about where the conversations about …

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Participational Agency, Stephen C. Yanchar Sep 2011

Participational Agency, Stephen C. Yanchar

Faculty Publications

Participational agency is presented as a conceptual account of human action, volition, and possibility. Rooted in hermeneutic and narrative traditions, this view differs from other theorizing about agency (and most psychological theorizing in general) in that it makes no effort to explain human action by virtue of reified constructs. As an alternative to traditional theorizing in this area, participational agency is defined as meaningful engagement in the world and treats the experienced meaningfulness of practical human activity as its central feature. The concept of meaningful engagement is clarified through the presentation of four related themes—situated participation, existential concern, dispositional action, …

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The Use Of Asynchronous Video Communication To Improve Instructor Immediacy And Social Presence In A Blended Learning Environment, Jered Borup, Charles R. Graham, Andrea Velasquez Jan 2011

The Use Of Asynchronous Video Communication To Improve Instructor Immediacy And Social Presence In A Blended Learning Environment, Jered Borup, Charles R. Graham, Andrea Velasquez

Faculty Publications

Instructors in a blended learning format struggle to find an effective balance between face-to-face instruction that is high in fidelity and online instruction that is high in flexibility. This chapter presents three cases where asynchronous video communication was used to help offer students instruction high in fidelity and flexibility. Although the medium for sharing asynchronous video varied between the three cases, findings indicate that video was a useful tool to improve instructor immediacy and/or social presence with a minimum amount of face-to-face instruction. The instructors in all three cases saw asynchronous video communications as an effective way to communicate with …

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Theoretical Considerations For Understanding Technological Pedagogical Content Knowledge (Tpack), Charles R. Graham Jan 2011

Theoretical Considerations For Understanding Technological Pedagogical Content Knowledge (Tpack), Charles R. Graham

Faculty Publications

The technological pedagogical content knowledge (TPACK) framework is increasing in use by educational technology researchers around the world who are interested in issues related to technology integration. Much that is good can be found in the TPACK framework; however considerable theoretical work needs to be done if TPACK research is to cohere and constructively strengthen the field of educational technology. This paper uses Whetten’s (1989) criteria for theory building as a lens for examining the TPACK framework. Specific weaknesses are identified, which in turn suggest areas needing theoretical development. This paper calls for researchers to increase emphasis on using research …

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Using Asynchronous Video To Achieve Instructor Immediacy And Closeness In Online Classes: Experiences From Three Cases, Michael Griffiths, Charles R. Graham Jan 2010

Using Asynchronous Video To Achieve Instructor Immediacy And Closeness In Online Classes: Experiences From Three Cases, Michael Griffiths, Charles R. Graham

Faculty Publications

This research sought to understand the experiences of students and instructors with asynchronous video (video-mail) using webcams in three online sections of teacher education classes at Brigham Young University. We examined the experiences of students through scores and comments posted in student ratings surveys, and the experiences of instructors through personal reports. These experiences were evaluated in terms of the observed existence of instructor immediacy and of closeness. Immediacy is defined in this study as the verbal and non-verbal signals normally achieved in face-to-face communications between instructor and students that can help establish a close and trusting relationship whereby students …

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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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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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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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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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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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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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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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Development Of Teaching And Technology Integration: Focus On Pedagogy, Nancy Wentworth, Charles R. Graham, Tonya Tripp Jan 2008

Development Of Teaching And Technology Integration: Focus On Pedagogy, Nancy Wentworth, Charles R. Graham, Tonya Tripp

Faculty Publications

The development, implementation, review, and subsequent revision of a capstone assignment during teacher education candidates’ field experience and the assignments-related rubric was based on research that points teacher education programs to give candidates experiences in rethinking their views of pedagogy as they integrate technology into the curriculum. The initial development of the rubric came as a result of requirements of national accrediting organizations for licensure programs to have performance assessments of their candidates. The review of the assignment by technology experts as well as education faculty showed a disconnect between the goals of the technology faculty and the mentors helping …

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Critical Thinking As Disciplinary Practice, Stephen C. Yanchar, Brent D. Slife, Russell Warne Jan 2008

Critical Thinking As Disciplinary Practice, Stephen C. Yanchar, Brent D. Slife, Russell Warne

Faculty Publications

Critical thinking in psychology has traditionally focused on method-centered tasks such as the assessment of method use, data analysis, and research evidence. Although helpful in some ways, this form of critical thinking fails to provide resources for critically examining the scientific-analytic foundation on which it rests and, when used exclusively, prohibits sufficiently critical analysis of theory and research. An alternative view of critical thinking—that emphasizes the identification and evaluation of implicit theoretical assumptions—is advocated. It is suggested that this alternative approach improves upon method-centered approaches by addressing not only implicit assumptions but also rule-following concerns. This approach is intended to …

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Model-Centered Instruction, The Design, And The Designer, Andrew S. Gibbons Iii Jan 2008

Model-Centered Instruction, The Design, And The Designer, Andrew S. Gibbons Iii

Faculty Publications

A model of instruction described by Wenger (1987) identifies three elements that are active during instruction: the mental model the instructor wishes to share with the learner, the external experience used to communicate the mental model, and the evolving mental model of the learner. Gibbons (2003a), writing in response to Seel (2003), noted this three-part description as a bridge concept relating learning and instruction. This view has important practical implications for designers of instruction. For example, Gibbons and Rogers (in press) propose that there exists a natural layered architecture within instructional designs that corresponds with instructional functions. Among these layers …

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Teaching One Way And Testing Another: An Interview With Scott Howell, Scott L. Howell, James L. Morrison Feb 2007

Teaching One Way And Testing Another: An Interview With Scott Howell, Scott L. Howell, James L. Morrison

Faculty Publications

I first met Scott Howell in 2005 in Jekyll Island, Georgia at the annual Distance Learning Administration (DLA) conference, which was sponsored in part by the Online Journal of Distance Learning Administration (OJDLA). Scott is co-editor of the three-volume book series Online Assessment and Measurement (2005) published by IDEA group and is this year's chair of the University Continuing Education Association's (UCEA) Distance Learning Community of Practice (DLCoP). His keynote speech at the DLA conference featured a number of assessment issues and best practices. However, when I sat down to interview him, he quickly focused on one topic for which …

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Cultural Competence And Instructional Design: Exploration Research Into The Delivery Of Online Instruction Cross, P. Clint Rogers, Charles R. Graham, Clifford T. Mayes Jan 2007

Cultural Competence And Instructional Design: Exploration Research Into The Delivery Of Online Instruction Cross, P. Clint Rogers, Charles R. Graham, Clifford T. Mayes

Faculty Publications

The amount of resources being poured by Western universities, companies, and governments into creating educational content to be exported (via the Internet) to other cultures is astounding. Those assigned to accomplish this task are left with the great challenge of meeting the needs of learners who come from cultures that are foreign to them, and who often have very different abilities and expectations than originally assumed. This study explores the cultural competence in the lived experience of 12 professionals who have been involved with such efforts. Often they have had to question their assumptions, recognizing flaws in their own thinking …

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Empowering Or Compelling Reluctant Participators Using Audience Response Systems, Charles R. Graham, Tonya R. Tripp, Larry Seawright, George L. Joeckel Iii Jan 2007

Empowering Or Compelling Reluctant Participators Using Audience Response Systems, Charles R. Graham, Tonya R. Tripp, Larry Seawright, George L. Joeckel Iii

Faculty Publications

This article investigates the impact of an audience response system (ARS) on student engagement in undergraduate university courses. A survey was administered to students in a dozen courses piloting the ARS system. On 13 out of 14 measures the majority of students thought the system was helpful. Overall, students were more positive about the use of the ARS in courses that used the tool for formative feedback (empowering) rather than for grading or attendance purposes (compelling). The authors discuss the positive impact of the ARS on the engagement of ‘reluctant participators’ or students who reported that they are least likely …

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Benefits And Challenges Of Using Live Modeling To Help Preservice Teachers Transfer Technology Integration Principles, Richard E. West, Charles R. Graham Jan 2007

Benefits And Challenges Of Using Live Modeling To Help Preservice Teachers Transfer Technology Integration Principles, Richard E. West, Charles R. Graham

Faculty Publications

One method underutilized in training teachers to use technology is to use live modeling sessions. This study qualitatively investigates how the use of modeling sessions impacted students. In this study we found that modeling was perceived by most students to be effective at teaching technology skills and ideas for integrating technology as teachers. However, we identified several breakdowns in the ability of students to transfer their understanding of technology integration to their own situations. We explain this difficulty of transfer of learning and describe five situations when these breakdowns were likely to occur. Implications include the benefits of using live …

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Good (Best) Practices For Electronically Offered Degree And Certificate Programs, Scott L. Howell, Katherine Baker Jan 2006

Good (Best) Practices For Electronically Offered Degree And Certificate Programs, Scott L. Howell, Katherine Baker

Faculty Publications

Who would have ever imagined the effect of one set of distance education principles developed 10 years ago (1995)? At a time in the history of distance- and e-learning, when many associations, organizations, and institutions set about to define themselves and those standards by which their constituents would be held accountable for quality practices, one set of standards has emerged preeminent the work of the Western Cooperative of Educational Telecommunications known as Best Practices for Electronically Offered Degree and Certificate Programs. Even Though the original 17 principles enumerated in 1995 have evolved to 27 in 2005, all institutions of higher …

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