This elevator pitch video briefly addresses a few research questions I would like to explore. A few related articles are listed in my most recent annotated bibliography post. Special thanks to Dillon Becker for video editing.
Petkov, M., & Rogers, G.E. (2011). Using gaming to motivate today’s technology-dependent students. Journal of STEM Teacher Education, 48(1),7-12. This article addresses the subject of using video games known as “serious games” in classrooms to motivate the technology-dependent students of today. These games are meant to educate and not to entertain as the authors present this … Continue reading “Serious” Video Games to Motivate
Critical Research Review of “Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study” by Ertmer et al. (2007). Problem 1. Identify the clarity with which this article states a specific problem to be explored. The focus of this research study was clearly and consistently presented in both the abstract and … Continue reading Peer Feedback as An Instructional Strategy
Dede, C. (2011). Developing a research agenda for educational games and simulations. Computer games and instruction, pp. 233-250. Charlotte, NC: Information Age Publishing. This article proposes five assumptions that all research agendas for educational games and simulations should be based on. These assumptions include usable knowledge, collective research, what works, treatment effects, and scalability. Each … Continue reading Research Agenda Guidance for Educational Games & Simulations
Steinkuehler, C. (2010). Video games and digital literacies. Journal of Adolescent & Adult Literacy, 54(1),61-63. This article examines the relationship between video games and digital literacy. It discusses the perspective of parents and teachers who are in opposition of video games, claiming they interfere with young students’ literacy. This article also approaches this issue from a … Continue reading Video Games & Education
Greenhow, C. (2011). Youth, learning and social media. Journal of Educational Computing Research, 45(2),139-146. This article addresses five articles concerning social media and education. These five articles are presented in this same journal issue, with this particular article introducing each with a brief summary. The overall theme is to explore the impact that social networking sites … Continue reading Social Networking Sites in Education
Smith, K. & Klumper, D. (2018). Virtual reality platforms can give preservice teachers opportunities to develop real classroom management skills. Educational Leadership, 76(1), 60–65. This article takes a look at the challenges of preservice teachers in the area of classroom management. It discusses the lack of experience and hands-on practice they obtain prior to … Continue reading Virtual Reality Classrooms for Preservice Teachers
Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., et al. (2007). Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study. Journal of Computer-Mediated Communication, 12(2), 412-433. doi:10.1111/j.1083-6101.2007.00331.x This study takes a look at the impact of peer feedback on students’ online postings to determine … Continue reading Peer feedback vs. instructor feedback: An extended annotated bibliography.
Richardson, J.C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning environments. International Review of Research in Open and Distributed Learning, 7(4), 82–104. This qualitative study was completed to explore the perceptions of instructors on their presence in online courses. Four research questions are posed … Continue reading Instructors’ Perceptions of Presence in Online Learning
Hrastinski, S. (2008). A theory of online learning as online participation. Computers & Education, 52, 78–82. This article discusses previous theories and research to support the implication of online learning as online participation. The author presents theories to define participation and empirical evidence to support the argument that online participation drives online learning. Participation … Continue reading Online Learning as Online Participation