Educational Technology Commons^™

Generative Learning Strategy Use And Self-Regulatory Prompting In Digital Text, Alan J. Reid, Gary R. Morrison

STEMPS Faculty Publications

The digital revolution is shifting print-based textbooks to digital text, and it has afforded the opportunity to incorporate meaningful learning strategies and otherwise separate metacognitive activities directly into these texts as embedded support. A sample of 89 undergraduates read a digital, expository text on the basics of photography. The treatment prompted the reader with selfregulatory questions and embedded a generative strategy, paraphrasing, and confirmed previous research on the relationships between prior knowledge and level of self-regulation on reading comprehension.

A one-way between subjects ANOVA revealed significance for the level of self-regulation on comprehension-level items and for the level of prior …

Flipping The Classroom In Higher Education: A Design-Based Research Study To Develop A Flipped Classroom Framework, Helen Crompton, Judith Dunkerly-Bean, Michail N. Giannakos

Teaching & Learning Faculty Publications

Over the past 20 years some higher education instructors have increased their technology use as a way to extend and enhance students’ understanding and move away from the traditional lecture approach. One recent strategy is to use a flipped classroom approach and have students use technology to access the lecture and other instructional resources outside the classroom; this leaves the in-class time to engage in active learning. However, at this time there are no empirically-based flipped classroom frameworks. The purpose of this study is to fill this gap in the academic literature and develop a framework. This will provide a …

Using Mobile Learning To Support Students’ Understanding In Geometry: A Design-Based Research Curriculum Study, Helen Crompton

Teaching & Learning Faculty Publications

Mobile learning offers new affordances to teaching and learning, such as learning that is contextualized, personalized, and unrestricted by temporal and spatial constraints (Crompton, 2013a). In this study, the affordances of mobile learning were utilized as students learned about angles. Using a design-based research methodology a local instruction theory was developed on how students can learn about angle concepts through mobile learning activities. The local instruction theory is comprised of two components: (a) an exemplary mobile learning curriculum for 4th grade students to study angle concepts, and (b) additions to the scholarly theories in how students learning about angle using …

Illuminating Change: Technology, Feedback, And Revision In Writing, Sarah Hunt-Barron, Jaime Colwell

Teaching & Learning Faculty Publications

Using the method of a formative experiment, this investigation examines how the use of peer revision and collaboration in an online environment, specifically a social network, could be implemented in a middle school classroom to increase revision over multiple drafts and improve the quality of student expository writing. Thirty-six students in two sections of a seventh-grade English language arts class participated in the study. Quantitative and qualitative data were collected prior to, during, and after the intervention to establish baseline data, as well as determine progress toward the pedagogical goal. Analyses reveal improvement in the amount of student revision and …

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

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 …

Educators’ Self-Identified Mobile Learning Training Needs: A Qualitative Study Involving Educators From 12 Diverse North American States, Helen Crompton

Teaching & Learning Faculty Publications

Mobile learning (mlearning) is changing the pedagogical landscape of traditional teaching. The myriad of constantly evolving mobile devices are providing new affordances which are attracting the attention of educators around the globe. Many educators may be excited at these new affordances to learning, others are more apprehensive of this technological intrusion on traditional practices. In this paper, the researchers share the results of a self-report survey that provides evidence of what educators reported they would like to receive training on for mlearning initiatives. These data suggest current trends in mlearning and the technological abilities of educators implementing mlearning in their …

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.

Cirt Newsletter--January 2014, Center For Instruction & Research Technology (Cirt)

CIRT News

This issue contains the following articles:

Faculty Spotlight: Using WordPress to Publish Original Student Research

UNF Adopts Quality Matters

Upcoming Events

Digital Thinking: Google Hangouts

Best Practices Online: Digital Badging

Blackboard News: SP13 and Catalyst Awards Online Test Proctoring

App Review: Android KitKat

News from ITS: SPSS Upgrade and Student Resources

New in CIRT: Weekend Hours

High School Engineering/Technology Education Course Impact On Georgia Standardized Achievement Scores, Rodney N. Ragsdale

STEMPS Theses & Dissertations

This research explores whether a student completing a two course sequence in engineering/technology education is more successful on the Georgia High School Graduation Test (GHSGT) assessments in mathematics, science, social studies, and English/language arts. The findings provide additional insight into whether the current focus on STEM subjects (science, technology, engineering, and mathematics) could also improve student achievement in core academic areas. Student data were provided through the Georgia Department of Education database, from all public high schools in Georgia where engineering/technology education courses are taught. The school sizes ranged from the largest schools in the state (student population greater than …

Stuck In The Last Ice Age: Tracing The Role Of Document Design In The Teaching Materials Of Writing Courses, Erin Duffy Pastore

English Theses & Dissertations

Teaching materials play vital roles in writing classrooms, yet they are understudied genres in English Studies. Teaching materials are inherently visual genres; the document design choices made by teachers illuminate values held about writing and writing classrooms. They are understudied genres, in part, because of the feminized position of composition. A professional writing investigation of the document design of teaching materials offers opportunities to rectify this. I developed a technofeminine genre tracing methodology focused on exploring the visual convention choices made by teachers and how these visual conventions are interpreted by students across the three levels of activity: the activity-driven …

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

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

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

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, …

A Diachronic Overview Of Mobile Learning: A Shift Toward Student-Centered Pedagogies, Helen Crompton

Teaching & Learning Faculty Publications

This chapter provides a brief historical overview of the technology contributing to mobile learning (mLearning) and the concomitant progression towards student-centred pedagogies. To begin, mLearning is defined. The theoretical, pedagogical and conceptual underpinnings of it are then explained, with a focus on the technologies and the pedagogies of each decade, from the 1970s and Kay’s futuristic vision of a mobile learning device, to today’s mobile learning technologies that have surpassed Kay’s vision.