AECT Conference 2014 RTD Wednesday Sessions

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 UniversityPresenters 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.

RTD - 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
The 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.