Recent News and Announcement

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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Algebra Ready to Improve Teacher Quality

We are thrilled to announce that our latest project, Algebra Ready: Teaching Mathematics with Digital Content, has received funding support from Ohio Department of Higher Education. The project builds upon the success of our previous EDCITE: Evaluating Digital Content for Instructional and Teaching Excellence project and has design features tailored to address the specific needs in algebra teaching.

Algebra Ready aims to improve teachers’ mathematical content knowledge and pedagogical strategies, their technological pedagogical knowledge for adopting digital resources in teaching mathematics and, ultimately, to increase students’ academic achievement and college readiness in the area of mathematics. The project focuses on algebra across grade levels and the contents are well aligned with Ohio’s New Learning Standards. (more…)

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Presentations at AERA 2017 at San Antonio, TX

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In the upcoming 2017 Annual Meeting for American Educational Research Association (AERA) at San Antonio, TX, our lab members will be involved in five presentations:

1. Grit in Makerspaces: The relationship among grit, academic emotions, and interest in a makerspace program
Thu, April 27, 12:00 to 1:30pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 2
Vanessa Vongkulluksn, The Ohio State University; Ananya Mukhopadhyay, Gale M. Sinatra, Julie A. Marsh, University of Southern California

2. Evaluating Technology Professional Development on Teachers’ Technological Pedagogical Content Knowledge (TPACK), Technology Beliefs, and Leadership
Fri, April 28, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 3
Nathan Andrew Hawk, Lin Lu, Min Kyu Kim, Kui Xie, The Ohio State University

3. Investigating Socially-Situated Identity in Peer-Moderated Online Collaborative Learning: A Discourse Analysis Study
Fri, April 28, 12:25 to 1:55pm, Grand Hyatt San Antonio, Fourth Floor, Republic B
Lin Lu, Serkan Izmirili, Sheng-Lun Cheng, Kui Xie, The Ohio State University

4. The Influence of Self-Efficacy, Role Construction, and Technology Knowledge on Parental Mediation of Adolescents’ Technology Use
Sun, April 30, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Street Level, Exhibit Hall 4
Vanessa Vongkulluksn, The Ohio State University

5. The Validation of a Systemic Evaluation Framework to Investigate the Multilayered Impacts of Technology Integration Projects
Mon, May 1, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 1
Min Kyu Kim, Georgia State University; Sheng-Lun Cheng, Kui Xie, The Ohio State University

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School-Based Research Team Visits CRO and EDCITE Schools

straight A update

The school-based research team, led by Dr. Kui Xie, Cyphert Distinguished Professor in Department of Educational Studies at The Ohio State University, and Dr. Vanessa Vongkulluksn, the school-based research lead, visited 7 partner schools for the College Ready Ohio project and 5 partner school districts for the EDCITE: Evaluating Digital Content for Instructional and Teaching Excellence project. The team reported Year 1 survey results and discussed the implications for school policy and classroom practice. Prior to the December visits, the team analyzed and prepared school-specific assessment reports, focusing on teacher beliefs towards technology integration and student non-cognitive competencies such as motivation, grit, and school belongingness. (more…)

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