Recent Announcement

Publication on Teacher Value Belief in Technology Integration

Vongkulluksn, V.W., Xie, K., & Bowman, M.A. (2018). The role of value on teachers’ internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70-81. https://doi.org/10.1016/j.compedu.2017.11.009

Abstract
Recent research has shown that access alone does not automatically equate to greater or higher quality of technology integration. Teacher beliefs are also important factors of how teachers integrate technology in the classroom. This study examined how teachers’ value beliefs about technology affect the way they internalize actual technology access and administrator support into perceptions of support on first-order barriers. This study also examined how teachers’ value beliefs affect the relationship between perceived support on first-order barriers and their classroom technology integration practice. Using hierarchical linear modeling and multilevel path modeling, the study found that value beliefs moderated the extent to which teachers translate actual school support into perceptions of support on first-order barriers. Value beliefs also mediated and moderated the relationship between how teachers’ perceived support on first-order barriers influences both the quantity and quality of classroom technology integration, suggesting a moderated-mediation interaction pattern. This study makes contribution to the literature by highlighting the importance of teachers’ values beliefs in technology integration.

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Publication on Team Leadership and Self-Regulation

Xie, K., Hensley, L., Law, V., & Sun, Z. (2017). Self-Regulation as a function of emergent leadership in small group online collaborative learning. British Journal of Educational Technology10.1111/bjet.12594

Abstract
The present study examined the relationships between perceived leadership, group cohesion, online engagement, self-regulation and learning outcomes. Data included surveys and online discussion logs from 171 students in an undergraduate online course. Through correlation analysis and structural equation modeling, the results revealed unique contributions of task and relationship leadership in small group collaborative learning. Each form of leadership may translate into greater use of self-regulation strategies that align with students’ focus on either the instrumental or interpersonal resources related to academics but may bring about a corresponding lower utilization of other types of self-regulation strategies. Further, results indicate that students’ perceptions of group cohesion provided the most robust and multifaceted positive associations with learning engagement.

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LTX Panel on Engagement in Digital Learning

We are very pleased to introduce the Learning Technologies Exchange (LTX) series! This series is a great opportunity to connect with students and faculty in the Learning Technologies program while exploring topics in teaching, learning, and technology from a research-to-practice perspective.

In this first session of the LTX series, November 14, 12:30-1:30PM, Ramseyer Hall College Commons, we will discuss about student engagement in digital learning. The panelists are Kui Xie, Ana Correia, Tracey Stuckey-Mickell, Rick Voithofer. The session will be moderated by our doctoral student Mike Nelson.

Please mark your calendar and join us for an exciting idea exchange! Please also help to share the event information and invite your colleagues to join.

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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

Abstract
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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