Showing papers in "Educational Technology Research and Development in 2011"
TL;DR: In this paper, the authors identified 69 factors that influence students' decisions to dropout and classified them into three main categories: (a) Student factors, (b) Course/Program factors, and (c) Environmental factors.
Abstract: Although online learning is expanding in availability and popularity, the high dropout rates remain a challenging problem. In this paper, we reviewed the existing empirical studies on online course dropouts in post-secondary education that were published during the last 10 years. We identified 69 factors that influence students’ decisions to dropout and classified them into three main categories: (a) Student factors, (b) Course/Program factors, and (c) Environmental factors. We then examined the strategies proposed to overcome these dropout factors: (a) understanding each student’s challenges and potential, (b) providing quality course activities and well-structured supports, and (c) handling environmental issues and emotional challenges. Finally, we discussed issues regarding dropout factors and strategies for addressing these factors and offered recommendations for future research.
552 citations
TL;DR: This paper attempts to describe what research evidence is needed to fill in missing information about problem-based learning (PBL) and obtain a more accurate picture of PBL as an instructional method and its effects on students’ learning.
Abstract: The success of an intervention depends not only upon its theoretical soundness, but also on proper implementation that reflects the guidelines derived from its theoretical conception. Debates surrounding the effectiveness of problem-based learning (PBL) have focused on its theoretical conception and students’ learning outcomes, but implementation is seemingly absent from the picture. This paper attempts to describe what research evidence is needed to fill in this missing information and provide a clearer picture of PBL. The author examines current PBL implementation practices and identifies potentially confounding variables that may play a role in inconsistent or conflicting research results in PBL. For example, various models of PBL have been developed and implemented to afford the specific instructional needs of the institution or learner population. These PBL models are in fact quite different in terms of the nature of problem solving and the degrees of self-directed learning, which theoretically, should result in different types of learning outcomes. Without distinguishing the models used, the results of comparative PBL research could have been confounded. Furthermore, human factors are another set of confounding variables that could influence the students’ learning processes and consequently affect PBL implementations and research results. To remedy these problems and reach PBL’s full potential, as well as obtain a more accurate picture of PBL as an instructional method and its effects on students’ learning, some fundamental changes are needed.
271 citations
TL;DR: In this paper, a theoretical model for curiosity, interest and engagement in new media technology-pervasive learning environments is presented, taking into consideration personal, situational and contextual factors as influencing variables.
Abstract: This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables. While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research. This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such a perspective.
215 citations
TL;DR: In this article, a mixed-methodology approach was employed to gain a better understanding of international graduate students' perceptions of academic and social isolation, both in traditional and online environments, to see if these differ, and to explore suggestions for improving their sense of engagement within their learning communities.
Abstract: A mixed-methodology approach was employed to gain a better understanding of international graduate students’ perceptions of academic and social isolation, both in traditional and online environments, to see if these differ, and to explore suggestions for improving their sense of engagement within their learning communities. A survey was completed by 54 respondents and ten individuals participated in focus group sessions or individual interviews. The results show that international students, both in traditional and online programs, experience/perceive high levels of isolation, academically and socially. However, online international students may feel even more isolated than their traditional counterparts. The independent variables gender, type of degree, and family presence appear to also have some influence on some of the respondents’ answers. Participants suggested several types of potential interventions they would find useful.
176 citations
TL;DR: In this article, the authors identify the quality dimensions as perceived by adult learners who had taken one or more e-learning courses offered by higher education institutions in South Korea and to identify and confirm the structural features of these quality dimensions.
Abstract: The present study was designed to identify the quality dimensions as perceived by adult learners who had taken one or more e-learning courses offered by higher education institutions in South Korea and to identify and confirm the structural features of these quality dimensions. The results of the exploratory factor analysis arising from a survey of 299 learners revealed that from their perspective, there were seven dimensions in evaluating the e-learning quality: Interaction, Staff Support, Institutional Quality Assurance Mechanism, Institutional Credibility, Learner Support, Information and Publicity and Learning Tasks. And the confirmatory factor analysis with responses obtained from another set of 496 adult learners confirmed a good fit of the seven-factor model to the observed data. While most of these seven dimensions are supported by previous studies, some dimensions, such as technology support, content and evaluation/assessment that e-learning providers had highlighted did not appear to be important for Korean adult learners. Possible explanations for these findings are discussed in relation to learner characteristics, e-learning design, and culture, and further research topics are suggested.
172 citations
TL;DR: In this article, the authors examined middle school students' learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science.
Abstract: This study examines middle school students’ learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders’ science learning, their motivation, and the relationship between students’ motivation and their science learning. The analysis of the results showed that: Students significantly increased their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience, and a significant positive relationship was found between students’ motivation scores and their science knowledge posttest scores. Findings were discussed within the research framework.
165 citations
TL;DR: In this article, the authors conceptualize experiences with technology as an object of study for educational technology research and propose phenomenology as a highly suitable method for studying this construct, and describe a research design consistent with the theoretical underpinnings of phenomenology, including methods for collecting and analyzing data and ethical and validity considerations specific to this research design.
Abstract: In this paper I conceptualize experiences with technology as an object of study for educational technology research and propose phenomenology as a highly suitable method for studying this construct. I begin by reviewing existing research focusing on the construct of experiences with technology and the approaches utilized for its study. To augment this literature, I explain the phenomenological concept of experience and describe its utility for understanding experiences with technology. I propose the theoretical and methodological approach of phenomenology as a framework for developing a research agenda on experiences with technology and for unifying existing lines of research in this area. To illustrate the promise of this approach and to facilitate its application, I describe a research design consistent with the theoretical underpinnings of phenomenology, including methods for collecting and analyzing data as well as ethical and validity considerations specific to this research design. I conclude by identifying several possible research directions utilizing a phenomenological approach in educational technology to incite further research in this area.
162 citations
TL;DR: The focus of this paper is on the design of agents and avatars (one’s self-representation as a visual agent) for enhancing motivational and affective outcomes, such as improving self-efficacy, engagement and satisfaction, moderating frustration, and/or improving stereotypes.
Abstract: While the addition of an anthropomorphic interface agent to a learning system generally has little direct impact on learning, it potentially has a huge impact on learner motivation. As such agents become increasingly ubiquitous on the Internet, in virtual worlds, and as interfaces for learning and gaming systems, it is important to design them to optimally impact motivation. The focus of this paper is on the design of agents and avatars (one’s self-representation as a visual agent) for enhancing motivational and affective outcomes, such as improving self-efficacy, engagement and satisfaction, moderating frustration, and/or improving stereotypes. Together with motivational messages and dialogue (which are not discussed here), the agent’s appearance is the most important design feature as it dictates the learner’s perception of the agent as a virtual social model, in the Bandurian sense. The message delivery, through a human-like voice with appropriate and relevant emotional expressions, is also a key motivational design feature. More research is needed to determine the specifics with respect to the ideal agent voice and the role of other nonverbal communication (e.g., deictic gestures) that may contribute to the agent’s role as an embodied motivator, particularly in the long-term.
145 citations
TL;DR: The results showed students were able to design functional games, following a learning-by-design process of planning, designing, testing, and sharing, and support the conclusion that elementary students can develop programming concepts and create computer games when using graphical programming software developed for their level of experience.
Abstract: This study employed a case study design (Yin, Case study research, design and methods, 2009) to investigate the processes used by 5th graders to design and develop computer games within the context of their environmental science unit, using the theoretical framework of constructionism. Ten fifth graders designed computer games using Scratch software. The results showed students were able to design functional games, following a learning-by-design process of planning, designing, testing, and sharing. Observations revealed that game design led to opportunities for informal knowledge building and sharing among students. This, in turn, encouraged students to test and improve their designs. The findings support the conclusion that elementary students can develop programming concepts and create computer games when using graphical programming software developed for their level of experience. Insights into the iterative process of learning-by-game design are presented.
103 citations
TL;DR: Investigation of K-12 teachers’ perceptions of virtual worlds may impact the integration of new tools for teaching and learning is investigated to address the pragmatics of integrating virtual worlds for teach and learning for K- 12 education.
Abstract: The purpose of this study is to address the pragmatics of integrating virtual worlds for teaching and learning for K-12 education. Specifically this qualitative investigation focuses on a reflective dialogue gathered from a group of K-12 (primary and secondary school) educators about their experiences using both Active Worlds Educational Universe and Second Life. Reflections consist of both their experiences as (a) a learner within both applications, (b) developing instructional content in both applications, and (c) perceptions of value of each application for teaching and learning. The goal of this research is to investigate how K-12 teachers’ perceptions of virtual worlds may impact the integration of new tools for teaching and learning.
86 citations
TL;DR: In this article, the authors examined whether individual interest in computers moderated the results of the RMAPO project and found that higher engagement levels continued to positively predict outcomes regardless of individual interest.
Abstract: Successful online students must learn and maintain motivation to learn. The Self-regulation of Motivation (SRM) model (Sansone and Thoman 2005) suggests two kinds of motivation are essential: Goals-defined (i.e., value and expectancy of learning), and experience-defined (i.e., whether interesting). The Regulating Motivation and Performance Online (RMAPO) project examines implications using online HTML lessons. Initial project results suggested that adding usefulness information (enhancing goals-defined motivation) predicted higher engagement levels (enhancing experience), which in turn predicted motivation (interest) and performance (HTML quiz) outcomes. The present paper examined whether individual interest in computers moderated these results. When provided the utility value information, students with higher (relative to lower) individual interest tended to display higher engagement levels, especially when usefulness was framed in terms of personal versus organizational applications. In contrast, higher engagement levels continued to positively predict outcomes regardless of individual interest. We discuss implications for designing optimal online learning environments.
TL;DR: In this paper, a study aimed at identifying Turkish primary school teachers' perceptions of school culture regarding ICT integration in education was conducted, which revealed that teachers perceived school culture in both motivational and technical aspects were not positive.
Abstract: The current study aimed at identifying Turkish primary school teachers’ perceptions of school culture regarding ICT integration in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The participants were 1540 primary school teachers. The findings revealed that the teachers’ perceptions regarding school culture in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration in education.
TL;DR: A comprehensive model provides for meaningful aspects of reflective thinking to be situated in a design process, which can guide educators and instructional designers in developing appropriate learning environments for facilitating novice and practicing designers’ reflective thinking.
Abstract: Design tasks are omnipresent in our everyday lives. Previous research shows that reflective thinking is one of the critical factors in solving design problems. Related research has attempted to capture designers’ reflective thinking process. Yet a close inspection of designers’ reflective thinking taking place during their design process demands further effort. To understand designer’s reflective practice and to find better ways to promote novices’ reflective thinking in solving real-world design problems, a comprehensive model was developed. This model identified three dimensions to guide the understanding of designers’ reflective thinking during a design process: (1) the timing of reflection, indicating the points in the process where reflective thinking occurs, (2) the objects of reflection, showing the different types of objects that designers may reflect upon, and (3) the levels of reflection, referring to the different levels of designers’ reflection. This model provides for meaningful aspects of reflective thinking to be situated in a design process, which can guide educators and instructional designers in developing appropriate learning environments for facilitating novice and practicing designers’ reflective thinking. Moreover, the model can serve as a stepping stone for further research.
TL;DR: The authors report on student engagement in Globaloria, an educational pilot program of game design offered in schools within the U.S. state of West Virginia, supported by a non-profit organization based in New York City.
Abstract: This implementation study explores middle school, high school and community college student experiences in Globaloria, an educational pilot program of game design offered in schools within the U.S. state of West Virginia, supported by a non-profit organization based in New York City called the World Wide Workshop Foundation. This study reports on student engagement, meaning making and critique of the program, in their own words. The study’s data source was a mid-program student feedback survey implemented in Pilot Year 2 (2008/2009) of the 5 year design-based research initiative, in which the researchers posed a set of open-ended questions in an online survey questionnaire answered by 199 students. Responses were analyzed using inductive textual analysis. While the initial purpose for data collection was to elicit actionable program improvements as part of a design-based research process, several themes emergent in the data tie into recent debates in the education literature around discovery-based learning. In this paper, we draw linkages from the categories of findings that emerged in student feedback to this literature, and identify new scholarly research questions that can be addressed in the ongoing pilot, the investigation of which might contribute new empirical insights related to recent critiques of discovery based learning, self-determination theory, and the productive failure phenomenon.
TL;DR: In this article, the implications of a mobile learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California, Mexico were discussed.
Abstract: Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California, Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal migratory nature of most families in this unique geographical region are also discussed to benefit future studies.
TL;DR: In this article, an international wiki-based collaboration was integrated into a large introductory educational technology course enrolling 346 students, divided into 43 teams, who participated in a 5-week project in which they created wiki chapters about the educational uses of specific Web 2.0 tools.
Abstract: An international wiki-based collaboration was integrated into a large introductory educational technology course enrolling 346 students, divided into 43 teams. Student teams participated in a 5-week project in which they created wiki chapters about the educational uses of specific Web 2.0 tools. Two to four international students, located in their home countries, participated on each team, collaborating via the evolving wiki, as well as other Web 2.0 tools. Using expectancy-value as our motivational framework, we gathered pre- and post-survey data, triangulated with focus group interview data, to examine changes in students’ confidence and perceived value for using these tools to facilitate international collaborations. Survey results showed significant changes in confidence and perceived value, while qualitative results provided insights into students’ perceptions of critical project components. We discuss students’ perceptions of project barriers as well as the strategies they implemented to achieve success.
TL;DR: Results from observations and collected design artifacts suggest the alignment theory created extra challenges and rewards for the game designers, who encountered tensions between creating an exciting game-like atmosphere with inventive programming techniques while remaining loyal to the narrative structure and instructional goals.
Abstract: We discuss the design, creation and implementation of an instructional game for use in a high school poetry class following a commitment to an educational game design principle of alignment. We studied groups of instructional designers and an interactive fiction computer game they built. The game was implemented in a 9th grade English classroom to see if the designed alignments were realized in the classroom. Results from observations and collected design artifacts suggest the alignment theory created extra challenges and rewards for the game designers. They encountered tensions between creating an exciting game-like atmosphere with inventive programming techniques while remaining loyal to the narrative structure and instructional goals. Game-play transcripts and interviews with middle school participants offered additional insights into the successes and failures of intentional efforts to bring about educational game alignment.
TL;DR: In this article, the authors describe an iteration of a design-based research project that involved integrating commercial physical activity data (PAD) sensors, such as heart rate monitors and pedometers, as technologies that could be used in two fifth grade classrooms.
Abstract: This paper describes an iteration of a design-based research project that involved integrating commercial physical activity data (PAD) sensors, such as heart rate monitors and pedometers, as technologies that could be used in two fifth grade classrooms. By working in partnership with two participating teachers and seeking out immediate resources in the classrooms and elementary school site, we devised a set of technology-supported learning activities in which students pursued investigations related to the distances that they walk, the relationship between heights and footsteps taken, and variations in heart rates among twins and with adults. In addition, we assessed the students’ knowledge before and after the PAD technology supported learning intervention using both a written assessment and interviews. Results from the written assessments indicated that the newly designed activities indeed covered the intended content related to measures of center and averages. Results from the interviews suggested that students who participated in the unit designed to incorporate PAD technologies more reliably accessed knowledge related to measures of center and averages in scenario-based problems than their counterparts who followed a traditional unit. Practical lessons related to the use of this technology with elementary school children that were learned from this design activity are also summarized.
TL;DR: In this paper, a use-inspired, mixed-method study of 164 teachers' motivation and learning in an unmoderated online workshop was conducted, where participants' demographic and motivational profiles, participation in this type of workshop (e.g., the frequency, duration, and focus, as well as their work with technologyenhanced, non-routine challenge problems and journal assignments), the predictive value of the initial questionnaire, and implications for design.
Abstract: As hypermedia, online teacher professional development (TPD) should ideally support diverse learners to work with online content effectively because it involves multiple representations and a nonlinear format. Differences among participants in motivation and learning provide challenges for design. The present study is a use-inspired, mixed-method study of 164 teachers’ motivation and learning in an unmoderated online workshop. It addresses participants’ demographic and motivational profiles, participation in this type of workshop (e.g., the frequency, duration, and focus, as well as their work with technology-enhanced, nonroutine challenge problems and journal assignments), the predictive value of the initial questionnaire, and implications for design. Findings indicate that while three clusters of motivational profiles could be identified (low interest, low self-efficacy, and less math; low interest, high self-efficacy, and more math; high interest, high self-efficacy, and more math), whether the teachers continue to participate appears to be related to the structure and content of the workshop, not just these profiles. Findings are interpreted as suggesting that the potential of hypermedia lies in its designers’ abilities to support participant stake by providing for multiple ways into thinking and working with disciplinary content—design that both accommodates and supports those with differing strengths and needs. Implications for studying motivation and learning online are also discussed.
TL;DR: This study used the Delphi technique to identify a core set of heuristics designers reported as being important to the success of the design process, and results provide insights into the specific heuristic experienced designers perceive as being effective during the ID process.
Abstract: Evidence suggests that experienced instructional designers often use heuristics and adapted models when engaged in the instructional design problem-solving process. This study used the Delphi technique to identify a core set of heuristics designers reported as being important to the success of the design process. The overarching purpose of the study was: (1) to examine and describe the heuristics that guided instructional designers’ practice and (2) to identify the relationship between these heuristics and key competencies of the discipline, as outlined by the International Board of Standards for Training, Performance, and Instruction. Sixty-one heuristics were ultimately identified (reached consensus). All 61 aligned with at least one of the four categories of IBSTPI, with some aligning with more than one. More specifically, 17 heuristics aligned with Professional Foundations competencies, 17 aligned with Planning and Analysis competencies, 18 aligned with Design and Development competencies and 10 aligned with Implementation and Management competencies. By examining instructional design heuristics, we hope to better understand the potential genesis and/or future application of each heuristic. Results provide insights into the specific heuristics experienced designers perceive as being effective during the ID process.
TL;DR: In this article, the authors propose Pathfinder structural assessment, which measures the learners' knowledge organization and compares this with a referent structure, which comprises three steps: knowledge elicitation, knowledge representation and knowledge evaluation.
Abstract: The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural assessment (defined as measuring the learners’ knowledge organization and compare this with a referent structure) which comprises three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We discuss practical and theoretical considerations for the use of structural assessment and showcase its application with the game Code Red: Triage. Results suggest that structural assessment measures an individual’s understanding of a domain at least differently from verbal assessment. While verbal assessment may provide a more nuanced picture regarding declarative and procedural knowledge, structural assessment may add an in-depth understanding of the concepts that are regarded important in a domain. In the Discussion we propose four guidelines to effectively use structural assessment in serious games: (1) Determine the appropriateness of the domain for structural assessment, (2) select an appropriate referent for the target group(s), (3) select the number of concepts needed for structural assessment, and (4) consider the analysis of the graphical knowledge representations to obtain in-depth information about the quality of the knowledge structures.
TL;DR: In this article, the authors argue that eclecticism ignores or discourages critical reflection regarding background understanding (e.g., implicit assumptions and values) and perpetuates the lack of openness and flexibility commonly associated with orthodoxy.
Abstract: This paper presents the concept of critical flexibility as an alternative to eclecticism in instructional design. Eclecticism is often viewed as a persuasive alternative to theoretical orthodoxy (i.e., rigid use of a single perspective or process) due to the openness and flexibility it purports to offer. In contrast, the authors argue that eclecticism ignores or discourages critical reflection regarding background understanding (e.g., implicit assumptions and values) and perpetuates the lack of openness and flexibility commonly associated with orthodoxy. Critical flexibility, as an alternative to eclecticism, emphasizes an awareness of background understanding, but construes it as capable of being explicated, critically examined, adjusted in specific contexts, and refined or developed over time to facilitate increasingly flexible and effective design practices. The authors clarify the nature of critical flexibility as a general way of being involved in the design process, suggest how it helps overcome the traditional theory–practice split, and discuss several of its implications for scholarship and training.
TL;DR: The purpose of this study was to develop and validate a content analysis model for assessing students’ cognitive learning in asynchronous online discussions that adopted a fully mixed methods design, in which qualitative and quantitative methods were employed sequentially for data analysis and interpretation.
Abstract: The purpose of this study was to develop and validate a content analysis model for assessing students’ cognitive learning in asynchronous online discussions. It adopted a fully mixed methods design, in which qualitative and quantitative methods were employed sequentially for data analysis and interpretation. Specifically, the design was a “sequential exploratory” (QUAL → quan) design with priority given to qualitative data and methods. Qualitative data were 800 online postings collected in two online courses. Quantitative data were 803 online postings from the same two courses but from different discussion topics and different weeks. During the qualitative process, a grounded theory approach was adopted to construct a content analysis model based on qualitative data. During the quantitative process, χ2 tests and confirmative factor analysis (CFA) which used online postings as cases or observations and was the first of its kind were performed to test if the new model fit the quantitative data.
Michigan State University1, University of Minnesota2, University of Georgia3, Winona State University4, Iowa State University5, Benedictine University6, State University of New York at Oneonta7, West Chester University of Pennsylvania8, University of Rochester9, Western Kentucky University10, Ball State University11, Simon Fraser University12, Western Illinois University13, University of North Carolina at Wilmington14, University of Mississippi15, University at Buffalo16
TL;DR: It is found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions, which demonstrates the need for using multiple institutions and topics in research on education.
Abstract: Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students’ performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases increased student understanding more than PowerPoint lectures in large introductory biology classrooms, although there was variation across institutions and topics. By examining student performance in conjunction with faculty experience, we found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions. This study provides a model for collaborative research across multiple institutions and demonstrates the need for using multiple institutions and topics in research on education.
TL;DR: These results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, and suggest that practitioners use evaluation in important but less formal ways.
Abstract: This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research are discussed.
TL;DR: In this paper, the authors determine the cost of converting the BYU Independent Study's e-learning courses into OpenCourseWare, assess the impact of opening those courses on paid enrollment in the credit-bearing versions of the courses, and use these data to judge whether or not an OpenCourseware program could be financially self-sustaining over the long-term without grant monies or other subsidies.
Abstract: The purposes of this study were to (a) determine the cost of converting BYU Independent Study’s e-learning courses into OpenCourseWare, (b) assess the impact of opening those courses on paid enrollment in the credit-bearing versions of the courses, and (c) use these data to judge whether or not an OpenCourseWare program could be financially self-sustaining over the long-term without grant monies or other subsidies. The findings strongly suggest that the BYU Independent Study model of publishing OpenCourseWare is financially self-sustaining, allowing the institution to provide a significant public good while generating new revenue and meeting its ongoing financial obligations.
TL;DR: Evidence is provided that the implementation of prompting techniques in technology-enhanced learning environments may lead to improved outcomes, when combined with the requirement that students provide their answers in writing.
Abstract: This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management (SPM) cases for a week, using a web-based learning environment designed especially for this purpose. The first group (control) studied the cases without any prompting. The second group (“writing mode”) studied the same cases, while prompted to provide written answers to a set of knowledge integration prompts meant to engage students in deeper processing of the material. The third group (“thinking mode”) studied the cases, while prompted only to think of possible answers to the same question prompts. Results indicated that students in the writing condition group outperformed the others in both domain knowledge acquisition and knowledge transfer post-test items. Several students in the thinking condition group skipped the question prompts, while those that reported having reflected on the material were unable to achieve high performance comparable to the writing condition group. Overall, the study provides evidence that the implementation of prompting techniques in technology-enhanced learning environments may lead to improved outcomes, when combined with the requirement that students provide their answers in writing.
TL;DR: This article reviewed seven papers that study motivation with new media, contained in this special issue of Educational Technology Research & Development edited by Ruth Small, and summarized exemplary contributions, offered an assessment of what is exciting, and suggested directions for future research.
Abstract: This commentary reviews seven papers that study motivation with new media, contained in this special issue of Educational Technology Research & Development edited by Ruth Small. For each paper, this commentary summarizes exemplary contributions, offers an assessment of what is exciting, and suggests directions for future research. Some exciting contributions include using new media in an attempt to promote motivation such as game-making, collaborative wiki construction, and interaction with onscreen agents. Some important challenges for future research on motivation with new media are to develop testable theories and to collect evidence based on rigorous methodologies including evidence concerning the relation between motivation and learning outcomes
TL;DR: In this article, the effects of motivational and volitional email messages (MVEM) on preservice teachers' motivation, volition, performance, and their attitudes toward technology integration were investigated.
Abstract: The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers’ motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an educational technology course for preservice teachers was randomly assigned to one of two groups: one group which received MVEM constructed based on audience analysis; and the other which received placebo email messages consisting of class activities reminders without audience analysis. Results indicated that the group provided with MVEM showed higher volition and more positive attitudes toward technology integration than the group provided with placebo messages even though there was no difference in motivation or performance. These results suggest that MVEM can serve as an effective tool for facilitating preservice teachers’ positive attitudes toward technology integration. Implications for the design and development of interventions or systems for technology integration are discussed and further research is recommended.
TL;DR: The authors examined how Wikipedia, a large-scale online community of practice, is developed and emerges over time, and presented a model for thinking about online communities of practice and suggest it may serve as starting point to develop strategies of designing and supporting online Communities of practice.
Abstract: In order to seek more effective ways to design and support online communities of practice, we examined how Wikipedia, a large-scale online community of practice, is developed and emerges over time. We conducted a Delphi study to explore the social, organizational, and technical factors that Wikipedia experts believe have supported the evolution of this community. Based on the findings, we present a model for thinking about online communities of practice and suggest it may serve as starting point to develop strategies of designing and supporting online communities of practice.