Instructional Media Design Commons^™

Triviaprep®: The Design And Development Of A Competitive Academic Trivia Application, Sean D. Bailey

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Sean D. Bailey on April 20, 2017.

Begging The Question: Strategies To Increase Student Performance, Roberta Niche

The International Institute for Innovative Instruction Blog

If you’re an instructional designer or an instructor, you undoubtedly know a lot about questions. You know that simple yes-no questions are often a dead end and that open-ended questions generally make for more interesting discussions. You know that students typically aren’t given enough think time; teachers’ average wait time is less than one second before they pick someone to answer or answer the question themselves.

Exploring The Use Of Technology To Support Literacy Of Sixth Grade Students With Reading Disabilities, Jaime R. Inman

Dissertations

University of Missouri-St. Louis

College of Education

Ed.D. Learning Community of Practice

Curriculum and Instruction

Exploring the Use of Technology to Support Literacy of Sixth Grade Students with Reading Disabilities

Jaime R. Ball-Inman

Abstract

The degree to which the utilization of technology supports the academic achievement of sixth grade students with reading disabilities was examined using a quantitative research design. The data analysis involved the results from the Educational Technology Assessment Program to measure achievement. The Standardized Test for the Assessment of Reading (STAR) provided 2015-2016 scores regarding academic accomplishment of middle school students with reading disabilities. The central research …

E-Textbooks: Making Course Resources More Accessible And Affordable, Patrick Bennett

The International Institute for Innovative Instruction Blog

The affordability of, and accessibility to, lower cost course resources such as textbooks and supplementary materials in higher education is a growing concern in the United States. Currently, the process of textbook adoption has been left mostly unregulated at the federal, state, and university levels (Hill, 2015). In traditional settings, ultimately, the university selects the required textbooks and students are required to purchase them. In economic theory, this is referred to as the Principal Agent Problem.

Let’S Get Real About Learning, Xiaopeng Ni

The International Institute for Innovative Instruction Blog

The primary reason instructors are interested in integrating real world tasks into the classroom stems from a belief that learning that emulates real life is more likely to promote student motivation, engagement, transfer of learning, and professional development. Students who learn decontextualized knowledge are likely to be able to answer items on a test, but often struggle to apply what they have learned when attempting to solve real problems. In this post, I would like to discuss the following three questions related to real-world/authentic tasks

Best Practices For Online Tutorials In Academic Libraries, Kari Haynes

Undergraduate Research Symposium 2017

In a world that is increasingly dependent on technology, libraries must find ways to harness this tool to stay relevant to the communities they serve. For example, Briggs Library offers onsite training as well as online tutorials to reach all types of users. The purpose of my literature review and research was to identify the best practices for online. This was achieved by locating academic sources that described how other university libraries created effective online tutorials. I came to the conclusion that effective online tutorials meet diverse student learning needs by using similar teaching strategies. Furthermore, the various universities made …

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

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 …

April 2017, Marci Grant

The CETL Correspondent

No abstract provided.

Facilitating Higher Levels Of Thinking And Deeper Cognitive Processing Of Course Texts Using Reciprocal Teaching Strategies In Asynchronous Discussion Forums, Jenifer R. Marquis

STEMPS Theses & Dissertations

Reciprocal teaching is an interactive instructional procedure that improves students’ text comprehension skills through instruction that utilizes scaffolds of four comprehension-fostering and comprehension-monitoring strategies: predicting, questioning, clarifying, and summarizing (Palincsar & Brown, 1984, 1986; Palincsar, Brown, & Martin, 1987). Reciprocal teaching involves student-led instruction, modeling, practice, and feedback in metacognitive self-monitoring and evaluating strategies (Brown, Campione, & Day, 1981). The purpose of this study was to determine the potential of reciprocal teaching to facilitate deeper cognitive processing and higher levels of thinking related to course texts in an online, asynchronous community college course. The strategies and peer teaching were incorporated …

An Eye Tracking Study To Investigate The Influence Of Language And Text Direction On Multimedia, Arwa Adulwahab Mashat

STEMPS Theses & Dissertations

This study investigated how native language orientation influences spatial bias, first visual fixation on screen, first visual fixation on pictures, learning outcomes, and mental effort of learners. Previous studies supported the effect of native language writing or reading direction on spatial bias, examining written text and images created by the participants (Barrett et al., 2002; Boroditsky, 2001; Chatterjee, Southwood & Basiko, 1999; Spalek & Hammad, 2005). However, no study investigated writing direction in multimedia presentations using eye tracking. This study addresses this gap.

A total of 84 participants completed the study forming four groups. The first group (NativeLeft_InstrEng) consisted of …

The Effect Of Device When Using Smartphones And Computers To Answer Multiple-Choice And Open-Response Questions In Distance Education, Thomas Royce Wilson

Teaching & Learning Theses & Dissertations

Traditionally in higher education, online courses have been designed for computer users. However, the advent of mobile learning (m-learning) and the proliferation of smartphones have created two challenges for online students and instructional designers. First, instruction designed for a larger computer screen often loses its effectiveness when displayed on a smaller smartphone screen. Second, requiring students to write remains a hallmark of higher education, but miniature keyboards might restrict how thoroughly smartphone users respond to open- response test questions. The present study addressed both challenges by featuring m-learning’s greatest strength (multimedia) and by investigating its greatest weakness (text input).

The …

Varying Feedback Strategy And Scheduling In Simulator Training: Effects On Learner Perceptions, Initial Learning, And Transfer, Sonya Bland-Williams

STEMPS Theses & Dissertations

This experimental study investigated the effects of visual feedback on initial learning, perceived self-efficacy, workload, near transfer, far transfer, and perceived realism during a simulator-based training task. Prior studies indicate that providing feedback is critical for schema development (Salmoni, Schmidt, & Walter 1984; Sterman, 1994). However, its influence has been shown to dissipate and is not directly proportionate to the frequency at which it is given (Wulf, Shea, & Matschiner, 1998). A total of 54 participants completed the study forming six treatment groups. The independent treatment, visual feedback, was manipulated as scheduling (absolute—every practice trial or relative—every third trial) and …

Assessing Learning Strategies With An Educational Video, David James Harrison

STEMPS Theses & Dissertations

Even though educational films and videos have been in used for a century, there remains insufficient research into efficacious learning strategies that can be used alongside them. This study sought to investigate active learning strategies as a method to improve learning from video. This true experimental study, supported and informed by qualitative data, examined three active learning strategies utilized within video-based instruction: Guided Notetaking, Personal Notetaking, and Guided Summaries. Outcome measures included three dimensions of learning (factual, conceptual, and procedural) on an immediate posttest, perceptions of extrinsic cognitive load, likelihood that participants would use the strategies again, how often participants …

Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1

Journal on Empowering Teaching Excellence

For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the process …

Games=Fun=Learning?, Marsha Beal

Andrews University Teaching and Learning Conference

Games are not just for extracurricular activities with your friends. Games can be used effectively as a way to assist learners in better understanding the materials for a course. Games use a part of our brain that is known to help us remember key components of concepts and theories. Learners also get so caught up in the game that learning becomes fun and not just drudgery. Games in courses are effective at all levels of education and should not be limited.

Exploring Teacher Assessment Literacy Through The Process Of Training Teachers To Write Assessment Items, Heather Peltier Wright

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to examine the process and impact of assessment training content and delivery mode on the quality of assessment items developed by the teachers in a two-year assessment development project. Teacher characteristics were examined as potential moderating factors. Four types of delivery mode were employed in the project: synchronous online, asynchronous online, in-person workshop, and blended (a combination of online and in-person training). The quality of assessment items developed by participating teachers was measured via: 1) item acceptance rate, 2) number of item reviews (as an indicator of how many times accepted items were rejected …

How To Make Assessment Meaningful, Yuerong Sweetland

The International Institute for Innovative Instruction Blog

One of the challenges with assessment is answering the “so-what” question. After the initial nationwide calls for assessment more than three decades ago, most institutions are conducting assessment. However, when it comes to using assessment data, there are varying levels of success at higher education institutions, even though accrediting bodies are placing more and more emphasis on closing the assessment loop by using evidence of student learning to inform changes in curriculum and instruction (as well as co-curriculum).

Change, Ambiguity, And Uncertainty: On Becoming An Expert Instructional Designer, Rob Wood

The International Institute for Innovative Instruction Blog

“If you can learn to tolerate change, ambiguity, and uncertainty, you will be successful in this field.” That was the answer my supervisor gave me when I asked him how I could be a really good instructional designer. It was 1989, and I had been working at it for a whole year. I really wanted to know! I must have looked crestfallen, because he added, “Don’t worry. You’ll get it later.” Great. Thanks, Boss.

Evaluating Tech Tools For Literacy: A Research-Based Checklist, Todd Cherner, Peggy Hopper

Curriculum and Instruction Faculty Publications and Presentations

With an emphasis placed on students reading and writing digitally, this presentation offers attendees a resource they can use to evaluate the literacy implications for using different apps and websites.

How To Use Media Effectively In Online Courses, Carolyn Levally

The International Institute for Innovative Instruction Blog

In the online higher education community, course designers are constantly trying to develop courses that reach beyond the learner simply staring at a static screen. With the instructor and the learner at a physical distance, there are many features we use to try and bridge that gap, from online class meetings via Adobe Connect to discussion board postings to other engaging activities designed specifically for achieving the learning outcomes. However, when it comes to simple content delivery in an online setting, breaking through the wall of text by providing learners with more engaging media can sometimes be difficult. Many people …

Adaptive Learning: A Tale Of Two Contexts, Charles Dziuban, Patsy Moskal, Constance Johnson, Duncan Evans

Current Issues in Emerging eLearning

This paper presents the results of student reactions to adaptive learning at two universities with considerably different contexts: a large public institution and a for-profit, professional university. A student response protocol developed by and administered at the University of Central Florida (UCF) was also distributed to students at Colorado Technical University (CTU). Demographic comparisons of the two responding sample groups indicated considerable differences in student characteristics, especially with respect to age and work status. However, a factor invariance comparison revealed that students at both universities evaluated the adaptive climate similarly though the lens of learning environment, guidance path and progression. …

Online Experiential Learning: Bringing The Courtroom To The Classroom, Karen Miner-Romanoff

The International Institute for Innovative Instruction Blog

Experiential learning (EL) is the “process whereby knowledge is created through the transformation of experience” (Corbett, 2005, p. 479). As Kolb (1984) posited, individuals learn through experience, reflection, thought, and experimentation. Knowledge and understanding are created and refined through the application and transformation of experience. Many scholars and educators agree that experience and active participation can help students connect theory to practice, develop higher order thinking skills, and enhance the educational environment (Burke & Bush, 2013; LaRose, 2011). Much research has indicated that authentic and experiential online learning experiences can lead to greater student success (Broadbent & Poon, 2015; Inan, …

Teaching Languages Online: Innovations And Challenges, Mayu Miyamoto, Natsumi Suzuki, Atsushi Fukada, Yuhan Huang, Siyan Hou, Wei Hong

Purdue Linguistics, Literature, and Second Language Studies Conference

Language professionals long resisted teaching online mainly because it was unthinkable to teach speaking in the online environment. Recent advances in technology, however, have made it conceivable. This chapter presents the design and implementation of online courses in Japanese and Chinese recently developed and being offered at Purdue University. We will highlight not only technologies involved, but also pedagogical innovations that helped resolve difficult issues. The efficacy of online teaching will also be touched upon. Reactions from enrolled students and the instructors that have taught the courses will also be shared.

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 …

Involving Literacy And Technology: An Action Research Study To Improve Teacher Candidates’ Practice, Todd Cherner, Kristal Curry

Curriculum and Instruction Faculty Publications and Presentations

As reflected in the new generation of “college- and career-ready” standards, developing students’ literacy abilities has become an educational initiative. In addition, software developers are continually releasing a range of educational website, apps, and programs intended to support student learning. The challenge then becomes how teachers can use these evolving instructional technologies to develop their students’ literacy abilities by combining them with their content and pedagogical knowledge. In this action research project, two teacher educators set out to study how their candidates used instructional technology during their internship for these purposes. In this article, the researchers will provide a background …

Time-To-Credit Gender Inequities Of First-Year Phd Students In The Biological Sciences, David F. Feldon, James Peugh, Michelle A. Maher, Josipa Roksa, Colby Tofel-Grehl

Instructional Technology and Learning Sciences Faculty Publications

Equitable gender representation is an important aspect of scientific workforce development to secure a sufficient number of individuals and a diversity of perspectives. Biology is the most gender equitable of all scientific fields by the marker of degree attainment, with 52.5% of PhDs awarded to women. However, equitable rates of degree completion do not translate into equitable attainment of faculty or postdoctoral positions, suggesting continued existence of gender inequalities. In a national cohort of 336 first-year PhD students in the biological sciences (i.e., microbiology, cellular biology, molecular biology, develop-mental biology, and genetics) from 53 research institutions, female participants logged significantly …

Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd S. Cherner, Alex Fegely

Current Issues in Emerging eLearning

With schools investing heavily in mobile technologies and emphasizing blended learning lessons, teachers are being required to create learning experiences that utilize these technologies to further prepare secondary students for college and the workforce. In this article, the authors first present a brief vignette intended to be representative of the emotions and pressures facing teachers as they prepare to teach with these new technologies. Next, the authors provide a framework teachers can use to create app-based lessons, which are lessons that use multiple apps to engage students in an inquiry-based learning experience. To provide further support, the authors include two …

Site Joint Sig Symposia: A Collaboration Between The K-12 Online Learning Sig And Distance Learning Sig: How Higher Education And K-12 Online Learning Research Can Impact Each Other, Rick Ferdig, Leanna Archambault, Kerry Rice, Margaret Niess, Trisha Litz, Amy Garrett-Dikkers, Aimee Whiteside, Michael Barbour, David Marcovitz, Antoinette Davis

EKU Faculty and Staff Scholarship

Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses on presentations from scholars in the field whose work has implications for both higher education and K-12 online learning. This Symposia will have nine panelists who will each present their work and then talk specifically about how their work can inform both K-12 and HE. Included in the list of Higher Education-focused panelists are Trisha Litz of Regis University, Maggie Niess of Oregon State University, Antoinette Davis of …

Student Builders Of Online Curriculum Content. What Are Their Perceptions And Motivations?, Peggy Moore, Teresa Hartman, Sarah B. Mcbrien, Betsy J. Becker, Daniel Cloonan

Posters and Presentations: Leon S. McGoogan Health Sciences Library

Objective/Purpose: 1. Describe the benefits and challenges of establishing a campus-wide student-centered program to create online curricular content. 2. Gain insight about student perceptions and motivations for becoming curriculum content developers. Need for Innovation: Faculty receive constant encouragement to discover methods for transforming health science instructional materials using active learning. Faculty identify "lack of time" as the most significant barrier to developing blended and online materials. In 2014, our academic medical center issued a student-centered call for proposals to create online materials for the Interactive E-Learning Program as a means to include students in the curricular change process. By pairing …