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Articles 61 - 90 of 133
Full-Text Articles in Educational Technology
Investigating Student Engagement In Blended Learning Settings Using Experience Sampling And Structural Equation Modeling, Kristine C. Manwaring, Ross Larsen, Charles R. Graham, Curtis R. Henrie, Lisa R. Halverson
Investigating Student Engagement In Blended Learning Settings Using Experience Sampling And Structural Equation Modeling, Kristine C. Manwaring, Ross Larsen, Charles R. Graham, Curtis R. Henrie, Lisa R. Halverson
Faculty Publications
We investigated activity-level student engagement in blended learning classes at the university level. We used intensive longitudinal methodology to collect activity level engagement data throughout a semester for 68 students enrolled in six blended courses across two universities. We used structural equation modeling to gain a holistic understanding of learning environments, including the influence of personal characteristics, course design, and student perceptions of the learning experience on in-the-moment cognitive and emotional engagement. To investigate longitudinal relationships between emotional and cognitive engagement, we employed cross-lagged modeling techniques. Findings showed that course design and student perception variables had a greater influence on …
Online Learner Engagement: Opportunities And Challenges With Using Data Analytics, Robert Bodily, Charles R. Graham, Michael D. Bush
Online Learner Engagement: Opportunities And Challenges With Using Data Analytics, Robert Bodily, Charles R. Graham, Michael D. Bush
Faculty Publications
This article describes the crossroads between learning analytics and learner engagement. The authors do this by describing specific challenges of using analytics to support student engagement from three distinct perspectives: pedagogical considerations, technological issues, and interface design concerns. While engaging online learners presents a major challenge to the educational community, the affordances of online learning environments and new advances in data analytics present many opportunities that can lead to improvements in our ability to fully engage students. The authors' work specifically underscores the fact that no single tool or system will be able to address all of the challenges involved. …
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.
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 …
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 …
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.
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 …
Some Big Questions About Design In Educational Technology, Andrew S. Gibbons Iii
Some Big Questions About Design In Educational Technology, Andrew S. Gibbons Iii
Faculty Publications
This article asks five questions that lead us to the foundations of design practice. Design processes structure time, space, place, activity, role, goal and resource. For educational technology to advance in its understanding of design practice, it must question whether we have clear conceptions of how abstract conceptions are turned into physical artifacts capable of inspiring the intellect and the emotions to facilitate learning. These five questions hopefully supply topics for design conversations.
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 …
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 …
Ict Oriented Toward Nyaya: Community Computing In India’S Slums, Erik J. Byker
Ict Oriented Toward Nyaya: Community Computing In India’S Slums, Erik J. Byker
Faculty Publications
In many schools across India, access to information and communication technology (ICT) is still a rare privilege. While the Annual Status of Education Report in India (2013) showed a marginal uptick in the amount of computers, the opportunities for children to use those computers have remained stagnant. The lack of access to ICT is especially common in India’s urban slum areas, which is privy to the “Matthew Effect” (Merton, 1968) where the poor become poorer based in part on the scarcity of high-tech resources. This article’s purpose is to describe and report on ICT program interventions that target young people …
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 …
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 …
Digital Diagramming: Adapting A Tried And True Pedagogy To A Digital Environment, Mary Lynne Gasaway Hill
Digital Diagramming: Adapting A Tried And True Pedagogy To A Digital Environment, Mary Lynne Gasaway Hill
Faculty Publications
With the move away from formal grammatical instruction in many US primary and secondary schools over the past thirty years, college writing teachers often find themselves dealing with student papers riddled with basic syntactic errors. Sentence diagramming, which requires students to parse a sentence into its most basic components, provides a method to assist students in mastering syntactic fundamentals.
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.
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 …
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 …
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, …
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 …
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
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 …
Caring In A Technology-Mediated Online High School Context, Andrea Velasquez, Charles R. Graham, Richard Osguthorpe
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, …
The Nature Of Adolescent Learner Interaction In A Virtual High School Setting, J. Borup, Charles R. Graham, R.S. Davies
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.
A Framework For Institutional Adoption And Implementation Of Blended Learning In Higher Education, Charles R. Graham, Wendy Woodfield, J. Buckley Harrison
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 …
The Nature Of Parental Interactions In An Online Charter School, Jered Borup, Charles R. Graham, Randall S. Davies
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 …
An Analysis Of Research Trends In Dissertations And Theses Studying Blended Learning, Jeffrey S. Drysdale, Charles R. Graham, Kristian J. Spring, Lisa R. Halverson
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 …
Developing Caring Relationships In Schools: A Review Of The Research On Caring And Nurturing Pedagogies, Andrea Velasquez, Richard West, Charles R. Graham, Richard Osguthorpe
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 …
The Influence Of Asynchronous Video Communication On Learner Social Presence: A Narrative Analysis Of Four Cases, Jered Borup, Richard E. West, Charles R. Graham
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. …
Improving Online Social Presence Through Asynchronous Video, Jered Borup, Richard E. West, Charles R. Graham
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 …