Author Archives: Kui Xie

Brownbag Presentation on Motivational Profiles

Drs. Kui Xie and Vanessa Vongkulluksn will present in the Educational Psychology Brown Bag on “Insights of Motivational Profile on Engagement and Academic Performance.”

Monday, November 6, 2017
12:00 – 1:00 pm
Ramseyer Hall 136

This study examined the relationship among motivation, engagement, and academic performance through both variable- and person-centered research approaches. Participants include 4170 students in grades 8 to 12 from twelve public schools across a Midwestern state in the United States. Variable-centered path modeling confirmed that motivation factors influence academic performance through the mediation of cognitive and social engagement. Person-centered latent profile analysis revealed six motivational profiles including very low motivation, low intrinsic motivation, mid-low motivation, mid-level motivation, high overall motivation, and high intrinsic/low extrinsic motivation profile groups. Students in these motivational profiles exhibited differences in cognitive and social engagement, as well as academic performance. Additionally, three patterns of relationship among cognitive engagement, social engagement, and GPA were identified, suggesting that the role of engagement in predicting academic performance differs according to students’ motivational profile membership.

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Publication on Self-Regulated Learning in Flipped Classroom

Sun, Z., Xie, K., & Anderman, L. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet and Higher Education, 36(1), 41-53. 10.1016/j.iheduc.2017.09.003

Based upon the self-regulated learning theory, this study examined the relationships between academic achievement and three key self-regulatory constructs – prior domain knowledge, self-efficacy, and the use of learning strategies – in two flipped undergraduate math courses. Structural equation modeling was employed as the primary method to analyze the relationships in both the pre-class and in-class learning environments of the flipped courses. The results of the study showed that students’ self-efficacy in learning math and the use of help seeking strategies were all significantly positively related with academic achievement in both pre- and in-class learning environments. In addition, students’ self-efficacy in collaborative learning had a positive impact on their use of help seeking strategies during in-class learning. The theoretical and instructional implications are discussed.

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Algebra Ready Delivers Summer Institute

Central Ohio teachers are learning new and innovative ways to teach pre-algebra using digital resources with Algebra Ready, a year-long professional development opportunity for 7th- and 8th-grade math teachers and school district math coaches. Funded by a grant under the Improving Teacher Quality Program from the Ohio Department of Higher Education, Algebra Ready is led by Drs. Kui Xie, Hea-Jin Lee, Ivo Herzog, and Nicole Luthy at The Ohio State University’s College of Education and Human Ecology and College of Arts and Sciences. Teachers and coaches registered with the expectations of improving their content knowledge in pre-algebra and algebra; understanding Ohio’s learning standards and content alignment; learning how to evaluate digital tools and content; and improving their pedagogical knowledge in teaching math with digital resources. (more…)

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Xie Wins China’s Top Higher Education Award

Kui Xie, Cyphert Distinguished Professor, is the first learning technologies researcher to receive the Chang Jiang Scholar award by the Chinese Ministry of Education – the nation’s most prestigious higher education honor.

Xie will be funded to collaborate and lead research with faculty at Central China Normal University in learning technologies and appointed a visiting chaired professorship. (more…)

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Textbooks in The Digital World

By Kui Xie and Nicole Luthy, The Ohio State University

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Ella Russell, a second grade student at Jamestown Elementary School in Arlington, Virginia, works on an e-book during class.
AP Photo/Jacquelyn Martin

For decades, textbooks were seen as the foundation for instruction in American schools. These discipline-specific tomes were a fundamental part of the educational infrastructure, assigned to students for each subject and carried in heavy backpacks every day – from home to school and back again.

The experience of students is much different today.

As a scholar of learning technologies and a director for outreach and engagement at Ohio State’s College of Education and Human Ecology, we’ve seen how technological advances and an increase in digital curriculum materials have hastened the move away from textbooks.


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