This article argues that today’s gold standard for identifying what works, the randomized controlled trial, poorly serves each and any individual learner. Elements of this argument provide grounds for proposed remedies in cases where software can log extensive data about the operations that each learner applies to learning and about each bit of information to which a learner applies those operations.
This article reviews recent advances in research by members of the Learning Environments Across Disciplines partnership on the design of adaptive technology-rich learning environments as cognitive, metacognitive, and affective tools. In particular, we examine the use of convergent methodologies and how the design guidelines of the learning environments are grounded in instructional theories and empirical evidence.
This paper attempts to integrate the ideas of adaptive navigation support and open student modeling, two prominent technologies in the field of personalized learning with social visualization.
Pedagogical agents are computerized talking heads or avatars that help students learn by performing actions and holding conversations with the students in natural language. This paper explores several designs of trialogues (two agents interacting with a human student) that have been productively implemented for particular students, subject matters, and depths of learning.
This article discusses how high quality software can both promote children’s math learning and also provide analytic tools for studying its development over time. Macrogenetic research on digital learning can contribute to the further development of effective math education software, shed light on children’s math learning, and also largely eliminate the need for high-stakes testing and traditional achievement tests.
This article defines how educational technologies can be leveraged for use in collaborative research environments by highlighting the research revolution of ASSISTments, a popular online learning platform, and by outlining the many benefits made possible through educational research at scale.
An introduction to the special issue.
This article specifies a model to organize both historical and contemporary work to create adaptive learning opportunities and applies it to identify active lines of relevant research as well as areas for additional development.
This case study attempts to understand the contemporary challenges of implementing the collaborative web-based tool and its accompanying opportunities, as well as the contextual factors for its implementation within the district.
This mixed methods study explores the issue of adopting, adapting, and sharing of open educational resources in teacher practice and points out its potentials as well as barriers to diffusion that openness may face in light of economic and political realities of the classroom.
This paper examines how a large virtual school grows and prospers in spite of receiving consistently “failing” “grades” from the state. In answering, the article suggests that the school is not just a school and must be understood instead as part of a fundamental transformation in the nature of educational institutions.
In this article, a typology for an online Socrates Café discussion forum emerges from the theoretical framework of pedagogical and dispositional components guiding the pedagogy. The typology may assist instructors to create and sustain purposeful online discussion forums that engage students in deliberative discussion.
Despite the increased popularity of blended learning in K–12 contexts, relatively little research exists that examines teachers’ instruction in high-tech blended schools. Drawing on cultural historical activity theory (CHAT) to identify and explore the contextual factors influencing teachers’ work, this article traces how teachers' roles and instructional practices develop throughout the first year of a blended learning school.
This article explores for a broad audience the changing landscape of education in the digital age, the changing roles of teachers in a technology-rich education system, and the skills, knowledge, values, and ways of thinking that teachers must have to support students’ social, emotional, and intellectual development in a digital learning environment.
Community college leaders are now turning to social media/social networking sites for new avenues and opportunities to increase students’ interaction, engagement, and collaboration with peers, faculty, and staff. This study examines the use of social media/social networking sites and its relationship to social capital and academic success in the context of community colleges.
This multi-method study explores the potential of virtual coaching as a means for providing sustained external assistance to principals and leadership teams engaged in collaborative instructional improvement.
This paper examines the influence of students’ self-efficacy and expectation, as well as the expectation and encouragement they received from parents and high school teachers on their decisions to major in, complete a degree, and pursue a career in STEMM.
In this article, we explore the ways transnational children identified as certain kinds of transnational, immigrant, or “American” students, while they orchestrated multiple, often competing voices of in multimodal, digital autobiographies.
The goal of this study was to examine how preservice science teachers may capitalize on learning from different types of reflection prompts based on the IMPROVE self-questioning model oriented toward technological pedagogical content knowledge (TPCK) in order to enhance their design of technology-infused science lessons for students and to allow them to develop their own self-reflection abilities. Results indicated that preservice teachers who contemplated a combination of both judgment and modification reflections in treatment improved more in their lesson-design skills and in their self-reflection ability (of both types at the three phases), as compared with preservice teachers who contemplated only a single type of reflective prompt (generic or only judgment or modification).
This article proposes a theory through which to better understand, evaluate, and scaffold the generative synthesis of knowledge in a web-mediated world. The theory is based on a review of literature from a diverse range of scholarly fields as well as an empirical investigation of advanced learners on the web.
This study examines the relationship between applied STEM coursetaking (i.e., ‘scientific research & engineering’ and ‘information technology’) in high school and standardized math achievement. Using longitudinal data from a nationally-representative cohort of high school students, this study tests the effect of enrolling in applied STEM courses conditional on pipeline placement in traditional academic math courses, with the former emphasizing the application of concepts taught in the latter to specific occupational settings. Fixed effects regression analyses reveal that applied STEM courses have a statistically significant, but substantively small positive effect on math test scores. Students who fall lower on the math ability pipeline (i.e., who take only below average math courses like basic math and pre-Algebra) benefit much more from applied STEM courses than do students who take more advanced courses.
This study used Virtual Reality (VR) technology to simulate conceptual and perceptual analogies and examined their impact on the analogical thinking of kindergarten children enrolled in public education. It compared the effectiveness of immersive 3D VR to better enhance their ability to solve both kinds of analogies with the effectiveness of picture cards and found VR to be more effective.
We compared levels of off-task behavior exhibited by students using educational software in the Philippines and the United States. We found that students in the Philippines exhibited significantly less off-task behavior and more gaming the system than students in the United States.
The study examines empirical models of variables posited to predict students’ motivation management in online groupwork.
The chapter examines John Dewey’s concepts of society and the public in the context of digital technology and its potential to transform society and the moral ethos of the public school. I argue that Dewey’s theory of society and the public, though articulated for an industrial age, are, like his moral vision of social democracy and public education, still of perennial importance as a ethical lens to frame and critique the emerging network society and publics.
This meta-analysis of the online learning literature includes 50 independent effects from controlled studies that contrasted either purely online or a blend of online and face-to-face instruction with a condition in which all instruction was conducted face-to-face. The meta-analysis found that on average, learners experiencing blends of online and face-to-face instruction learned modestly more than those whose instruction was entirely face-to-face.
This article presents a multiple-case study that investigated six different cases of exemplary online teachers and their teaching contexts within a large research university. The findings reveal common exemplary online teaching practices and suggest recommendations for supporting and nurturing successful online teaching in higher education institutions.
This article describes the innovative methodology underpinning a collaboration between university researchers and teachers working together to analyze and develop theory and practice concerning classroom dialogue in the context of technology use. Implications for wider use and adaptation of our coinquiry process and the substantive outcomes are also discussed.
In this article, the author uses the qualitative method of portraiture to explore the tension between the promises and perils associated with digital media in the context of one college student’s daily experiences. The author considers the developmental and social implications of growing up in a digital era, as well as opportunities for educational intervention.
The study was of a digital storytelling project with a group of families in North Yorkshire. The study explored meaning-making practices across generations using a number of multimodal tools, including drawing, writing, digital audio, still photographs, and moving image media.