Wednesday, October 29, 2014

AECT Conference 2014 RTD Friday Sessions



Friday, November 7

RTD - Examining IDT Scholarship
8:00 to 9:00 am, 2nd Level, Grand 7

Examining IDT Scholarship through Co-Citation Context Analysis - Wendy Gentry, Virginia Tech; Barbara Lockee, Virginia Tech
Co-citation context analysis is a research methodology that examines relationships between resources cited in close proximity within a scholarly document and the related content that is transferred during the citation process. Come to see you how this analysis can be utilized within IDT

How to Support Generalizability of Web surveys: Overcoming Low Response Rates - Dabae Lee, Indiana University
Despite the popularity and benefits of web surveys such as lower costs and fast turnarounds, web surveys commonly suffer from low response rates, and accordingly are the generalizability of their results. This presentation discusses systematic methods of supporting generalizability of web surveys based on a survey research framework.


RTD - Digital Games and Pattern Analysis for Learning Analytics
8:00 to 9:00 am, 2nd Level, Grand 8

Exploring the Use of a Digital Game as a Tool of Assessment - Andre R. Denham, University of Alaba
This study purposed to explore the ability of a digital game designed to support conceptual understanding of the associative and distributive properties of multiplication, to also serve as a tool of assessment

Using Pattern Analysis for Game-Based Learning Analytics - Rodney D. Myers, Independent Scholar; Ted Frick, Indiana University
In this study, Analysis of Patterns in Time (APT) is used to analyze gameplay to provide evidence of a learner’s understanding of concepts modeled in a game. Gameplay data form an APT map of joint and sequential patterns. We discuss the results of using APT for analysis of over 2,000 game sessions of the online Diffusion Simulation Game.

RTD - Trends and Research in our Field
9:15 to 10:15am, 2nd Level, Grand 8

Educational Technology Research Trends: Examining Six SSCI-indexed Refereed Journals - Yu-Chang Hsu; JUI-LONG HUNG, Boise State University; Yu-Hui Ching, Boise State University
This research applied text mining methods to examine the abstracts of 2,997 international research articles published between 2000 and 2010 by six journals included in the Social Science Citation Index in the field of Educational Technology. This presentation will discuss research areas with rising trends, stable status, and low attention

What Are We Talking About? An Analysis of the Last Decade of Research Published in Major Journals in Our Field - Rick West, Brigham Young University; Tyler Beckstrom, Brigham Young University; Camey Andersen Hadlock, Brigham Young University; Matt Langton, Brigham Young University; Rob Nyland, Brigham Young University; Eric Young, Brigham Young University
This panel will consist of five groups presenting their analysis of the main topics, authors, and methodologies over the last decade in four academic journals in our field.


RTD - Exploring Theories and Methods in Learning and Design
10:30 to 11:30am, 2nd Level, Grand 7

A Comprehensive Review of Measurement Methods of Learning Flow in Online Learning - WooRi Kim, Purdue University
This presentation will (1) to review the availability of Flow Measurement in the Web Context and Virtual-course Flow Measure (VFM) which can be applied to assess learning flow in online learning, and (2) to describe and synthesize one existing flow assessment which is behavior based, but not self-report survey based.

From the Ground Up: A Comprehensive Theoretical Framework of Computer-based Scaffolding - Mason Reed Lefler, Utah State University; Brian Belland, Utah State University; Andrew Walker, Utah State University;Nam Ju Kim, Utah State University
This study is a grounded theoretical analysis of existing empirical scaffolding interventions resulting in a more comprehensive theoretical framework for computer-based scaffolding in STEM education.

Learning Analytics System (LAS) in Instructional Design - Wanli Xing, University of Missouri-Columbia; Yaofeng Xue, East China Normal University
This study employed Unified Modeling Language (UML) Use Case to build a unified and flexible architecture for a complex Learning Analytics System (LAS) with Predict, Adapt, Recommend and Reflect engines. Next, the link between activity-based learning design, LAS and other educational systems is proposed with expanding the structure of learning design formula. Finally, a case study using Sakai was presented.


RTD - Investigating Performance based on Team Composition and Blending Synchronous and Asynchronous Learning
10:30 to 11:30am, 2nd Level, Grand 8

Blending Online Synchronous and Asynchronous Learning - Lisa Yamagata-Lynch, University of Tennessee
This study explored how synchronous online learning can complement asynchronous learning in higher education settings. Findings are based on a 15-week online graduate level course taught in spring 2012 at the University of Tennessee (UT)

Investigating the Performance of Differently Composed Online Teams - Dirk Ifenthaler, Deakin University; Ralf Scheid, University of Mannheim
Study on an automated assessment methodology for the structural and semantic analysis of team-based knowledge representations. The findings of this study support the premise that team composition based on prior knowledge does have an impact on team performance.


RTD - Supporting Levels of Change and Understanding
1:00 to 2:00pm, 2nd Level, Grand 7

Case Study on how Knowledge Flows in a Fast-paced Environment when Dealing with Critical Incidents - Julaine Fowlin, Holy Names University; Katherine Cennamo, Virginia Tech
This case study explored how employees of a walk-in help desk created, preserved, and disseminated knowledge when dealing with critical incidents during a fast-paced period. Findings revealed that both organizational and individual factors can impact the flow of knowledge with a disconnection among available tools posing the greatest barrier to the knowledge life cycle

Supporting Levels of Change and Understanding: Assessing a Cyber Professional Development Environment - Heather Leary, University of Colorado Boulder; Holly Devaul, University Corporation for Atmospheric Research; Tamara Sumner, University of Colorado Boulder

Supporting teachers in change, especially curricular change, is important. Come to listen to results of a two-part, mixed methods study for formative assessment of a CyberPD environment, an online survey and follow-up focus group collected data aligned to the Concerns Based Adoption Model


RTD - Mixed Method Research Effects and Strategies
1:00 to 2:00pm, 2nd Level, Grand 8

Effect of Self-Generated Learning of Chinese Idioms through iPads, A Mixed-Method Study - Ying Xie, Northern Illinois University; Chunsheng Yang, University of Connecticut
Study on using iPads in teaching Chinese idioms to heritage learners. The results showed that the textual and visual illustrations of the idioms facilitated idiom learning.

Strategies for Integration in Mixed Methods Studies - Sylvia Rogers, University of South Alabama; Gayle V. Davidson-Shivers, University of South Alabama
This paper will focus on four strategies for integrating quantitative and qualitative data in the context of a mixed methods study. The strategies are: 1) merging data in discussion; 2) merging data with matrices, 3) transforming data, and; 4) “following a thread”. The strategies will be illustrated from


RTD - Research, Trends, and Roles in Health Education
2:15 to 3:15pm, 2nd Level, Grand

Examining the role of emotion in public health education using multimedia - Sungwon Chung, Texas Tech University; Jongpil Cheon, Texas Tech University
This study investigates how emotion influences learning performance (recognition, recall, and transfer test scores) and self-regulation in multimedia learning on health. Based on the Limited Capacity Model of Motivated Mediated Message Processing (LC4MP), this study uses a 3 (valence: positive, negative, coactive) × 2 (arousal: calm, arousing) experimental design

Using Standardized Patients vs. Video Cases as a Method of Representing Clinical Problems in Problem-Based Learning - Bo Young Yoon, Inje University College of Medicine; Jong Tae Lee, Inje University College of Medicine; Ikseon Choi, The University of Georgia; seokjin Choi, Inje University College of Medicine; Tae-Hee Kim, Inje University College of Medicine; Hye Rin Roh, Inje University College of Medicine; Byoung Doo Rhee, Inje University College of Medicine

This study investigates students’ experience with using Standard Patients (SP) as a problem representation method compared to using video cases in Problem-Based Learning. The results revealed that SPs led significantly positive experiences in motivation, reflection, authenticity, patient-doctor communication, and attitude toward patients when compared to video cases; and SPs offered more challenges than video cases in problem identification


RTD - Development, Validation, and Investigation of Research Methods and Instruments
2:15 to 3:15pm, 2nd Level, Grand 8

Development and Validation of the Educational Technologist Competencies Survey - Albert Dieter Ritzhaupt, University of Florida; YoungJu Kang
The purpose of this research was to identify the competencies of an educational technologist. The instrument developed in this research was created based on a conceptual framework. Following the conceptual framework, we conducted an extant review of literature and an emergent theme analysis on 400 job announcements. The instrument was released to educational technology professionals (n=200) for validation.

Development and validation of the Abbreviated Technology Anxiety Scale (ATAS) - Albert Dieter Ritzhaupt, University of Florida; Anne Corinne Huggins, University of Florida; Savannah Madley, University of Florida; Krista Ruggles, University of Florida; Matthew Wilson, University of Florida
Technology is used in virtually all aspects of our lives. We often neglect the fact that technology can cause anxiety in people based on a number of demographics. In this paper, we present the development and validation of the Abbreviated Technology Anxiety Scale (ATAS), a 21-item instrument that assesses technology anxiety.

Investigating the effectiveness of an adaptive learning system and predictors of student success - Kent Sabo, Arizona State University
Study on the effectiveness of an adaptive college algebra course and to investigate how measures of academic achievement and student characteristics predicted success in the adaptive learning environment.



AECT Conference 2014 RTD Thursday Sessions


Thursday, November 6

RTD - Using Web Tools to Support Learning and Research
9:15 to 10:15am, 2nd Level, Grand 6

Collection and Analysis of Web Browser History and Bookmark Data for Supporting Innovative Research - Royce Kimmons, University of Idaho
This presentation provides an overview of a novel approach to educational research data collection and analysis that utilizes a web browser extension to report and aggregate participant (n = 651) web history, bookmark, and essential identifying data for constructing an educational semantic graph.

Scaffolding Overt and Covert Retrieval Practice Using a Web-Based Content Retrieval Tool - Pavlo Antonenko, University of Florida
This study examined the effects of retrieval practice enabled by a web-based content retrieval tool and looked at the students' choice of retrieval practice mode and how it influenced plant identification performance. A mixed effects ordinal logistic regression demonstrated

Concept centrality: A useful and usable analysis method to reveal mental representation of bilingual readers - Kyung Kim, Pennsylvania State University; Roy B Clariana, Pennsylvania State University
This investigation examined how cognitive operations in a second language (L2) interact with a first language (L1). This investigation explored this issue by representing and comparing the L1 and L2 knowledge structure mental representations of bilingual readers after reading an L2 text.

RTD - Computational Thinking, Activity Theory, and Learning Analytics
9:15 to 10:15am, 2nd Level, Grand 7
Defining Computational Thinking - Peter Rich, Brigham Young University; Matt Langton, Brigham Young University; Jessica South, Brigham Young University
Despite this increased interest in the topic, there is no agreement as to what computational thinking is or its components. The purpose of this Delphi study is to define computational thinking patterns through a survey of experts and literature.
Towards Integration of Activity Theory and Learning Analytics for Instructional Design Theory in Mobile Age - Il-Hyun Jo, Ewha Womans University
For developing relevant and practical tools to theorize and analyze the mobile learning phenomenon, Activity Theory (AT) and Learning Analytics (LA) are reviewed. Multiple aspects of Engeström’s activity system model are juxtaposed. The results indicate that ATcan be coupled with LA, as the data analysis methodology in the mobile learning system.
RTD - Student Engagement and the Effects of Feedback on Motivation and Performance
9:15 to 10:15am, 2nd Level, Grand 8

A Qualitative Study of Students’ Engagement in Peer Assessment - Jiangmei Yuan, the university of georgia; ChanMin Kim; Lucas Jensen, The University of Georgia
In this study, in-depth interviews were conducted to explore college students’ engagement in peer assessment. Students’ behavioral engagement, emotional engagement, and cognitive engagement in peer assessment, as well as why they were engaged, were examined.

Effects of Feedback on Learner Motivation and Performance - Serdar Abaci, Indiana University; Barbara Bichelmeyer
In this session, researchers will report on a completed study, which examines the structural relationship between feedback type, feedback orientation, goal orientation, academic motivation, and academic performance in college-level online education using the structural equation modeling method.
RTD - Membership Meeting      10:30 to 11:30am  2nd Level, Grand 6
RTD - Technologies and Strategies and Open Education  , 1:00 to 2:00pm, 2nd Level, Grand 6

Clicker Use as Instructional Strategy: Effects on Student Engagement and Achievement in a College Course - Lars Leader, Valdosta State University; Abul Sheikh, Abraham Baldwin Agricultural College
We will describe the impact of clicker-aided classroom instruction on student engagement, achievement, and learning experiences in an open-enrollment college digital literacy course.


Communication Technologies and Study Skills - Penny Thompson, Oklahoma State University
This study compared high and low technology users on three scales from the Learning and Study Strategies Inventory (LASSI). This study adds to our understanding of the relationships between popular technologies and the skills college students will need for success in school and the workplac

Open Dialogue: A Content Analysis of the #openeducation Twitter Hashtag - Fredrick W. Baker III, University of South Alabama
This paper describes a qualitative content analysis of the #openeducation Twitter hashtag. These data guided development of a questionnaire delivered to the most active hashtag users. A brief literature review grounds the findings in the open education literature.

A Latent Class Analysis of Adolescents’ Risky Online Behaviors - Chi-Keung Chan, Hong Kong Shue Yan University; Allan Hoi-kau Yuen, The University of Hong Kong; Wilfred W.F. Lau, The University of Hong Kong;Albert K. M. Chan, The University of Hong Kong
This session highlights the key findings of a latent class analysis of risky online behaviors among 825 eighth graders in Hong Kong. Two distinguished intensity patterns (high-risk versus low-risk) were identified from six types of risky internet behaviors (plagiarism, hacking, pornography, unauthorized use, internet stickiness, and cyber back-mouthing).

RTD - Mobile Assisted Language Learning
1:00 to 2:00pm, 2nd Level, Grand 8

Mobile Assisted Language Learning "MALL" in Higher Education: A Literature Review - Silvia Rehulina Ginting, Northern Illinois University; Pi-Sui Hsu, Northern Illinois University
The purpose of this study was to investigate the trends of mobile assisted language learning (MALL)  in higher education by conducting a meta-analysis of peer-reviewed journals from 2000 - 2013. The findings showed not only the trends of MALL in higher education but also the gaps in the literature.

Mobile Assisted Language Learning in K-12 setting: A Literature Review - Yan Chen, Northern Illinois University; Pi-Sui Hsu, Northern Illinois University
This literature review identifies the current research themes, methodologies, and the application of MALL in the K-12 settings through conducting a meta-analysis of journal articles. Further data analysis and results are discussed in the article.

RTD - Experiences and Feedback in Online Learning
2:15 to 3:15pm, 2nd Level, Grand 6

What Instructional Designers can Learn from Faculty Experiences with Online and Face-to-Face Courses - Evelien Adriana Schilder, Virginia Tech; Zeynep Ondin, Virginia Tech; Michelle Ervine, Virginia Tech

In this presentation you will see how learning environment chosen by the faculty members appears to impact their experiences with regards to interactions, development of the courses, the instructional strategies, time, self-regulation required by students, and the effectiveness of their courses.

Feedback in Online Learning - Firat Sarsar, Georgia State University; Steve Harmon, Georgia State University
Emotional Motivational Feedback Message (EMFEM) provides feedback by using motivational strategies and adding emotional content in online learning. Results shows that EMFEM helps student motivated and have the closer relationship with their instructor.

RTD - Design, Learning, and Self-efficacy in Social Networking
2:15 to 3:15pm, 2nd Level, Grand 7

Extra-curricular Design Learning: Emergent Critique in Learners’ Facebook Posts - Craig D. Howard, Texas A&M Texarkana; Colin M. Gray, Iowa State University
We studied how learners use Facebook groups to engage in critique outside of class. Analyzed discourse practices within groups and across groups created a participation coefficient representing the level of reciprocity in critique, quantifying requests for critique in relation to critique given to others. Results include a description of a hidden curriculum of interaction in informal design critique.

Social Networking and Internet Self-efficacy - Zhiru Sun, The Ohio State University; Michael J Glassman, The Ohio State University
There is often an assumption among Internet users that if they can successfully Tweet or "Facebook", they would have higher level capabilities for using the web to solve (sometimes) difficult problems. This research investigates factors related to development of self-efficacy in Internet skills in and outside of educational contexts.

RTD - Online Communities and Games: Impacts on K-12 Education
2:15 to 3:15pm, 2nd Level, Grand 8

The relationship between pre-service teachers’ personal epistemologies and perceptions of knowledge construction in online communities: A structural equation model - Ji Hyun Yu, Virginia Tech; Peg Ertmer, Purdue University
Knowledge is not any longer transmitted from experts to non-experts, but is constructed through collaboration among a network of people. The present study aimed to investigate the structural relationship between teachers’ personal epistemologies, knowledge sharing, and information evaluation within technology-enhanced environments.


What do Boys Learn from Games and Can it Map to Common Core Standards? - Jason A Engerman, Penn State University; Alison Carr-Chellman, The Pennsylvania State University
This phenomenological study explores the potential for video gaming within traditional educational settings. Interviews focused on learning outcomes and findings were mapped onto the Common Core Standards (CCSS). Initial findings indicate great promise from gaming for culture and learning changes.

AECT Conference 2014 RTD Wednesday Sessions


Wednesday, November 5th

RTD - Big Data Analytics and the Effects of Signaling and Elaboration on Achievement 
1:00 to 2:00pm,  2nd Level, Grand 7

Clustering instructional design models based on student learning behaviors in blended learning: Big data analytics in higher education - Ji Hyun Yu, Virginia Tech; Yeonjeong Park, Ewha Womans University; Il-Hyun Jo, Ewha Womans University
Come to listen about institutional initiative for blended learning based on the data-driven decisions.
Adoption and evaluation of effectiveness of blended learning was done using clustering methods and real-time behavior data from learning management system.

The Effects of Signaling and Elaboration on Achievement in Developmental Math - Kimberly Milner, Old Dominion University
This presentation examines the effect of signaling and elaboration on the ability of novice learners of mathematical procedures to store and retrieve accurate cognitive constructs.


RTD - Mobile Learning and Instructional Design Practice
1:00 to 2:00pm, 2nd Level, Grand 8

Are Students Ready for Mobile Learning? A Comparative Survey of American, Chinese, and Turkish Students  -  Vanessa Dennen, Florida State University; Shuang Hao, Florida State University; Yalin Kilic Turel, Firat University
This study examines American, Chinese and Turkish university students’ readiness for mobile learning.

Design in the “Real World”: Situating Academic Conceptions of ID Practice - Colin M. Gray, Iowa State
University; Elizabeth Boling, Indiana University
Presenters will discuss definitions of design theory in IDT and contrast them to the larger design community, suggesting future research on ID practice framed by a heightened notion of design theory and method


RTD - Learners' Perspectives, Experiences, Perceptions, and Preferences in Different Environments
2:15 to 3:15pm, 2nd Level, Grand 8
Student Perceptions and Preferences of Technologies used for Discourse in a Foreign Language Course - Linda C Jones, University of Arkansas; Cheryl Murphy; Amalie Holland, University of Arkansas
This study investigated student perceptions and preferences for synchronous student discourse in a foreign language course via face-to-face, online chat in a computer lab, or online chat with student choice of device and location.
Students’ Online Learning Experiences in Collectivist Cultures - Ana-Paula Correia, Iowa State UniversityThis proposal describes a survey research looking at online facilitation strategies in collectivist cultures. A modified version of the “Community of Inquiry” survey was used to collect data at a Distance Education higher education organization in Southern Europe.
Understanding Learners’ Perspective of Taking a MOOC - Min Liu, Univ. of Texas at Austin; Jina Kang, Univ. of Texas at Austin; Mengwen Cao, Univ. of Texas at Austin; Mihyun Lim, Univ. of Texas at Austin; Ryan Myers, Univ. of Texas at Austin; Yujung Ko, The University of Texas at AustinThe purpose of this study was to examine the learners’ perspective of taking a five-week MOOC in journalism, and understand why people take MOOCs and what aspects of MOOCs attract these participants.

R
TD - Aesthetic Learning Experiences and Visual Representations of Abstract Concepts
3:30 to 4:30pm,   2nd Level, Grand 7
Exploring the Lived Experience of Learners: Broadening our Understanding of Aesthetic Learning Experiences - Colin M. Gray, Iowa State University
In recent years, there has been increasing focus on aesthetic learning experiences. We propose expanding this focus to account for the felt learner experience, including a deeper understanding of how learners build learning spaces surrounding the formal curriculum.
Visual Representations for Abstract Concepts: Designer Selection and Learner Perceptions - Kathryn Ley, U Houston Clear Lake; Ruth Gannon Cook, DePaul UniversityThis session describes a design and development study that investigated the process by which a pair of faculty-researchers collaborated to identify visuals for an online human performance technology course.The study documents how they identified 25 visuals to represent eight abstract concepts for a human performance technology course and reports learners’ appropriateness perceptions of the visuals.
RTD - Problem Solving and Reflection
3:30 to 4:30pm,
  2nd Level, Grand 8
Attention, Action Video Games, and Mathematics - Elena Novak, Western Kentucky University; Janet Tassell, Western Kentucky University
Action video games (AVGs) is an effective way to improve attention skills that are important for academic foundations. This pre/post-test experimental study investigated the effects of AVGing on forty undergraduate students’ math performance and math anxiety that are mediated by the effect of attention on working memory.

Comparison of case libraries designs when constructing arguments in support of decision-making problems - Andrew Tawfik, Concordia University Chicago; C. Wayne Keene, University of Missouri; Kyle Gowen, University of Missouri
T
he current research compared three different case library designs (cases only, problem-solving prompts, case reuse prompt) on decision-making problems. Implications for episodic memory theory and case library design are discussed.

Meaningful stimulus for a segmented instructional animation: Reflection versus prediction - Jongpil Cheon, Texas Tech University; Sungwon Chung, Texas Tech University; Steven M. Crooks, Texas Tech UniversityThis study examined the effects of five different types of pauses in a segmented instructional animation on retention and recall. During each pause between the segments, five different types of activities were presented: waiting message, passive reflection, active reflection, passive prediction, and active prediction. 

Tuesday, October 21, 2014

RTD October 2014 Newsletter


RTD Professional Development Webinar
This 30 minute webinar will provide an overview of the events, meetings, and sessions from the Research and Theory Division of AECT at the 2014 International Convention. The presentation will also include a discussion of the featured research sessions being offered both by our division as well as sessions we are cosponsoring with other divisions. We hope you will join us for these highlights from our division.
  • Webinar Date/Time: October 23 (Thu.) at 1:00 pm (EST)
  • Topic: AECT 2014 RTD sessions and highlights
  • Presenter: Dr. Jonathan McKeown (RTD President Elect)
  • Click on the link below to register!

2014 Research & Theory Division Award Result!
2014 AECT Young Researcher Award
Presented to Sungwon Shin* with Thomas A. Brush & John Saye
*Indiana University
“The Use of Technology-Enhanced Cases in Teacher Education: An Interpretive Case Study” Led by Krista Glazewski, Indiana University, Award Chair

Dean and Sybil McClusky Research Award

Sponsored by the ECT Foundation and AECT's Research & Theory Division

Presented to Erkan Er 

The University of Georgia

“Help-Seeking among College Students via a Social Networking Site – EchoLu”

Outstanding Journal Article Award

Sponsored by AECT's Research & Theory Division
Presented to Dirk Ifenthaler
Deakin University
“Development and validation of a learning analytics framework: Two case studies using support vector machines”
Published in Technology, Knowledge and Learning

Outstanding Book Award

Sponsored by AECT's Research & Theory Division
No award this year.

Outstanding Research and Theory Division-Sponsored Accepted Proposal

Sponsored by AECT’s Research & Theory Division
Presented to Bo Young Yoon*, Jong Tae Lee*, Ikseon Choi**, Seokjin Choi*,
Tae-Hee Kim*, Hye Rin Roh* & Byoung Doo Rhee*
*Inje University College of Medicine, **The University of Georgia
“Using Standardized Patients vs. Video Cases as a Method of Representing Clinical Problems in Problem-Based Learning ”

2014 AECT/NSF Early Career Symposium Result!
Please join us in congratulating 2014 AECT/NSF Early Career Symposium Participants! These are the participants for the 2014 Early Career Symposium sponsored by the National Science Foundation: Cyberlearning and Future Learning Technologies.
Junior Faculty
Dr. Eunjung (Grace) Oh, University of Illinois at Urbana-Champaign
Dr. Michael Rook, Pennsylvania State University
Dr. Kun Huang, Mississippi State University
Dr. Xiaojun Chen, St. John's University, Queens, NY
Dr. Royce Kimmons, University of Idaho
Dr. So Mi Kim, University of Missouri
Dr. Akesha Horton, Concordia University Chicago
Dr. Bertha Adriana D Alba, University of West Georgia
Doctoral Students
Jamie Loizzo, Purdue University
Tiffany Roman, Indiana University
Yeol Huh, Indiana University
Sylvia Rogers, University of South Alabama
Yunjeong Chang, University of Georgia
Jenny Wakefield, University of North Texas
WooRi Kim, Purdue University
Zerrin Ondin, Virginia Tech
The symposium will be held on Tuesday, November 4 and Wednesday, November 5 at the Hyatt Regency Jacksonville Riverfront in Jacksonville, Florida.

RTD's Featured Research Presentation Info
Featured Research - Examining Differences between Facilitated and Non-Facilitated Case Discussions: Extent and Quality of Problem Space Coverage (RTD)
  • Time: Wed., Nov 5, 2:15 to 3:15pm, 2nd Level, Grand 7
  • Full Session: Concurrent Session
  • Presenter(s): Peg Ertmer and Adrie Koehler, Purdue University

Featured Research - Facilitating Variable-Length Computerized Classification Testing In Massively Open Online Contexts Via Automatic Racing Calibration Heuristics (RTD)
  • Time: Fri., Nov 7, 9:15 to 10:15am, 2nd Level, Grand 7
  • Full Session: Concurrent Session
  • Presenter(s): Andrew Barrett and Ted Frick, Indiana University