AECT Conference 2014 RTD Thursday Sessions

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.