Wheel of Discussion

Christopher Devers; Erin Devers

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1227–1229

This quasiexperiment tested the effect of the use of a randomized name generator (wheel of discussion) on course performance in an introductory psychology course. In one section of the course, the instructor implemented the use of the wheel of...

Topics: New Possibilities with Information Technologies, Assessment and E-Folios

Diverse Ideas and Experiences: Learning in a Cross-Cultural Online Environment

Christopher Devers

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2401–2406

The purpose of this case study was to explore learning in a cross-cultural online environment. Students attended either a Midwestern United States university or a South African university, and were enrolled in the course “Teaching and Learning about ...

The Wheel of Discussion: A New Approach to Cold-Calling

Christopher Devers; Erin Devers

Journal of Educational Multimedia and Hypermedia Vol. 27, No. 4 (October 2018) pp. 471–480

This quasi-experiment tests the effect of the use of a randomized name generator (wheel of discussion) on course performance in an introductory psychology course In one section of the course, the instructor implemented the use of the wheel of...

Text Messaging to Increase Job Satisfaction Among Early Childhood Educators

Christopher Devers; Erin Devers

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1168–1171

Overall, this project explored using evidence-based approaches to improve early childhood education. The project used text messaging to send weekly ninety second videos, follow up messages, and follow-up questions to create and foster communities of ...

Topics: Mobile and ubiquitous learning, Authentic, contextualized, and real-world learning, E-learning/E-training

Tensions Within a Cross-Cultural Online Course

Christopher Devers

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1890–1894

The purpose of this paper was to explore tensions within a single cross-cultural online course. Participants were enrolled in the course “Teaching and Learning about Africa, at either a Midwestern United States university or a South African...

The Wheel of Discussion: A New Approach to Cold-Calling

Christopher Devers; Erin Devers

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 565–571

This quasi-experiment tests the effect of the use of a randomized name generator (wheel of discussion) on course performance in an introductory psychology course In one section of the course, the instructor implemented the use of the wheel of...

Topics: research, Tools & Systems, Implementation Examples & Issues

A Critical Pedagogy Approach to Online Education: What we Learned from a U.S./South African Course

Christopher Devers

Global Learn 2011 (Mar 28, 2011) pp. 2199–2204

The purpose of this study was to explore the effect of using a critical pedagogy approach in an online environment. The participants were students involved in the course “Teaching and Learning about Africa” at a Midwestern and South African...

Students' perspectives and learning from a cross-cultural online course: The influence of a critical pedagogical approach

Christopher John Devers

(2009) pp. 1–220

The purpose of this study was to learn about students' learning through cross-cultural online education. The participants were students involved in the course “Teaching and Learning about Africa” at the University of Illinois and the University of...

Building Background Knowledge and Using Animations: A Pathway to Critical Thinking in a Science Classroom

Danielle Bremner; Christopher Devers

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4504–4509

The cognitively demanding tasks involved in critical thinking require more ‘space’ in students’ working memory. Research supports the theory that when basic procedural, structural, or content vocabulary is transferred from working memory to long...

Digital Tools for Mathematics Composition: Building an Online Mathematics Course

Shayla Heavner; Christopher Devers

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2019 (Nov 04, 2019) pp. 1126–1131

Writing in mathematics is an essential skill for communication and many technical careers. Research suggests that writing in mathematics often leads to increased understanding and more effective communication. However, writing in mathematics is...

Topics: online learning environments, E-learning/E-training

Virtual Reality: Adaptive and Branching Scenarios

Mike Jones; Christopher Devers

EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 2446–2449

Virtual reality is used in a variety of educational environments -- military, aviation, etc. This project combines virtual reality with adaptive and branching scenarios, which provides unique learning experiences for students. Depending on students’ ...

Topics: Virtual reality, interactive learning environments, Virtual Environments, Multimedia/Hypermedia Applications

Learning With Mobile Devices: An Overview

Christopher Devers; Stefanie Panke

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 1709–1717

The purpose of this article is not to provide an exhaustive literature review of learning with mobile devices, but rather offer an overview of learning with mobile devices that provides context for this special issue and its manuscripts...

Topics: Perspectives on Mobile Technologies for Learning

Digital Tools for Mathematics Composition: Building an Online Mathematics Course

Shayla Heavner; Christopher Devers

International Journal on E-Learning Vol. 19, No. 4 (October 2020) pp. 373–381

Writing in mathematics is an essential skill for communication and many technical careers. Research suggests that writing in mathematics often leads to increased understanding and more effective communication. However, writing in mathematics is...

An Evaluation of MOOC Success: Net Promoter Scores

Kristin Palmer; Christopher Devers

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1648–1653

Online education has evolved in recent decades. At its infancy, online education involved asynchronously posting questions online and then receiving feedback. However, more recently, online education has moved to synchronous video conversations that ...

Topics: E-learning benchmarks and standards, Open courses, open learning, and open educational resources, Open educational projects, partnerships, and consortia

Teachers Perceptions: Technology Integration in a K-12 Environment

Taunya Kline; Christopher Devers

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 20, 2014) pp. 1037–1039

The rapid evolution and constant change of technology is creating both opportunities and complications in the educational system. Schools appear to be in a never ending cycle of playing technological catch up as digital innovations emerge. However,...

Topics: research, Implementation Examples & Issues

Developing MOOCs to Narrow the College Readiness Gap: Challenges and Recommendations for a Writing Course

Shoba Bandi-Rao; Christopher Devers

International Journal on E-Learning Vol. 14, No. 3 (July 2015) pp. 351–371

Massive Open Online Courses (MOOCs) have demonstrated the potential to deliver quality and cost effective course materials to large numbers of students. Approximately 60% of first-year students at community colleges are underprepared for college...

Topics: Instructional Materials

Learning With Mobile Devices: An Overview

Christopher J. Devers; Stefanie Panke

Journal of Interactive Learning Research Vol. 29, No. 3 (July 2018) pp. 257–269

The purpose of this article is not to provide an exhaustive literature review of learning with mobile devices, but rather offer an overview of learning with mobile devices that provides context for this special issue and its manuscripts....

Video and Written Discussions

Christopher Devers; Jon Conrad; Erin Devers; Mackenzie Cook; Alexandra Alayan

EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1045–1048

This project explored the influence of written and video discussions on student learning. Students in one class section replied to discussion questions through written responses, while the second class section responded to the same discussion...

Topics: pedagogical issues, Teaching/Learning Strategies, improving classroom teaching

Online Video Learning: The Effect of Self-Explanation

Christopher Devers; Erin Devers; Alexandra Alayan; Cody Reaves

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 649–652

Self-reflection is an activity that past research suggests can increase learning. Given the continued growth of online learning and videos, research on the relationship between online video learning and self-explanation should be explored. We...

Topics: Implementation Examples & Issues, research, Instructional Design

Interleaved, Distributed, and Practice Testing: Using Smartphones to Increase Learning

Erin Devers; Christopher Devers; Alexandra Alayan; Emily Ragsdale

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 652–655

Students often do not utilize the most effective techniques when studying. This project combined evidence-based pedagogical techniques and smartphones to help promote student learning. Throughout the week, students received test like questions on...

Topics: research, Tools & Systems, Implementation Examples & Issues

Note-Taking: Paper Versus Computer

Christopher Devers; Jessica Hoffman; Christine Lee; Emily Ragsdale; Erin Devers

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 772–776

There is significant research on note-taking; however, there is little research comparing pen and paper note-taking to computer note-taking. Specifically, this project explored how taking notes on a computer influences learning. This project did not ...

Topics: research, Implementation Examples & Issues

Affordances and Constraints of a Blended Course in a Teacher Professional Development Program

Nesrin Bakir; Christopher Devers; Barbara Hug

Journal of Educational Multimedia and Hypermedia Vol. 25, No. 4 (October 2016) pp. 323–341

Using a descriptive research design approach, this study investigated the affordances and constraints of a graduate level blended course focused on science teaching and learning. Data were gathered from 24 in-service teacher interviews and surveys....

Affordances and Constraints of a Blended Course in a Teacher Professional Development Program

Nesrin Bakir; Christopher Devers; Barbara Hug

EdMedia: World Conference on Educational Media and Technology 2016 (Jun 28, 2016) pp. 1114–1126

Using a descriptive research design approach, this study investigated the affordances and constraints of a graduate level blended course focused on science teaching and learning. Data were gathered from 24 in-service teacher interviews and surveys....

Topics: pedagogical issues, Teaching/Learning Strategies, improving classroom teaching

FollowMe: A Game-Based Approach to Self-Regulation

Christopher Devers; Christine Lee; Joe Hoffert; Erin Devers; Stephen Burgos; Jeremy Davis

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 754–758

Self-regulation is linked to success in both academics and interpersonal relations. In order to facilitate increases in self-regulation, a web-based game was developed based on the Head-Toes-Knees-Shoulders task by Cameron-Ponitz et al. (2008; 2009)....

Topics: Children, Games & Simulations

Introduction to the Special Issue

Stefanie Panke; Christopher J. Devers; Cynthia Sistek-Chandler; Jon Dron

Journal of Interactive Learning Research Vol. 29, No. 3 (July 2018) pp. 249–255

Since fall 2014, mobile devices officially outnumber people on the planet. How can we begin to understand what this means for learning and teaching? An important starting point is to be aware of the ever changing and diverse nature of mobile...

Social Conformity in Online Environments: A Comparison Between Text and Video

Christopher Devers; Timothy Steenbergh; Erin Devers; Rachel Brighton; Brooks Ayers; Eric Carmichael; Judith Keen; Philip Hannum

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1777–1781

Social conformity is defined as movement from one’s own position to a contradictory position based on the expressed positions of others in a group (Cialdini & Trost, 1998). Asch (1955) discovered that roughly one-third of participants went against...

Khan Academy Learning

Christopher Devers; Allie Alayan; Cody Reaves; Emily Ragsdale

EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1684–1687

In an increasingly digital world, empirically-supported research that evaluates effective learning from online videos should be explored. Many current online educational videos are not class lectures that build upon each other, but rather are short...

Topics: improving classroom teaching, Evaluation of Impact, Research Perspectives

Using Videos and Self-Explanation To Foster Deeper Learning

Christopher Devers; Erin Devers; Eric Carmichael; Judith Keen; Haley Kuschman; Elisha Miller; Katie Beerbower; Alysse Barfell; Becca Coffey

World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 1962–1965

Self-explanation is a beneficial technique used to deepen conceptual understanding (Chi, Bassok, Lewis, Reimann, & Glaser, 1989). This experiment combined online videos and self-explanation to create a way to deepen one’s understanding of...

Enhancing Student Success: Disseminating a Growth-Mindset and Social-Belonging Intervention with Smartphones

Christopher Devers; Douglas Daugherty; Timothy Steenbergh; Jason Runyan; Lorne Oke; Alexandra Alayan

EdMedia: World Conference on Educational Media and Technology 2016 (Jun 28, 2016) pp. 1674–1677

Smartphones are changing the world and offer a unique medium for delivering evidence-based interventions. This project explored the use of a smartphone app to provide first-year students with opportunities to learn about, and interact with, growth...

Topics: Authoring tools, Evaluation of Impact, Research Perspectives

Mindsets, Smartphones, and Student Success

Christopher Devers; Douglas Daugherty; Timothy Steenbergh; Jason Runyan; Lorne Oke; Alexandra Alayan; Emily Ragsdale

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 648–651

This study utilized a smartphone app to deliver growth-mindset and social belonging nudges (ecological momentary interventions) to help increase student success at college. Growth-mindset suggests intelligence can grow (Walton & Yeager, 2014), while ...

Topics: research, Tools & Systems, Implementation Examples & Issues

Khan Academy: Learning and Self-Explanation

Christopher Devers; Erin Devers; Thomas Lehman; Timothy Steenbergh; Alexandra Alayan; Emily Ragsdale; Olivia Hayes; Kelsey Evey; Mackenzie Cook; Arthur Cobb; Kaylin Gandy; Dhiau Reng; Marion Aitchison

EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1040–1044

Khan Academy, which is known for providing verbal step-by-step explanations, is increasingly used by students and in educational environments. The purpose of this project was to evaluate student learning from watching a Khan Academy video while...

Topics: Teaching/Learning Strategies, pedagogical issues, improving classroom teaching