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Articles 61 - 90 of 161
Full-Text Articles in Instructional Media Design
Knowledge-Sharing And Potential Virtual Communities Of Practice In The U.S. Coast Guard’S Afloat Community: A Qualitative Pilot Study, Lisa Rodman, Jesús Trespalacios
Knowledge-Sharing And Potential Virtual Communities Of Practice In The U.S. Coast Guard’S Afloat Community: A Qualitative Pilot Study, Lisa Rodman, Jesús Trespalacios
Educational Technology Faculty Publications and Presentations
Virtual communities of Practice (VCoP) offer a flexible option for professional development that may be employed by geographically dispersed communities. Due to unique and dynamic operational demands and a reduced training budget, the United States Coast Guard’s (USCG) afloat community has limited opportunity for formal professional development, but alternative learning options have yet to be formally researched. This qualitative pilot study employed purposeful sampling to conduct 6 one-on-one interviews of afloat members with varying degrees of afloat experience and total time in service. The interviews were used to elucidate the knowledge-sharing culture of the afloat community, including the degree to …
Examining Student Learning And Perceptions In Social Annotation-Based Translation Activities, Na Zhao, Fei Gao, Dazhi Yang
Examining Student Learning And Perceptions In Social Annotation-Based Translation Activities, Na Zhao, Fei Gao, Dazhi Yang
Educational Technology Faculty Publications and Presentations
Limited research has been conducted on how to incorporate computer-supported collaborative learning into translation instruction despite the potential benefits. A study was conducted with a group of college English majors in China to examine the effects of using a social annotation tool to encourage student interaction during translation activities. The results showed that students made greater improvement when they completed the translation assignments with the support of a social annotation tool than when they completed the assignments in the traditional way. In addition, students had a positive attitude toward the use of the social annotation tool.
E-Portfolios, Course Design, And Student Learning: A Case Study Of A Faculty Learning Community, Devshikha Bose, Patrick R. Lowenthal
E-Portfolios, Course Design, And Student Learning: A Case Study Of A Faculty Learning Community, Devshikha Bose, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
The purpose of this case study was to investigate faculty perceptions of participating in a Faculty Learning Community (FLC) and how the FLC contributed toward their pedagogical use of e-portfolios. The researchers were also interested in faculty perceptions of the potential impact of e-portfolios on student learning. An online survey and focus group were used to collect data for this study. Results suggest that the FLC, as a professional development experience, enabled faculty at different levels of e-portfolio adoption, to learn from their peers, become more confident instructors, reflect on course design, and plan for changes in the instructional use …
Despite Predictions Of Their Demise, College Textbooks Aren’T Going Away, Norm Friesen
Despite Predictions Of Their Demise, College Textbooks Aren’T Going Away, Norm Friesen
Educational Technology Faculty Publications and Presentations
While textbooks have been said to be on their way, they are still a mainstay in higher education.
Teaching Massive, Open, Online, Courses (Moocs): Tales From The Front Line, Patrick R. Lowenthal, Chareen Snelson, Ross Perkins
Teaching Massive, Open, Online, Courses (Moocs): Tales From The Front Line, Patrick R. Lowenthal, Chareen Snelson, Ross Perkins
Educational Technology Faculty Publications and Presentations
Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the motivation, experiences, and perceptions of instructors who have taught massive open online courses. Findings indicate that instructors were motivated to teach MOOCs for three main reasons: (1) interest and passion, (2) publicity and marketing, or (3) benefits and incentives. Most instructors had little online teaching experience prior to teaching their first MOOC, but were satisfied with the experience. The majority believed their own …
Work In Progress: Integrating Computational Thinking In Stem Education Through A Project-Based Learning Approach, Dazhi Yang, Steve R. Swanson, Bhaskar C. S. Chittoori, Youngkyun Baek
Work In Progress: Integrating Computational Thinking In Stem Education Through A Project-Based Learning Approach, Dazhi Yang, Steve R. Swanson, Bhaskar C. S. Chittoori, Youngkyun Baek
Educational Technology Faculty Publications and Presentations
This work in progress describes the design of a project-based, STEM +C (Computing) curriculum for 4th to 6th grade students in an afterschool setting, which is part of a large NSF-funded STEM+C project. The paper reports the preliminary outcome of the implementation of the first two STEM+C projects that focuses on student attitudes toward STEM and the computational thinking revealed during students’ scientific inquiry and problem solving processes.
Public Comment Sentiment On Educational Videos: Understanding The Effects Of Presenter Gender, Video Format, Threading, And Moderation On Youtube Ted Talk Comments, George Veletsianos, Royce Kimmons, Ross Larsen, Tonia A. Dousay, Patrick R. Lowenthal
Public Comment Sentiment On Educational Videos: Understanding The Effects Of Presenter Gender, Video Format, Threading, And Moderation On Youtube Ted Talk Comments, George Veletsianos, Royce Kimmons, Ross Larsen, Tonia A. Dousay, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
Scholars, educators, and students are increasingly encouraged to participate in online spaces. While the current literature highlights the potential positive outcomes of such participation, little research exists on the sentiment that these individuals may face online and on the factors that may lead some people to face different types of sentiment than others. To investigate these issues, we examined the strength of positive and negative sentiment expressed in response to TEDx and TED-Ed talks posted on YouTube (n = 655), the effect of several variables on comment and reply sentiment (n = 774,939), and the projected effects that …
What Leads To Player's Enjoyment And Achievement In A Mobile Learning Game?, Achraf Touati, Youngkyun Baek
What Leads To Player's Enjoyment And Achievement In A Mobile Learning Game?, Achraf Touati, Youngkyun Baek
Educational Technology Faculty Publications and Presentations
This study investigated students’ perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and achievement. The model simultaneously considered other factors such as prior game experience and intensity of use, and final analysis revealed that these two variables were directly related. Another important finding was the strong impact of prior game experience on perceived competence. Results are interpreted with reference to implications for possible means of improving learning …
Online Course Design And Development Among College And University Instructors: An Analysis Using Grounded Theory, Sally J. Baldwin, Yu-Hui Ching, Norm Friesen
Online Course Design And Development Among College And University Instructors: An Analysis Using Grounded Theory, Sally J. Baldwin, Yu-Hui Ching, Norm Friesen
Educational Technology Faculty Publications and Presentations
In this study, a grounded theory approach was used to investigate the process college and university instructors undergo to design and develop online courses. Fourteen instructors who created online courses for four-year colleges and universities were interviewed about their experience designing and developing online courses. Results showed that participants begin the process with objectives and/or with existing course outlines, typically taken from online and face-to-face courses. Next, the instructors structure the course and chunk content. The instructors interviewed rarely use formal instructional design principles, but their design tasks show a striking similarity to those formalized in the ADDIE model. Student …
Online Course Design In Higher Education: A Review Of National And Statewide Evaluation Instruments, Sally Baldwin, Yu-Hui Ching, Yu-Chang Hsu
Online Course Design In Higher Education: A Review Of National And Statewide Evaluation Instruments, Sally Baldwin, Yu-Hui Ching, Yu-Chang Hsu
Educational Technology Faculty Publications and Presentations
This research identifies six online course evaluation instruments used nationally or in statewide systems. We examined the characteristics (i.e., number of standards and criteria) and coded the criteria that guide the design of online courses. We discussed the focus of the instruments and their unique features.
Creating Accessible Video For The Online Classroom, Krista Greear, Patrick R. Lowenthal
Creating Accessible Video For The Online Classroom, Krista Greear, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
Videos are being integrated more and more into the online classroom. However, they can create barriers for learners with hearing problems. If a student asks for an ADA accommodation for a video, you will be scrambling at the last minute to create a text supplement. That's why it's good practice to create a text supplement at the same time that you create a video.
Online Educators’ Recommendations For Teaching Online: Crowdsourcing In Action, Joanna C. Dunlap, Patrick R. Lowenthal
Online Educators’ Recommendations For Teaching Online: Crowdsourcing In Action, Joanna C. Dunlap, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
Over the years, online educators have learned a great deal about what works and doesn’t work when designing and facilitating online courses. During the past few years, we have used crowdsourcing to invite experienced online educators to share their recommendations for teaching online. In this article, we describe our use of crowdsourcing to curate a robust list of online-teaching recommendations, present the recommendations experienced online educators have shared with us, share the themes resulting from our analysis, describe how the themes align with the Community of Inquiry (CoI) model, and discuss how adhering to the crowdsourced recommendations may enhance the …
Live Synchronous Web Meetings In Asynchronous Online Courses: Reconceptualizing Virtual Office Hours, Patrick R. Lowenthal, Joanna C. Dunlap, Chareen Snelson
Live Synchronous Web Meetings In Asynchronous Online Courses: Reconceptualizing Virtual Office Hours, Patrick R. Lowenthal, Joanna C. Dunlap, Chareen Snelson
Educational Technology Faculty Publications and Presentations
Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However, it can also frustrate participants because of the lack of spontaneity and visual cues and the time it takes for conversations to develop and feedback to be shared, as well as the self-directedness and discipline it requires of participants to regularly check in and monitor discussions over time. Synchronous forms of communication can address some of these constraints. However, online educators often avoid using synchronous forms of communication in their courses, because of its own …
The Design And Implementation Outcome Of An Online Undergraduate Thermodynamics Class, Dazhi Yang, Krishna Pakala
The Design And Implementation Outcome Of An Online Undergraduate Thermodynamics Class, Dazhi Yang, Krishna Pakala
Educational Technology Faculty Publications and Presentations
Online learning is not common for most undergraduate core engineering courses. However, the growing need for online engineering courses necessitates the design and delivery of online courses that can allow for the flexibility and convenience the distance learning experiences can offer. Thermodynamics is among the most difficult engineering subjects to teach, especially online, where instructors are unable to demonstrate the overwhelming number of equations and applications as they would in face-to-face lectures. This paper describes the design and development of an online, undergraduate thermodynamics class. It reports the implementation outcome of student final course grade and the students’ learning experience …
In Search Of A Better Understanding Of Social Presence: An Investigation Into How Researchers Define Social Presence, Patrick R. Lowenthal, Chareen Snelson
In Search Of A Better Understanding Of Social Presence: An Investigation Into How Researchers Define Social Presence, Patrick R. Lowenthal, Chareen Snelson
Educational Technology Faculty Publications and Presentations
Research on social presence and online learning continues to grow. But to date, researchers continue to define and conceptualize social presence very differently. For instance, at a basic level, some conceptualize social presence as one of three presences within a Community of Inquiry, while others do not. Given this problem, we analyzed how researchers in highly cited social presence research defined social presence in an effort to better understand how they are defining social presence and how this might be changing over time. In this article, we report the results of our inquiry and conclude with implications for future research …
Social Presence, Identity, And Online Learning Research: Research Development And Needs, Patrick R. Lowenthal, Vanessa P. Dennen
Social Presence, Identity, And Online Learning Research: Research Development And Needs, Patrick R. Lowenthal, Vanessa P. Dennen
Educational Technology Faculty Publications and Presentations
Scholars across many disciplines have grappled with questions of what it means for a person to be and interact online. Who are we when we go online? How do others know we are there and how do they perceive us? Within the context of online learning, scholarly questions tend to reflect more specific concerns focused on how well people can learn in a setting limited to mediated interactions lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each …
Building An Effective Online Thermodynamics Course For Undergraduate Engineering Students, Dazhi Yang, Krishna Pakala
Building An Effective Online Thermodynamics Course For Undergraduate Engineering Students, Dazhi Yang, Krishna Pakala
Educational Technology Faculty Publications and Presentations
Online learning does not appear to be the common option when approaching some core engineering courses. However, the growing need for online engineering courses necessitates the development of online courses that can allow for the flexibility and convenience these distance learning experiences can offer, which also can help broaden the participation in engineering education. Thermodynamics is among the most difficult engineering subjects to teach, 1 , 2 especially online, where instructors are unable to demonstrate the overwhelming number of equations and applications as they would in face-to-face lectures. 3 , 4. This paper describes the design and development of …
Confessional Technologies Of The Self: From Seneca To Social Media, Norm Friesen
Confessional Technologies Of The Self: From Seneca To Social Media, Norm Friesen
Educational Technology Faculty Publications and Presentations
Foucault’s general notion of “technologies of the self” provides an invaluable starting point for investigating a range of broadly “confessional” practices and technologies over time — from medieval confession to contemporary forms of networked identity construction. Foucault defines technologies of the self as “reflected and voluntary practices by which men not only fix rules of conduct for themselves but seek to transform themselves, to change themselves in their particular being, and to make their life an oeuvre.” These are practices or techniques, in other words, that are both undertaken by the self and directed toward it. Specifically confessional technologies …
Evaluation Instruments And Good Practices In Online Education, Sally J. Baldwin, Jesús Trespalacios
Evaluation Instruments And Good Practices In Online Education, Sally J. Baldwin, Jesús Trespalacios
Educational Technology Faculty Publications and Presentations
Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses. Findings show that national …
Persistence Factors Revealed: Students’ Reflections On Completing A Fully Online Program, Dazhi Yang, Sally Baldwin, Chareen Snelson
Persistence Factors Revealed: Students’ Reflections On Completing A Fully Online Program, Dazhi Yang, Sally Baldwin, Chareen Snelson
Educational Technology Faculty Publications and Presentations
Despite the rapid growth in online programs, online programs routinely face student attrition. How to retain students and help students successfully complete an online program is usually a top priority for online programs. This study investigated persistence factors that contributed to students’ successful completion from one of the largest and most successful online programs in the United States. Results show that both personal and program attributes contributed to students’ successful completion of a fully online program. Main individual attributes include interest in or career goals related to technology, time and effort invested, and perceived utility of learning. Main program attributes …
Using World Of Warcraft To Teach Research Methods In Online Doctoral Education: A Student-Instructor Duoethnography, Chareen Snelson, Christopher I. Wertz, Kimberly Onstott, Jason Bader
Using World Of Warcraft To Teach Research Methods In Online Doctoral Education: A Student-Instructor Duoethnography, Chareen Snelson, Christopher I. Wertz, Kimberly Onstott, Jason Bader
Educational Technology Faculty Publications and Presentations
The educational potential of games has captured the ongoing interest of scholars and educators who have sought to understand when, how, and under what conditions games support the teaching and learning process. General knowledge of how games support literacy, scientific thinking, or social learning has been theorized and researched, but some applications of game-based learning remain unexplored. One area where much remains to be learned is within online doctoral education and particularly in the poorly understood area of research methods education. In this study, three doctoral students and an instructor collaboratively fieldtested a set of instructional activities within World of …
Exploring How Individual Traits Influence Enjoyment In A Mobile Learning Game, Youngkyun Baek, Achraf Touati
Exploring How Individual Traits Influence Enjoyment In A Mobile Learning Game, Youngkyun Baek, Achraf Touati
Educational Technology Faculty Publications and Presentations
This study investigated individual traits as predictors of game enjoyment by including learning style, intrinsic motivation, collaboration skills, and computer game attitude as key parts of a model that also included achievement. Results of correlation and regression analyses revealed that intrinsic motivation was the only variable to predict game enjoyment. This supports the conceptualization of enjoyment as need satisfaction of intrinsic needs. Enjoyment was also found to be positively correlated with achievement. Other significant relations emerged, particularly how a player’s attitude toward games predicted intrinsic motivation. The present study examined children’s enjoyment experiences in the mobile version of the Minecraft …
Assessment Of Student Learning Using Augmented Reality Grand Canyon Field Trips For Mobile Smart Devices, Natalie Bursztyn, Andy Walker, Brett Shelton, Joel Pederson
Assessment Of Student Learning Using Augmented Reality Grand Canyon Field Trips For Mobile Smart Devices, Natalie Bursztyn, Andy Walker, Brett Shelton, Joel Pederson
Educational Technology Faculty Publications and Presentations
In searching for ways to improve undergraduate success in introductory geoscience courses, the importance of experiential learning in engaging students has become clear—and in geoscience, that is encapsulated best by field trips. However, as general education class sizes increase, so do the cost, liability, and difficulty of running a field trip. A solution for economically and conveniently bringing kinesthetic field experiences to a broader audience lies in the integration of technology through mobile-device games, apps, and augmented reality (AR) field trips. We report here an examination of learning gains at five colleges after intervention with augmented reality field trips to …
Interactive Storytelling: Opportunities For Online Course Design, Sally Baldwin, Yu-Hui Ching
Interactive Storytelling: Opportunities For Online Course Design, Sally Baldwin, Yu-Hui Ching
Educational Technology Faculty Publications and Presentations
Compelling interactive stories can be used to get and keep learners’ interest in online courses. Interactive storytelling presents information in a manner that involves learners by allowing them to connect with the content. Incorporating interactive storytelling into online education offers the potential to increase student interest and knowledge retention. Interactive storytelling also allows learners to create a personalized experience. By analyzing examples of interactive stories, we identified five features of interactive storytelling: dynamic presentation, data visualization, multisensory media, interactivity, and narration. We explain each feature, and its educational benefits, with illustrations provided from five interactive storytelling examples. We also discuss …
Teachers’ Attitudes Toward Mobile Learning In Korea, Youngkyun Baek, Hui Zhang, Seongchul Yun
Teachers’ Attitudes Toward Mobile Learning In Korea, Youngkyun Baek, Hui Zhang, Seongchul Yun
Educational Technology Faculty Publications and Presentations
Mobile devices have become ubiquitous, and their uses are various. In schools, many discussions about mobile devices are ongoing as more and more teachers are adopting the technology for use in their classrooms. Teachers’ attitudes toward mobile learning takes an important role in initiating its usage in schools. This study aims to investigate the attitudes toward mobile learning among Korean teachers. The authors’ primary focus lies on the teachers’ attitudes toward mobile learning in view of their differences in gender, school level, teaching experience, and subjects taught. In order to find out teachers’ attitudes toward mobile learning, the Mobile Learning …
Social Presence And Communication Technology: Tales Of Trial And Error, Patrick Lowenthal, Dave Mulder
Social Presence And Communication Technology: Tales Of Trial And Error, Patrick Lowenthal, Dave Mulder
Educational Technology Faculty Publications and Presentations
Social presence, as evident in the chapters throughout this book, continues to be a hot topic in online education. Social presence resonates with people because education depends on effective communication, but communication changes when it is electronically mediated. From its inception, social presence theory has focused on how technology influences communication.
Instructor Social Presence: Learners' Needs And A Neglected Component Of The Community Of Inquiry Framework, Jennier C. Richardson, Patrick Lowenthal
Instructor Social Presence: Learners' Needs And A Neglected Component Of The Community Of Inquiry Framework, Jennier C. Richardson, Patrick Lowenthal
Educational Technology Faculty Publications and Presentations
Social presence theory was the term first proposed in 1976 to explain how telecommunications influence how people communicate (Short, Williams, & Christie, 1976). Short and colleagues (1976) defined social presence as the degree of salience (i.e., quality or state of being there) between two communicators using a communication medium. This theory became particularly important for online educators trying to understand how people communicated in primarily text-based online courses during the 1990s (Lowenthal, 2009). In fact, social presence was identified as one of the core elements of the Community of Inquiry (CoI) framework, a widely used guide for planning, developing, evaluating, …
Lost In Translation: Wittgenstein As A Tragic Philosopher Of Education, Norm Friesen
Lost In Translation: Wittgenstein As A Tragic Philosopher Of Education, Norm Friesen
Educational Technology Faculty Publications and Presentations
As a landmark philosopher of language and of mind, Ludwig Wittgenstein is also remarkable for having crossed, with apparent ease, the “continental divide” in philosophy. It is consequently not surprising that Wittgenstein’s work, particularly the Philosophical Investigations, has been taken up by philosophers of education in English. Michael A. Peters (1999), Christopher Winch (2002), Smeyers & Burbules (2010), and others (e.g., Aparece 2005) have engaged extensively with the implications of the later Wittgenstein’s philosophy for education. One challenge they face is Wittgenstein’s use of the word “training.” It appears throughout his discussions of language learning and in his periodic references …
Moving Beyond Smile Sheets: A Case Study On The Evaluation And Iterative Improvement Of An Online Faculty Development Program, Ken-Zen Chen, Patrick R. Lowenthal, Christine Bauer, Allan Heaps, Crystal Nielsen
Moving Beyond Smile Sheets: A Case Study On The Evaluation And Iterative Improvement Of An Online Faculty Development Program, Ken-Zen Chen, Patrick R. Lowenthal, Christine Bauer, Allan Heaps, Crystal Nielsen
Educational Technology Faculty Publications and Presentations
Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this article is to describe the eQIP (one institution’s multipronged approach to online faculty development), with a specific focus on how the overall success of the program is evaluated using surveys, analytics, and social network analysis. Reflections and implications for improving practice are discussed.
Exploring Small Group Analysis Of Instructional Design Cases In Online Learning Environments, Jesus Trespalacios
Exploring Small Group Analysis Of Instructional Design Cases In Online Learning Environments, Jesus Trespalacios
Educational Technology Faculty Publications and Presentations
The case-based approach is a constructivist instructional strategy that helps students apply their emerging knowledge by studying design problems in authentic real-world situations. One important instructional strategy in case-based instruction is to analyze cases in small groups before discussing them with the whole class. This study investigates the use of small-group structure to analyze case studies in online learning environments, as well as students’ perceptions of the use of VoiceThread presentations to improve their learning of instructional design. The results show that a small group strategy has great potential to help students analyze case studies and consequently enhance learning. The …