Recent Announcement

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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Publication on Teacher Competency in Digital Content Evaluation

Kim, M.K., Xie, K., & Cheng. S.L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324. doi:10.1016/j.tate.2017.05.006

Abstract
The purpose of the current study is to investigate teachers’ digital content evaluation (DCE) competency as a combined set of teachers’ intellectual ability and affect-motivation in evaluating digital content. To this end, this study employed an exploratory sequential mixed-methods design to examine 102 in-service teachers’ experiences in a one-year DCE professional development program. Qualitative thematic analysis followed by quantitative K-means cluster analysis identified and validated four levels of teacher competency in DCE: familiarization, utilization, integration, and reorientation. In addition, this study also proposed design guidelines to scaffold DCE competency development tailored to the needs of teachers at various competency levels.

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Publication on Conflictual Presence and Identity

Xie, K., Lu, L., Cheng. S.L., & Izmirli, S. (2017). The interactions between facilitator identity, conflictual presence, and social presence in peer-moderated online collaborative learning. Distance Education, 38(2), 230-244. doi:10.1080/01587919.2017.1322458

Abstract
Research has focused on the significance of social presence in online learning. However, peer interaction does not always result in positive emotions and feelings; it can trigger tension, distress, and anger within a learning community. Therefore, conflictual presence, as a carrier of negative valence within presence, is also a critical element when it becomes inimical to online discussions. Drawing upon the socially situated identity theory and using discourse analysis, this study presents an authentic case where conflictual presence, social presence, and identity negotiation were intertwined throughout the entire life of an online learning community. Findings reveal that students craft their discourses to fashion themselves as a certain kind of facilitator and participant. Implicit and explicit identity negotiation is ubiquitous in discursive interactions and can lead to tension and conflictual socio-relations at times.

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Publication on Teacher Professional Development

Xie, K., Kim, M.K., Cheng. S.L., & Luthy, N.C. (2017). Digital Content Evaluation as Technology Professional Development. Educational Technology Research and Development. doi:10.1007/s11423-017-9519-0

Abstract
In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central Ohio. In addition to their participation in the PD program, they completed surveys, interviews, and self-reflections in this mixed-method study. The results revealed that teachers’ perceived TPACK increased over time throughout the PD program, suggesting that training teachers to evaluate digital contents can be an effective PD model to improve teachers’ capacity in learning technology integration. The PD program was especially effective for teachers with less prior experience in technology integration or related training. Mathematics teachers, in comparison to teachers from other disciplines, began with low TPACK; however, these initial differences gradually diminished over the course of the PD program. In terms of their motivation in digital content evaluation, teachers’ expectancy for success increased significantly while their task values remained medium high. The qualitative analyses provided additional insights and revealed design suggestions for success in future PDs.

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