Meta-Analysis and Meta-Synthesis Methodologies: Rigorously Piecing Together Research

Heather Leary; Andrew Walker

TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 5 (2018) pp. 525–534

For a variety of reasons, education research can be difficult to summarize. Varying contexts, designs, levels of quality, measurement challenges, definition of underlying constructs, and treatments as well as the complexity of research subjects...

An educational recommender system: New territory for collaborative filtering

Andrew Elbert Walker

An educational@recommender system: New @?territory for collaborative@filtering (2002) pp. 1–139

Collaborative filtering is a common means of leveraging the power of individual preferences to make targeted, personalized recommendations of interesting items. Unlike content-based filtering, it does so with no knowledge about the items themselves. ...

The Role of Genre in Shaping Our Understanding of Digital Documents

Misha Walker Vaughan; Andrew Dillon

Proceedings of the ASIST Annual Meeting Vol. 35 (1998) pp. 559–66

Explores the utility of the intersection of genre theory and cognitive psychology in providing a meaningful framework for analysis and design purposes. Reports results of research into the elements of genre that influence users of digital documents...

Problem-Based Educational Games: Connections, Prescriptions, and Assessment

Andrew Walker; Brett E. Shelton

Journal of Interactive Learning Research Vol. 19, No. 4 (October 2008) pp. 663–684

The overwhelming success of the commercial game market has brought increased attention to emerging work in educational game design. Much of the existing work in educational games has a strong similarity to the field of Problem-Based Learning (PBL),...

Topics: Instructional Design, Educational Technology, Games, Learning Outcomes, Virtual Environments

Supporting “Word-of-Mouth” Social Networks Through Collaborative Information Filtering

Mimi M. Recker; Andrew Walker

Journal of Interactive Learning Research Vol. 14, No. 1 (2003) pp. 79–98

Altered Vista is an instructional system that supports a form of "contextual" collaborative learning. Its design incorporates an information filtering technique, called collaborative information filtering, which through computational and statistical ...

Topics: Collaboration, Social Studies, Instructional Design

The Role of Technology in Support of Problem-Based Learning in Online Learning Environments

Yu-Chun Kuo; Andrew Walker

Global Learn 2010 (May 17, 2010) pp. 1447–1455

Problem-based learning (PBL) is an instructional approach that has been used to engage learners in traditional classroom settings in a variety of disciplines. With rapid growth of computer technologies, there has been an attempt to integrate PBL in...

The pedagogical enhancement of open education: An examination of problem-based learning

Seth Gurell; Yu-Chun Kuo; Andrew Walker

International Review of Research in Open and Distance Learning Vol. 11, No. 3 (Oct 13, 2010) pp. 95–105

Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated...

What Do You Recommend? Implementation and Analyses of Collaborative Information Filtering of Web Resources for Education

Mimi M. Recker; Andrew Walker; Kimberly Lawless

Instructional Science: An International Journal of the Learning Sciences Vol. 31, No. 4 (2003) pp. 299–316

Examines results from one pilot study and two empirical studies of a collaborative filtering system applied in higher education settings. Explains the use of collaborative filtering in electronic commerce and suggests it can be adapted to education...

Interaction and Other Variables as Predictors of Student Satisfaction in Online Learning Environments

Yu-Chun Kuo; Andrew Walker; Kerstin Schroder

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 593–600

The paper intended to investigate the degree to which interaction and other predictors contributed to student satisfaction in online learning setting. This was a preliminary study towards a dissertation work which involved the establishment of...

The Competencies and Characteristics Required of an Effective Project Manager: A Web-Based Delphi Study

Jennifer M. Brill; M J. Bishop; Andrew E. Walker

Educational Technology Research and Development Vol. 54, No. 2 (April 2006) pp. 115–140

In this study, we explore the competencies required for a project manager to be effective in the workplace. We used a Web-based Delphi method to lead experienced project managers through an anonymous consensus-building process consisting of two...

Expanding Approaches for Understanding Impact: Integrating Technology, Curriculum, and Open Educational Resources in Science Education

Lei Ye; Mimi Recker; Andrew Walker; Heather Leary; Min Yuan

Educational Technology Research and Development Vol. 63, No. 3 (June 2015) pp. 355–380

This article reports results from a scale-up study of the impact of a software tool designed to support teachers in the digital learning era. This tool, the Curriculum Customization Service (CCS), enables teachers to access open educational...

Utilizing Geo-Referenced Mobile Game Technology for Universally Accessible Virtual Geology Field Trips

Natalie Bursztyn; Joel Pederson; Brett Shelton; Andrew Walker; Todd Campbell

International Journal of Education in Mathematics, Science and Technology Vol. 3, No. 2 (April 2015) pp. 93–100

Declining interest and low persistence is well documented among undergraduate students in Science, Technology, Engineering, and Math in the United States. For geoscience, field trips are important attractors to students, however with high enrollment ...

The Effect of Student Interactions and Internet Self-Efficacy on Satisfaction in Two Synchronous Interwise Course Sessions

Yu-Chun Kuo; Yu-Tung Kuo; Andrew Walker

Global Learn 2010 (May 17, 2010) pp. 4242–4246

Interaction has been recognized as an important factor which influences student satisfaction in distance learning environments. Internet self-efficacy, which refers to one’s belief in performing Internet related actions, was assumed to be a factor...

Exploring the Relationships between Tutor Background, Tutor Training, and Student Learning: A Problem-Based Learning Meta-Analysis

Heather Leary; Andrew Walker; Brett E. Shelton; M Harrison Fitt

Interdisciplinary Journal of Problem-based Learning Vol. 7, No. 1 (2013) pp. 40–66

Despite years of primary research on problem-based learning and literature reviews, no systematic effort has been made to analyze the relationship between tutor characteristics and student learning outcomes. In an effort to fill that gap the...

The Underutilization of Information and Communication Technology-Assisted Collaborative Project-Based Learning among International Educators: A Delphi Study

Barry S. Kramer; Andrew E. Walker; Jennifer M. Brill

Educational Technology Research and Development Vol. 55, No. 5 (October 2007) pp. 527–543

This study explores the barriers associated with teachers implementing information and communication technology-assisted collaborative project-based learning (ICTCPrjBL) as a classroom teaching methodology with students. We used a Web-based Delphi...

A predictive study of student satisfaction in online education programs

Yu-Chun Kuo; Andrew Walker; Brian Belland; Kerstin Schroder

International Review of Research in Open and Distance Learning Vol. 14, No. 1 (Feb 14, 2013) pp. 16–39

This paper is intended to investigate the degree to which interaction and other predictors contribute to student satisfaction in online learning settings. This was a preliminary study towards a dissertation work which involved the establishment of...

Research into Telecommunications Options for People with Physical Disabilities

Toan Nguyen; Rob Garrett; Andrew Downing; Lloyd Walker; David Hobbs

Assistive Technology Vol. 19, No. 2 (2007) pp. 78–93

People with a disability do not have equitable access to the modern telecommunication medium. Many experience difficulty typing, handling the phone, dialing, or answering calls. For those who are unable to speak, the only option is to type messages...

Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study of Teacher and Student Impacts

Andrew Walker; Mimi Recker; Lei Ye; M Brooke Robertshaw; Linda Sellers; Heather Leary

Educational Technology Research and Development Vol. 60, No. 3 (June 2012) pp. 421–444

This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the...

K-12 Teachers' Perceptions of and Their Satisfaction with Interaction Type in Blended Learning Environments

Yu-Chun Kuo; Brian R. Belland; Kerstin E. E. Schroder; Andrew E. Walker

Distance Education Vol. 35, No. 3 (2014) pp. 360–381

Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended...

A Pilot Meta-Analysis of Computer-Based Scaffolding in STEM Education

Brian R. Belland; Andrew E. Walker; Megan Whitney Olsen; Heather Leary

Journal of Educational Technology & Society Vol. 18, No. 1 pp. 183–197

This paper employs meta-analysis to determine the influence of computer-based scaffolding characteristics and study and test score quality on cognitive outcomes in science, technology, engineering, and mathematics education at the secondary, college,...

Integrating Technology and Problem-Based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs

Andrew Walker; Mimi Recker; M Brooke Robertshaw; Jeffrey Osen; Heather Leary; Lei Ye; Linda Sellers

Interdisciplinary Journal of Problem-based Learning Vol. 5, No. 2 (2011) pp. 70–94

This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) ...

The Use of Motion Tracking Technologies in Serious Games to Enhance Rehabilitation in Stroke Patients

Penny Standen; Andrew Burton; David Brown; Hao Liu; Steven Battersby; Nasser Sherkat; Marion Walker

International Journal of Game-Based Learning Vol. 1, No. 4 (October 2011) pp. 60–73

Stroke is the main cause of long term disability worldwide. Of those surviving, more than half will fail to regain functional usage of their impaired upper limb. Typically stroke upper limb rehabilitation exercises consist of repeated movements,...

Cell Phone Use by Adolescents with Asperger Syndrome

Kevin Durkin; Andrew Whitehouse; Emma Jaquet; Kathy Ziatas; Allan J. Walker

Research in Autism Spectrum Disorders Vol. 4, No. 2 (2010) pp. 314–318

While young people have generally been at the forefront of the adoption and use of new communications technologies, little is known of uses by exceptional youth. This study compares cell phone use by a group of adolescents with Asperger Syndrome (n =...

A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments

Yu-Chun Kuo; Andrew Walker; Brian Belland; Kerstin Schroder; Yu-Tung Kuo

International Review of Research in Open and Distance Learning Vol. 15, No. 1 (Jan 15, 2014)

This paper reports research on the implementation of a web-based videoconferencing tool (Interwise) for synchronous learning sessions on an industrial technology course offered through a university in northern Taiwan. The participants included...

Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses

Yu-Chun Kuo; Andrew E. Walker; Kerstin E.E. Schroder; Brian R. Belland

Internet and Higher Education Vol. 20, No. 1 (January 2014) pp. 35–50

Student satisfaction is important in the evaluation of distance education courses as it is related to the quality of online programs and student performance. Interaction is a critical indicator of student satisfaction; however, its impact has not...

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