Recent News and Announcement

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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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.

(more…)

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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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