Research

Digital learning (also Cyberlearning) refers to “learning that is mediated by networked computing and communications technologies”. Digital learning challenges our notion of a school as a physical location where students and teachers meet face-to-face: higher education can be more flexible, more accessible, and more affordable, especially when facilitated through technology. Digital learning research bridges the fields of education, psychology, and technology. The driving question behind our current research is how to design, develop and integrate innovative technology capable of promoting students’ motivation and engagement in digital learning to achieve a positive impact on student success. In The Research Labortorary for Digital Learning, we focus on the following areas of investigation:

We are particularly interested in interdisciplinary research projects examining the intersection of the above areas, as well as the intersection between these areas and subject disciplines such as math, science, and literacy.

K-12 Technology Integration and Teacher Professional Development

We support schools and districts to integrate learning technologies in classrooms and study practical issues in K-12 technology integration. We design and deliver innovative technology professional development to improve teacher quality and cultivate school capacity for technology integration. We also examine students’ and teachers’ competencies in technology-supported learning environments.

Funded Projects

Algebra Ready: Teaching Mathematics with Digital Content.Teacher Quality Improvement Program, Ohio Department of Higher Education ($147,400). Award period: 02/2017—05/2018.

College Ready Ohio, Straight A Fund, Ohio Department of Education. ($13,523,301) Award period: 07/01/2014–06/30/2020.

EDCITE: Evaluating Digital Content for Instructional and Teaching Excellence, Straight A Fund, Ohio Department of Education. ($8,386,024) Award period: 07/01/2014–06/30/2020.

Connecting Climate Science and Inquiry in K-6 Classrooms, Board of Regents, Ohio Department of Education ($102,958). Award period: 07/01/2013–06/30/2014.

Publications

Xie, K., & Hawk, N. (2017, in press). Technology’s Role and Place in Student Learning: What We Have Learned from Research and Theories. In J.G., Cibulka, & B.S. Cooper (eds.), Technology in the Classroom: Can It Improve Teaching and Student Learning in American Schools? Rowman & Littlefield: Lanham, MD.

Xie, K., Kim, M.K., Cheng. S.L., & Luthy, N.C. (2017). Digital content evaluation as technology professional development. Educational Technology Research and Development, 65(4), 1067-1103. 10.1007/s11423-017-9519-0 (SSCI Journal, Impact Factor: 1.171)

Kim, M.K., Xie, K., & Cheng. S.L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324. 10.1016/j.tate.2017.05.006 (SSCI Journal, Impact Factor: 1.823)

Motivation and Social Engagement in Digital Learning

We examine students’ motivation and social engagement in digital learning. Specifically, how students’ motivation influences their learning engagement, what factors influence students’ academic motivation, how students socially engage with each other, and how motivation and social engagement interact with each other in influencing students’ learning in digital contexts. Key variables in our studies include: intrinsic and extrinsic motivation, goal orientations, epistemological beliefs, peer interactions, self-regulation and co-regulation, leadership, identity, social presence and conflictual presence.

Funded Projects

Leadership indicators in online classrooms, Research Seed Grant, The Ohio State University. ($1,500), Award period: 01/2016—06/2016.

Integrating Web2.0 collaboration tools to promote students’ motivation in “Learning and Motivation Strategies for Success in College”, Impact Grant of Learning Technologies, The Ohio State University. ($43,350 with $31,000 from Learning Technology). Award period: 07/01/2013–06/30/2014.

Investigating Students’ Motivation, Study Strategies, and Team Leadership in Small-Group Online Collaborative Learning, Research Seed Grant, The Ohio State University. ($2,000). Award period: 01/01/2013–12/31/2013.

Publications

Xie, K., Hensley, L., Law, V., & Sun, Z. (2017, in press). Self-Regulation as a function of emergent leadership in small group online collaborative learning. British Journal of Educational Technology. (SSCI Journal, Impact Factor: 2.41)

Xie, K., Lu, L., Cheng, S.L., & Izmirli, S. (2017) The interactions between facilitator identity, conflictual presence, and social presence in online collaborative learning. Distance Education. 38(2), 230-244. 10.1080/01587919.2017.1322458 (SSCI Journal, Impact Factor: 2.021)

Ke, F., Xie, K., & Xie, Y. (2016). Game-based learning engagement: a theory- and data-driven exploration. British Journal of Educational Technology, 47(6), 1183-1201. 10.1111/bjet.12314 (SSCI Journal, Impact Factor: 1.318)

Kim, M. (2015). Models of learning progress in solving complex problems: expertise development in teaching and learning. Contemporary Educational Psychology, 42, 1-16. 10.1016/j.cedpsych.2015.03.005 (SSCI Journal, 5-year Impact factor: 3.424)

Xie, K., Yu, C., & Bradshaw, A.C. (2014). Impacts of role assignment and participation in asynchronous discussions in college-level online classes. The Internet and Higher Education, 20, 10-19. 10.1016/j.iheduc.2013.09.003 (SSCI Journal, Impact Factor: 2.013)

Xie, K. & Huang, K. (2014). The role of beliefs and motivation in asynchronous online learning in college-level classes. Journal of Educational Computing Research, 50(3), 317-343. 10.2190/EC.50.3.b (SSCI Journal, Impact Factor: 0.561)

Xie, K. (2013). What do the numbers say? The influence of motivation and peer feedback on students’ behavior in online discussions. British Journal of Educational Technology, 44(2), 288-301. 10.1111/j.1467-8535.2012.01291.x (SSCI Journal, Impact Factor: 2.098)

Xie, K., Miller, N.C., & Allison, J.R. (2013). Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning. Computers and Education, 63, 404-415. 10.1016/j.compedu.2013.01.003 (SSCI Journal, Impact Factor: 2.621)

Xie, K., & Ke, F. (2011). The role of students’ motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916-930. 110.1111/j.1467-8535.2010.01140.x (SSCI Journal, Impact Factor: 2.139)

Xie, K., Durrington, V.A., & Yen, L.L. (2011). Relationship between students’ motivation and their participation in asynchronous online discussions. Journal of Online Learning and Teaching, 7(1), 17-29. jolt.merlot.org/vol7no1/xie_0311.htm

Xie, K., DeBacker, T.K., & Ferguson, C. (2006). Extending the traditional classroom through online discussion: The role of student motivation, Journal of Educational Computing Research, 34(1), 67-89. 10.2190/7BAK-EGAH-3MH1-K7C6 (SSCI Journal, Impact Factor: 0.561)

Technology Intervention and Learning Environment

We examine contexts and environments in which learning occurs and design technological interventions to support students’ learning in such contexts. Learning environments in our studies include asynchronous online collaborative learning, flipped classrooms, workspaces, adult online learning, web-based learning, as well as classroom learning in special education and preschool settings.

Funded Projects

Read It Again – Mobile, Technology-Supported Langauage & Literacy Intervention for Preschoolers At-Risk (RIA-Mobile), Institution for Education Sciences, U.S. Department of Education. (Funded for $1,499,972). Award period: 09/01/2015–08/30/2018.

Reducing Special Education Reading Risk through an Oral Reading Fluency for Urban learners, Institute for Educational Sciences, U.S. Department of Education. ($1,394,851) Award period: 07/01/2012–06/30/2015, Involving period: 07/01/2013–01/2015.

Publications

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 (SSCI Journal, Impact Factor: 4.238)

Sun, Z., & Xie, K. (2017). A case study on math. In R. Perkins, L.S. Green, & J. R. Banas (eds.), The Flipped College Classroom: Conceptualized and Re-Conceptualized. (pp. 154-158). Springer: New York, NY. ISBN 978-3-319-41855-1

Kim, M., Kim, S., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50.  10.1016/j.iheduc.2014.04.003 (SSCI Journal, 5-year Impact factor: 2.903; 2015 AECT D&D Outstanding Journal Article Award, Indianapolis, Indiana)

Kim, M., Kim, S., & Bilir, K., (2014). Investigation of the Dimensions of the Workplace Learning Environments (WLEs): Development of WLE Measure. Performance Improvement Quarterly, 27(2), 35-57. 10.1002/piq.21170

Tollison, S. & Xie, K. (2012). Preparing students in online debates with worked examples. Journal of Educational Computing Research, 47(2), 155-174. 10.2190/EC.47.2.c (SSCI Journal, Impact Factor: 0.561)

Ke, F., & Xie, K. (2009). Toward deep learning in adult-oriented online courses: The impact of course design strategies. The Internet and Higher Education, 12(3-4), 136-145. 10.1016/j.iheduc.2009.08.001 (SSCI Journal, Impact Factor: 1.896)

Kauffman, D., Ge, X., Xie, K., & Chen, C.H. (2008). Prompting in web-based environments: Supporting self-monitoring and problem solving skills in college students. Journal of Educational Computing Research, 38(2), 115-137. 10.2190/EC.38.2.a (SSCI Journal, Impact Factor: 0.561)

Xie, K., & Bradshaw, A.C. (2008). Using question prompts to support ill-structured problem solving in online peer collaborations, International Journal of Technology in Teaching and Learning, 4(2), 148-165.

Learning Analytics and Research Methods

We take affordances of data analytics generated in digital learning platforms, address the assessment aspect of learning, and develop new methods for educational research in digital learning. We also compare digital assessment methods with traditional research instrumentation. Specific methods in our studies include data mining, social network analysis, natural language processing, and experiential sampling method.

Funded Projects

Using Learning Analytics in Examining Students’ Learning Habits in Online Nursing Classes. Learning Analytics Seed Grant, Translational Data Analytics, The Ohio State University (Funded for $24,970 with $25,010 matching fund from EHE; In collaboration with EHE Research Methodological Center). Award period: 01/2016-08/2016.

Publications

Xie, K., Yu, C., & Bradshaw, A.C. (2014). Impacts of role assignment and participation in asynchronous discussions in college-level online classes. The Internet and Higher Education, 20, 10-19. 10.1016/j.iheduc.2013.09.003 (SSCI Journal, Impact Factor: 2.013)

Xie, K. (2013). What do the numbers say? The influence of motivation and peer feedback on students’ behavior in online discussions. British Journal of Educational Technology, 44(2), 288-301. 10.1111/j.1467-8535.2012.01291.x (SSCI Journal, Impact Factor: 2.098)

Xie, K., Miller, N.C., & Allison, J.R. (2013). Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning. Computers and Education, 63, 404-415. 10.1016/j.compedu.2013.01.003 (SSCI Journal, Impact Factor: 2.621)

Hardré, P.L., Crowson, H.M., & Xie, K. (2012). Examining Contexts-of-Use for Web-Based and Paper-Based Questionnaires. Educational and Psychological Measurement, 72(6), 1015-1038. 10.1177/0013164412451977 (SSCI Journal, Impact Factor: 1.158)

Hardré, P.L., Crowson, H.M., & Xie, K. (2010). Differential Effects of Web-Based and Paper-Based Administration of Questionnaire Research Instruments in Authentic Contexts-of-Use, Journal of Educational Computing Research, 42(1), 103-133. 10.2190/EC.42.1.e (SSCI Journal, Impact Factor: 0.561)

Hardré, P.L., Crowson, H.M., Xie, K., & Ly, C. (2007) Testing differential effects of Computer-Based, Web-Based and Paper-Based administration of questionnaire research instruments, British Journal of Educational Technology, 38(1), 5-22. 10.1111/j.1467-8535.2006.00591.x (SSCI Journal, Impact Factor: 2.139)