ED431 Fall 2018 Annotated Bibliography
Al Ghamdi, A., Samarji, A., & Watt, A. (2016). Essential considerations in distance education in KSA: Teacher immediacy in virtual teaching and learning environment. International Journal of Information and Education Technology, 6(1), 17-22.
This study explores the effect of teacher immediacy on student participation and satisfaction in an online course. An online teacher’s web presence affects student perceptions of connection and therefore student participation and satisfaction. The correlations between teacher immediacy and participation and between participation and satisfaction were stronger for female students than for male students, in some cases much stronger, but all correlations were positive and significant. The study was conducted at a Saudi university without control or classification, so follow-up with a broader sample population and more thorough statistical analysis is needed to generalize the results for online students worldwide.
Bartlett, M. E., & Bartlett, J. E. (2016). Case study on the impact of technology on incivility in
higher education. Journal Of Educators Online, 13(2), 1-18.
The purpose of this article is to gain a better understanding of incivilities rise in academia because of technology and then identify what are the causes, impacts, and ways to decrease incivility in academia. The article suggests this is important because it has been shown to impact universities performance, staff’s performance, and job satisfaction. They concluded that incivility is on the rise in academia in the e-learning spaces. They suggested that seminars on etiquette could help curb the trend.
Bista, K. (2015). Is Twitter an effective pedagogical tool in higher education?: Perspectives of education graduate students. Journal Of The Scholarship Of Teaching And Learning, 15(2), 83-102.
The author was determined to evaluate Twitter as a medium for use in higher education. Using Twitter when it is highly structured, and its use is outlined in the course could be useful for online courses. The background technology knowledge of students and the number of students should be considered when implementing Twitter use. As Twitter is a growing medium, more inquiry is necessary to further validate its efficacy in the classroom.
Broadbent, J. (2017) Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32.
This article draws attention to a couple of main points: 1. Very few studies have compared the effectiveness of Self-Regulated Learning (SRL) strategies in both online and blended learning environments; 2. This study determined there is a greater need to study and understand how learners can best utilize SRL strategies in order to be successful in school; 3. Little to no work has been done to study the effectiveness of SRL strategies on academic progress.
Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. (2nd ed.) New York, NY: Teachers College Press.
This book addresses some of the following problems facing education today: enhanced capabilities for educating learners, why education reform fails, barriers to technology use in school, the evolution of the school system, and the seeds that support school learning. In the foreword, James Paul Gee of Arizona State University, describes something that he calls affinity spaces as “connected spaces where people with a shared interest or passion journey to learn and grow.” He proposes that these learning journeys can be positive or negative and that teachers need to teach children how to use them for good.
Chang, C., et al. (2018). Effects of digital game-based learning on achievement, flow and overall cognitive load. Australasian Journal of Educational Technology, 34(4).
Very few studies have researched the differences between Digital Game-Based Learning and Computer-Based Learning. This study conducted in Taiwan proved to be significant because it studied for the first time the relationship among flow, learning effect and cognitive load. “There is now evidence to support the theoretical assumptions surrounding these vital learning variables. The current results also demonstrate the importance of flow theory, cognitive load theory, and cognitive theory of multimedia learning within the context of DGBL instructional modalities” (Chang, Warden, Liang, Lin, 2018).
Ehiyazaryan-White, E. (2012). The dialogic potential of eportfolios: Formative feedback and communities of learning within a personal learning environment. International Journal of ePortfolios 2(2), 173-185.
This study used the Pebblepad platform, which is a learning management system that allows the student users to create eportfolios and upload blog posts. Even though students disagreed on viewing their page as a ‘personal space’, it shows how a tool can make or break the connection students have with it (the aesthetics have since improved). The study talks about the different kinds of feedback and online participation. My question is how does the professor organize the course when students are the ones who take on the roles of “moderators and mediators” (p. 175)?
Jahnke, I. Bergstrom, P., Marell-Olsson, E., Hall, L., & Kumar, S. (2017, 17 May). Digital didactical designs as research framework: iPad integration in Nordic schools. Computers & Education 113, 1-15.
This research was done in schools located in Denmark, Sweden and Finland. The framework of Digital Didactical Design was very interesting and useful to assess how technology impacts in classrooms. The five elements included were: teaching goals, learning activities, assessment, social relations/roles and web-enabled technologies. This study provides a basis for any student trying to measure impact of educational technology tools. Furthermore, it emphasizes the importance of social relationships through teaching and learning. Students are seen as and are empowered as creators. On pages 8, 10, and 12 there are examples of how teachers integrated the iPad in the classrooms and what apps were used.
Kim, D., & Jang, S. (2014). Dialogic practices in using podcasting and blogging as teaching tools for teachers seeking esol certificate. Educational Computing Research, 51 (2) 205-232.
This study showed the transformation of six teachers using technology with their students one on one. All of the teachers had a different attitude about using technology in their classes, yet all make great use of it by using podcasts and blogging to teach a language. Podcasts helped their students go back and assess their mistakes. Teachers who even considered themselves as “technology immigrants” grew in confidence by the end of the study and even the confidence of their students improved as well, showing the impact of using technology to teach a language.
Kozan, K., & Caskurlu, S. (2018). On the Nth presence for the Community of Inquiry framework. Computers & Education, 122, 104–118.
This study discusses proposed changes to the Community of Inquiry (COI) model. In a meta-analysis of journals covering 1996-2017, the authors analyze the proposed changes, and describe the value and impact of any changes to the classic model. The changes include revising an existing element (addition of emotion to social or instructor presence) or adding new elements (autonomy, self-regulation) to the COI trinity. Relying on studies by the original COI developers, the authors argue against any changes to the model, or at a minimum, further study to determine the need for revision.
Logan, J.W., Lundberg, O.H., Roth, L., & Walsh, K.R. (2017). The effect of individual motivation and cognitive ability on student performance outcomes in a distance education environment. Journal of Learning in Higher Education, 13(1), 83-91.
It is widely believed that students who come into class with high cognitive ability (“smart kids”) do well and that students who lack some essential skills can achieve positive outcomes by trying hard. This study quantifies cognitive ability and motivation (conscientiousness) and determines that the two build upon each other to produce better outcomes in a distance course. Above-average ability with below-average motivation or above-average motivation with below average ability is insufficient to produce a positive outcome. Increases of both compound significantly. This research is important for determining which situations are appropriate to promote distance learning.
Miner, S. and Stefaniak, J.E. (2018). Learning via video in higher education: An exploration of instructor and student perceptions. Journal of University Teaching & Learning Practice, 15(2).
This article details the use of video as an educational tool. The study did not distinguish between F2F or online courses. The general student consensus pointed to the use of video to enhance rather than supplement or replace direct instruction. Instructors preferred to use video as a “how to” or to demonstrate a skill or concept. The study did not conclude that using video changed learning and left that question for future research. Overall, there’s no groundbreaking revelations in this study, but it could be useful literature review filler.
Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015, December 7). Teaching and learning with mobile technology: A qualitative explorative study about the introduction of tablet devices in secondary education. PLoS One, 10(12).
This article outlines the possible use of tablets in a secondary classroom. The article stresses the importance of the teachers in a successful implementation of the tablet into the classroom. The study defined two main instructional adaptations of the tablet into the traditional classroom by categorizing the teachers as either "instrumental teachers" and "innovative teachers" depending on their use of the tablets within the classroom. "Instrumental teachers" use the tablet as an all in one replacement tool for the classroom to not change instruction of the teacher, but consolidate or replace the number of tools used already in the classroom. Compared to the "Innovative teachers" who actually change instruction because of the use of tablets in the classroom.
O’Flaherty, J., & Phillips, C. (2015, February 17). The use of flipped classrooms in higher Education: A scoping review. Internet and Higher Education, 25.
This article analyzes how the flipped classroom is being implemented in secondary classrooms. Currently, there are similar themes present in every flipped-classroom model. Differences occur as each model is individualized by the teacher implementing the instruction. The similar themes are 1) content taught to students prior to the lesson 2) teacher checks for understanding of content and 3) a hands-on application activity in the classroom that supports the pre-taught content. The goal of the flipped method is to allow teachers more time in class for engaging discussion and activities by having the students view "lectures" beforehand to pre-teach enough material.
Parkes, M., Gregory, S., Fletcher, P., Adlington, R., & Gromik, N. (2015). Bringing people together while learning apart: Creating online learning environments to support the needs of rural and remote students. Australian and International Journal of Rural Education, 25 (1), 66-78.
This article is a quasi-ethnographic study of practicing online instructors and their experiences in teaching to rural or remote areas of Western Australia. After interviewing the instructors, the study used word clouds to depict the most common themes to describe the challenges, accommodations, strategies and recommendations of these instructors. It was not surprising that access, flexibility, practice and modeling were the dominant themes. This study would easily apply to teaching in rural or remote Alaska.
Power, J.M., Braun, K.L., & Bersamin, A. (2017). Exploring the potential for technology-based nutrition education among WIC recipients in remote Alaska Native communities. Journal of Nutrition Education and Behavior, 49(7S2), S186-S191.
This study surveyed Alaska Natives in remote villages in the Yukon Kuskokwim Delta to see if they would be interested in receiving health and nutrition education online and what barriers to such a program might exist. Although the study specifically involved WIC participants, its findings could be extrapolated to the entire remote village population, as the barriers were systemic, not individual. When planning educational programs for that population, the availability, cost, and quality of internet access should be taken into account. Facebook and text messaging were the most prevalent forms of communication, of those listed in the survey.
Wang, S., Hsu, H., Campbell, T., Coster, D. C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: Considering whether digital natives are more technology savvy than their teachers. Educational Technology Research And Development, 62(6), 637-662.
The researchers concluded that based on the data they collected; students need to be taught how to use technology to solve problems. As a country we are falling behind in our ability to take advantage of digital tools to solve problems and further learning goals. According to the Organization for Economic Cooperation and Development (2013), we are at best average with older adults ability to problem solve with digital tools and younger adults are performing at a much poorer proficiency level when compared to those in other countries.
Watson, W. R., Mong, C. J., & Harris, C. A. (2010, September 13). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56(2).
This article demonstrates the possible use of video games in a secondary classroom. A high school history class used the video game “Making It” to actively engage students as they learn about the causes of WWII. The case study uses data collection methods such as observations that revealed that students not only actively engaged in the lessons and discussions during class, but also outside of class. The use of the video games doesn’t replace, but changes how the teacher engages with the students. The students pose questions in either individual or group situations allowing for teachable moments throughout the entire lesson.