EduTechLiterature

Technology Adoption

Ng'ambi, D., & Bozalek, V. (2013). Leveraging informal leadership in higher education institutions: A case of diffusion of emerging technologies in a southern context. British Journal of Educational Technology, 44(6), 940-950.

• Summary: Through survey research (259 responds), the authors examined the use of technology, motivation, and constraints within South Africa academics. The study suggest that informal leaders such as opinion leaders and change agents play critical roles in the adoption of innovation in higher education, and leveraging the capacity of informal leaders should be a core responsibility of formal leadership. The authors also proposed a model for accelerating the diffusion of emerging technologies in higher education.

Sahin, I. (2006). Detailed Review of Rogers' Diffusion of Innovations Theory and Educational Technology-Related Studies Based on Rogers' Theory. Online Submission, 5(2). Permalink

• Summary: The paper summarizes the key points of Roger’s Diffusion of Innovation Theory: a) four elements of Diffusion: innovation, communication channel, time, and social system, b) the innovation-decision process, c) attributes of innovation and rate of adoption, and d) adopter categories. It also include several studies on the use of educational technology based on the diffusion theory, although the studies are relatively old.

Digital Native and Learning Style

Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36(3), 503-520. doi:10.1080/01411920902989227

• Summary: the study shows that generation alone does not adequately define if someone is a digital native or not because gender, education, experience and breadth of use also play a part. How we teach can not just simply based on the assumption that younger people are better with technology. Digital native indicates broader issues such as inequity and exclusion.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. doi:10.1111/j.1539-6053.2009.01038.x

• Summary: while Learning Styles is widely accepted in education, the authors concluded that there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. And it is important to keep all options open to students and adopt scientific evidence-based practices.

Willingham, D. (2008, August 21). Learning Styles Don’t Exist [Video File].Retrieved from https://www.youtube.com/watch?v=sIv9rz2NTUk

• Summary: the short video explains why theories on Learning Styles are not logical and should not be used. The speaker suggested that the content/material/subject decide what may be the best approach for teaching and learning.

Wiki & Blogs

Jahnke, J. (2012). Student perceptions of the impact of online discussion forum participation on learning outcomes. Journal of Learning Design, 3(2) doi:10.5204/jld.v3i2.48

• Summary: The articles demonstrates that online discussion forum could support students and improve learning outcomes in student intellectual, social and emotional development. Qualitative research method was used to examined students' perceptions and four themes emerged: a) interactivity; b) group construction of knowledge; c) asynchronous discussion forum affordance; d) awareness of identity.

Cole, M. (2009). Using Wiki technology to support student engagement: Lessons from the trenches. Computers & Education, 52(1), 141-146.

• Summary: The article presents a failed example using Wiki in a third-year undergraduate module and reflections on pedagogical considerations when incorporating Wiki for education. Quick summary of the reflections: A) Provide instructional scaffolding on how to use Wiki in class; B) Course content need to be re-designed for Wiki use; C) Incorporate assessment structure/element.

Forte, A., & Bruckman, A. (2006, June). From Wikipedia to the classroom: exploring online publication and learning. In Proceedings of the 7th international conference on Learning sciences (pp. 182-188). International Society of the Learning Sciences.

• Summary: The study suggests that wiki can be leveraged to engage students in authentic collaborative academic writing activities and help students to learn the subject from writing. Such a tool at least need to make clear connections among students’ writing, the resources they use, and feedback about their writing and those resources. Instructors also need to assess class participation and student contributions.

Student Response Systems (Icliker, etc)

Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819-827.

• Summary: The article examined 67 studies on Audience Response system, among which 49 studies are for undergraduate students. The author summarized the challenges and benefits using audience response system for teaching and learning based on the review. Main benefits are increased attention, engagement, participation, and learning performance. Please note that this article did not specify the use of iCliker or any specific tool.

MacArthur, J. R., & Jones, L. L. (2008). A review of literature reports of clickers applicable to college chemistry classrooms. Chemistry Education Research and Practice, 9(3), 187-195.

• Summary: The article reviewed 56 publications reporting the use of clikers in college level science classrooms. Benefits and drawback are described. Drawing on the studies, the authors suggest that process-oriented guided-inquiry learning would be ideal for the use of Cliker in chemistry education and selection of good conceptual questions is critical for use with Clikers. Resources for good conceptual questions are given in the article.

Mobile Tech

Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31. doi:10.1016/j.compedu.2012.10.003

• Summary: The study suggests that using laptop in classroom may hinder learning for both user and in-view peers base on the experiment. However, appropriate use of computers have positive effect on learning. What teachers could do a) discuss the consequences of using laptop with students and set up rules, b) discourage laptop use when unnecessary, c) guide the use of technology by incorporating interactive learning environment.

Cochrane, T. (2012). Secrets of mlearning failures: Confronting reality. Research in Learning Technology, 20, 1-12.

Galván, V. V., Vessal, R. S., & Golley, M. T. (2013). The effects of cell phone conversations on the attention and memory of bystanders. PloS One, 8(3), e58579. doi:10.1371/journal.pone.0058579

Thomas, K. M., & McGee, C. D. (2012). The only thing we have to fear is… 120 characters. Boston: Springer US. doi:10.1007/s11528-011-0550-4

Evans, C. (2014). Twitter for teaching: Can social media be used to enhance the process of learning? British Journal of Educational Technology, 45(5), 902-915. doi:10.1111/bjet.12099

Games & Simulation

Whitton, N. (2011). Game engagement theory and adult learning. Simulation & Gaming, 42(5), 596-609. doi:10.1177/1046878110378587

Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575. doi:10.1016/j.compedu.2010.02.01

Paraskeva, F., Mysirlaki, S., & Papagianni, A. (2010). Multiplayer online games as educational tools: Facing new challenges in learning. Computers & Education, 54(2), 498-505. doi:10.1016/j.compedu.2009.09.001

E-portfolio

Le, Q. (2012). E-Portfolio for enhancing graduate research supervision. Quality Assurance in Education, 20(1), 54-65.

Summary: The paper examines the forms and functions of e-Portfolios and how they should be innovatively incorporated in graduate research to enhance the academic experiences of students. Perceived benefits are: enhanced thesis development, research supervision, and research networking. Note that this is not a empirical research paper and the drawbacks of e-portfolio is not discussed.

Rhodes, T. L. (2010). Making learning visible and meaningful through electronic portfolios. Change: The Magazine of Higher Learning, 43(1), 6-13.

Flexible Learning

http://flexible.learning.ubc.ca/news-and-resources/annotated-bibliography/

Tucker, R., & Morris, G. (2012). By design: Negotiating flexible learning in the built environment discipline. Research in Learning Technology, 20(1), 1-16. doi:10.3402/rlt.v20i0.14404

Demetriadis, S., & Pombortsis, A. (2007). E-lectures for flexible learning: A study on their learning efficiency. Journal of Educational Technology & Society, 10(2), 147.

Lim, D. H., & Morris, M. L. (2005). The Effect of Flexible Learning Delivery Format on Online Learners’ Learning, Application, and Instructional Perception. Journal of Educational Technology Systems, 33(4), 385-397. doi:10.2190/DGPY-QYGN-QGJ3-6D6J

Hill, J. R. (2006). Flexible learning environments: Leveraging the affordances of flexible delivery and flexible learning. Innovative Higher Education, 31(3), 187-197. doi:10.1007/s10755-006-9016

Blended Learning

Caravias. V. (2014, March) Teachers’ Conceptions and Approaches to Blended Learning: A Literature Review. Paper Presented at the Third International Conference on E-Learning and E-Technologies in Education. Retrived January 28, 2015 from http://sdiwc.net/digital-library/teachers-conceptions-and-approaches-to-blended-learning-a-literature-review

Gedik, N., Kiraz, E., & Ozden, M. (2013). Design of a blended learning environment: Considerations and implementation issues. Australasian Journal Of Educational Technology, 29(1), 1-19.

Roby, T., Ashe, S., Singh, N., & Clark, C. (2013). Shaping the online experience: How administrators can influence student and instructor perceptions through policy and practice. Internet And Higher Education, 17, 29-37. doi:10.1016/j.iheduc.2012.09.004

Summary: The paper aims to identify factors that could enhance students' and instructors' experience in online environment and areas where administrators or supporting staff could support. The research used survey method with open-ended questions. Five key suggestions were raised for administrators to support students and instructors.

Russell, V., & Curtis, W. (2013). Comparing a large- and small-scale online language course: An examination of teacher and learner perceptions. Internet And Higher Education, 16(Jan), 1-13. doi:10.1016/j.iheduc.2012.07.002

Al-Busaidi, K. A., & Al-Shihi, H. (2012). Key factors to instructors’ satisfaction of learning management systems in blended learning. Journal of Computing in Higher Education, 24(1), 18-39. doi:10.1007/s12528-011-9051-x

Huang, X., & Hsiao, E. (2012). Synchronous and asynchronous communication in an online environment: Faculty experiences and perceptions. Quarterly Review of Distance Education, 13(1), 15.

Lameras, P., Levy, P., Paraskakis, I., & Webber, S. (2012). Blended university teaching using virtual learning environments: Conceptions and approaches. Instructional Science, 40(1), 141-157. doi:10.1007/s11251-011-9170-9

Regan, K., Evmenova, A., Baker, P., Jerome, M., Spencer, V., Lawson, H., & Werner, T. (2012). Experiences of instructors in online learning environments: Identifying and regulating emotions. Internet And Higher Education, 15(3), 204-212. doi:10.1016/j.iheduc.2011.12.001

Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in a blended learning course. ReCALL, 23(3), 218-232. doi:10.1017/S0958344011000152

Gerbic, P. (2011). Teaching using a blended approach - what does the literature tell us? Educational Media International, 48(3), 221. doi:10.1080/09523987.2011.615159

Wright, P., & McCarthy, J. J. (2007). Technology as experience. Cambridge, Mass; London: The MIT Press.

Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: global perspectives, local designs. San Francisco, CA: Pfeiffer.

Ellis, R.A., Steed, A. F., & Applebee, A. C. (2006) Teacher Conceptions of Blended Leaning, Blended Teaching and Associations with Approaches to Design. Australasian Journal of Educationl Technolog, 22(3), 312-335

Multimedia Learning

van Merriënboer, J. J. G., & Sweller, J. (2010). Cognitive load theory in health professional education: Design principles and strategies. Medical Education, 44(1), 85.

Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. The American Psychologist, 63(8), 760-769. doi:10.1037/0003-066X.63.8.760

Mayer, R. E. (2002). Cognitive theory and the design of multimedia instruction: An example of the Two‐Way street between cognition and instruction. New Directions for Teaching and Learning, 2002(89), 55-71. doi:10.1002/tl.47

Frey, B. A., & Sutton, J. M. (2010). A model for developing multimedia learning projects. Merlot journal of online learning and teaching, 6(2), 491-507.

Multimedia's Effect on College Students’ Quantitative Mental Effort Scores and Qualitative Extraneous Cognitive Load Responses in a Food Science and Human Nutrition Course

Place & Space

Jamieson, P., Fisher, K., Gilding, T., Taylor, P. G., & Trevitt, A. C. F. (2000). Place and space in the design of new learning environments. Higher Education Research & Development, 19(2), 221-236. doi:10.1080/072943600445664

Zandvliet, D. B., & Fraser, B. J. (2004). Learning environments in information and communications technology classrooms. Technology, Pedagogy and Education, 13(1), 97-123. doi:10.1080/14759390400200175

Flipped Classroom

http://flippedlab.learning.ubc.ca/research/

Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199. doi:10.1177/0098628313487461

Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Boston: Springer. doi:10.1007/s11528-013-0698-1

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. doi:10.1007/s10984-012-9108-4

Kim, M. K., Kim, S. M., 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.

Faculty Development

See, S., & Conry, J. M. Flip My Class! A Faculty Development Demonstration of a Flipped Classroom. Currents in Pharmacy Teaching and Learning.

Levin, T. & Wadmany, R. (2008). Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery. Journal of Technology and Teacher Education, 16(2), 233-263.