AECT Conference 2014 RTD Friday Sessions

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.