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My Study

The following items are sources I have reviewed in my studies. Select the title to be directed to the source or purchasing options, where applicable. Many require specific journal access or purchase. If you don't have access to a journal through work, school, or your local library, you may be able to reach out to the article authors directly to ask for a copy. Most are happy to share their work!

(Please note that I've organized these resources by the course and week where I've first encountered them. So, there is usually some topical relation given what I was studying at the time. The section summary will provide some guidance. Also note that I do not receive any compensation from these sources.)

EDUO 706: Week Five

This week, my research skirted around change agency studies for universities outside the United States. This led to the topic of sustainability education.

​(Preusse, 2024)

Preusse, J. (2024). Four recommendations to Increase the level of pervasion of change projects in higher education institutions: A case report. International Journal of Educational Management, 38(2), 587–601. https://doi.org/10.1108/IJEM-07-2023-0326

(Class et al., 2023)

Class, B., Agagliate, T., Akkar, A., Cheikhrouhou, N., & Sagayar, M. (2023). Leveraging openness for refugees’ higher education: A Freiran perspective to foster open cooperation. Open Praxis, 15(1), 49–59. https://doi.org/10.55982/openpraxis.15.1.529

(Akkad & Henderson, 2024)

Akkad, A., & Henderson, E. F. (2024). Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria. Teaching in Higher Education, 29(1), 126–143. https://doi.org/10.1080/13562517.2021.1965571

(Sisamud et al., 2023)

Sisamud, K., Chatwattana, P., & Piriyasurawong, P. (2023). The project-based learning using design thinking model via Metaverse to enhance Buddhism innovators. Higher Education Studies, 13(3), 10–17. https://doi.org/10.5539/hes.v13n3p10

(Sales et al., 2023)

Sales, A., Portera, A., & Milani, M. (2023). Developing intercultural competences through participatory strategies: A multiple case study. Intercultural Education, 34(4), 426–445. https://doi.org/10.1080/14675986.2023.2211854

(Bridge et al., 2023)

Bridge, C., Horey, D., Loch, B., Julien, B., & Thompson, B. (2023). The impact of an innovators group on the development of a culture of innovation in the use of educational technologies. Australasian Journal of Educational Technology, 36(6), 17–32. https://doi.org/10.14742/ajet.8575

(Sapir, 2022)

Sapir, A. (2022). Negotiating a dual deficit: The work of student support between conservative audacity and tempered radicalism. Studies in Higher Education, 47(7), 1440–1452. https://doi.org/10.1080/03075079.2021.1910650

(Hermann et al., 2022)

Hermann, R. R., Bossle, M. B., & Amaral, M. (2022). Lenses on the post-oil economy: Integrating entrepreneurship into sustainability education through problem-based learning. Educational Action Research, 30(3), 480–506. https://doi.org/10.1080/09650792.2020.1823239

(Ulla et al., 2021)

Ulla, M. B., Tarrayo, V. N., Perales, W. F., & Vecaldo, R. T. (2021). Doctoral academics’ roles in Philippine higher education institutions: Insights from a qualitative study. Issues in Educational Research, 31(3), 972–989. https://doi.org/https://www.iier.org.au/iier31/ulla.pdf

(Martos-Garcia & Garcia-Puchades, 2023)

Martos-García, D., & García-Puchades, W. (2023). Emancipation or simulation? The pedagogy of ignorance and action research in PETE. Physical Education and Sport Pedagogy, 28(1), 43–55. https://doi.org/10.1080/17408989.2021.1936477

(Fossland & Sandvoll, 2023)

Fossland, T., & Sandvoll, R. (2023). Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents. International Journal for Academic Development, 28(3), 305–318. https://doi.org/10.1080/1360144X.2021.1941034

(Salovaara & Soini, 2021)

Salovaara, J. J., & Soini, K. (2021). Educated professionals of sustainability and the dimensions of practices. International Journal of Sustainability in Higher Education, 22(8), 69–87. https://doi.org/10.1108/IJSHE-09-2020-0327

(Mohamad et al., 2021)

Mohamad, Z. F., Mamat, M. Z., & Muhamad Noor, M. F. (2021). Students as change agents for campus sustainability in Malaysian universities. International Journal of Sustainability in Higher Education, 22(2), 404–422. https://doi.org/10.1108/IJSHE-06-2020-0224

(Gamage et al., 2022)

Gamage, K. A. A., Ekanayake, S. Y., & Dehideniya, S. C. P. (2022). Embedding sustainability in learning and teaching: Lessons learned and moving forward--approaches in STEM higher education programmes. Education Sciences, 12(225), 1-20. https://doi.org/10.3390/educsci12030225

(Sapargaliyeva et al., 2023)

Sapargaliyeva, A. Z., Shynybekova, A. S., Molbassynova, Z. M., Tasbolatova, R., & Nurzhanova, T. T. (2023). Innovative educational technologies and competencies in higher education. Higher Education for the Future, 10(1), 110–122. https://doi.org/10.1177/23476311231155523

(McMillan & Higgs, 2003)

McMillan, V. M., & Higgs, A. L. (2003). Implementing Sustainability Education: Lessons from Four Innovative Schools [MS Thesis]. University of Michigan. https://s3.amazonaws.com/usp_site_uploads/resources/145/Implementing_Sustainability_Education_Thesis.pdf

(Potter-Nelson & Meyers, 2022)

Potter-Nelson, E., & Meyers, S. (2022). An introduction to sustainability education. MIT Environmental Solutions Initiative. https://environmentalsolutions.mit.edu/wp-content/uploads/2022/08/Intro-to-sustainability-education-white-paper.pdf

EDUO 706: Week Four

This week, the topic has been the Diffusion of Innovation Theory. I was primarily interested in studies related to adoption of technology in higher education.

​(Gaddis, 2020)

Gaddis, M. L. (2020). Faculty and student technology use to enhance student learning. International Review of Research in Open and Distributed Learning, 21(4), 39–60.

(Menon & Suresh, 2022)

Menon, S., & Suresh, M. (2022). Enablers of technology agility in higher education. International Journal of Information and Learning Technology, 39(2), 166–196. https://doi.org/10.1108/IJILT-07-2021-0107

(Tripathi et al., 2022)

Tripathi, N., Upadhyay, S., & Das, H. (2022). Forced transition to technology: Role of self-efficacy and big five personality variables in the adoption of technology. International Journal of Educational Management, 36(7), 1131–1151. https://doi.org/10.1108/IJEM-02-2022-0065

(Essmiller & Asino, 2021)

Essmiller, K., & Asino, T. (2021). Will academic library publishing break OER? A diffusion of innovations study. Journal of Interactive Media in Education, 2021(1).

(Lund et al., 2020)

Lund, B. D., Omame, I., Tijani, S., & Agbaji, D. (2020). Perceptions toward artificial intelligence among academic library employees and alignment with the diffusion of innovations’ adopter categories. College & Research Libraries, 81(5), 865–882. https://doi.org/10.5860/crl.81.5.865

(Damiano et al., 2024)

Damiano, A. D., Lauría, E. J. M., Sarmiento, C., & Zhao, N. (2024). Early perceptions of teaching and learning using generative AI in higher education. Journal of Educational Technology Systems, 52(3), 346–375. https://doi.org/10.1177/00472395241233290

(Lovell & Mallinson,  2024)

Lovell, D.& Mallinson, D. J. (2024). Pencils down…for good? The expansion of test-optional policy after COVID-19. Innovative Higher Education, 49(1), 177–199. https://doi.org/10.1007/s10755-023-09677-2

(Idsardi et al., 2023)

Idsardi, R., Friedly, I., Mancinelli, J., Usai, N., & Matos, L. F. (2023). Outcomes of early adopters implementing the flipped classroom approach in undergraduate STEM courses. Journal of Science Education and Technology, 32(5), 655–670. https://doi.org/10.1007/s10956-023-10066-9

(Richardson et al., 2020)

Richardson, J. W., Lingat, J. E. M., Hollis, E., & Pritchard, M. (2020). Shifting teaching and learning in online learning spaces: An investigation of a faculty online teaching and learning initiative. Online Learning, 24(1), 67–91.

(Anthony et al., 2022)

Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L. E., Abdullah, A., & Ming, G. L. (2022). Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning, 27(2), 531–578. https://doi.org/10.1007/s10758-020-09477-z

(Raman et al., 2021)

Raman, R., Sairam, B., Veena, G., Vachharajani, H., & Nedungadi, P. (2021). Adoption of online proctored examinations by university students during COVID-19: Innovation diffusion study. Education and Information Technologies, 26(6), 7339–7358. https://doi.org/10.1007/s10639-021-10581-5

(McConnell et al., 2020)

McConnell, M., Montplaisir, L. & Offerdahl, E. (2020). Meeting the conditions for diffusion of teaching innovations in a university STEM department. Journal for STEM Education Research, 3(1), 43–68. https://doi.org/10.1007/s41979-019-00023-w

(Trespalacios & Uribe-Flórez, 2020)

Trespalacios, J., & Uribe-Flórez, L. J. (2020). Case studies in instructional design education: Students’ communication preferences during online discussions. E-Learning and Digital Media, 17(1), 21–35. https://doi.org/10.1177/2042753019874149

(Turan & Cetintas, 2020)

Turan, Z., & Cetintas, H. B. (2020). Investigating university students’ adoption of video lessons. Open Learning, 35(2), 122–139. https://doi.org/10.1080/02680513.2019.1691518

(Moore & Reinsfelder, 2020)

Moore, J. P., & Reinsfelder, T. L. (2020). Current usage patterns of open educational resources in the engineering mechanics classroom and barriers to adoption. Issues in Science and Technology Librarianship, 95. https://doi.org/10.29173/istl65

EDUO 706: Week Three

This week, I've been mostly focused on disruptive technology. We are in an interesting time where there is a great deal of uncertainty about how current technology is going to change how we educate, work, and live.

​(Carstens et al., 2021)

Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of technology on student learning. Turkish Online Journal of Educational Technology, 20(1), 105–106. https://files.eric.ed.gov/fulltext/EJ1290791.pdf

(Ipsen, 2024)

Ipsen, A. (2024, January 4). Technology in 2030: Top 20 big tech predictions. https://www.pluralsight.com/resources/blog/it-ops/tech-in-2030

(Lege & Bonner, 2020)

Lege, R., & Bonner, E. (2020). Virtual reality in education: The promise, progress, and challenge. The JALT CALL Journal, 16(3), 167–180. https://doi.org/10.29140/jaltcall.v16n3.388

(Drigas et al., 2023)

Drigas, A., Papanastasiou, G., & Skianis, C. (2023). The school of the future. International Journal of Emerging Technologies in Learning, 18(9), 65–85. https://doi.org/10.3991/ijet.v18i09.38133

(Schulz et al., 2020)

Schulz, T., Cividini-Motta, C., Blair, K. C., & MacNaul, H. (2020). A comparison of high-tech and low-tech response modalities to improve student classroom behavior. Journal of Behavioral Education, 31(2), 243–264. https://doi.org/10.1007/s10864-020-09393-3

(Kearney et al., 2021)

Kearney, A., Harrington, D., & Rajwani, T. (2021). Group behaviour process and learning: a review and assessment of emerging online technologies in executive education. European Journal of Training and Development, 46(9), 974–995. https://doi.org/10.1108/ejtd-03-2021-0044

(Flavin & Quintero,  2020)

Flavin, M., & Quintero, V. (2020). An international study of technology enhanced learning-related strategies from the perspective of disruptive innovation. Interactive Technology and Smart Education, 17(4), 475–488. https://doi.org/10.1108/itse-11-2019-0077

(Farrelly & Baker, 2023)

Farrelly, T., & Baker, N. (2023). Generative artificial intelligence: Implications and considerations for higher education practice. Education Sciences, 13(11), 1109. https://doi.org/10.3390/educsci13111109

(Dede & Lidwell, 2023)

Dede, C., & Lidwell, W. (2023). Developing a next-generation model for massive digital learning. Education Sciences, 13(8), 845. https://doi.org/10.3390/educsci13080845

(Flavin, 2021)

Flavin, M. (2021). A disruptive innovation perspective on students’ opinions of online assessment. Research in Learning Technology, 29. https://doi.org/10.25304/rlt.v29.2611

(Rasiah et al., 2021)

Rasiah, R., Somasundram, S., Tee, K. P. L., & Turner, J. J. (2021). Teach less and learn more. International Journal of Curriculum Development and Learning Measurement, 2(1), 29–42. https://doi.org/10.4018/ijcdlm.2021010103

(Hall & Lulich, 2021)

Hall, R., & Lulich, J. (2021). University strategic plans: What they say about innovation. Innovative Higher Education, 46(3), 261–284. https://doi.org/10.1007/s10755-020-09535-5

EDUO 706: Week Two

This week, in addition to topics of learning engineering, educational technology, and action research, I researched student retention strategies.

​(Tlili, 2023)

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00237-x

(Maloney & Kim, 2019)

Maloney, E. J. & Kim, J. (2019). The misuse of the diffusion of innovation. Inside Higher Ed | Higher Education News, Events and Jobs. https://www.insidehighered.com/digital-learning/blogs/technology-and-learning/misuse-diffusion-innovation#

(Pang, 2020)

Pang, A. (2020, August 27). 3 Ways to increase tech adoption in Higher Education. Technology Solutions That Drive Education. https://edtechmagazine.com/higher/article/2020/08/3-ways-increase-tech-adoption-higher-education

(EdSurge Podcast, n.d.)

EdSurge Podcast. (n.d.). Why late adopters are skeptical of ed tech (and how to get them on board). SoundCloud. https://soundcloud.com/edsurge/why-late-adopters-are-skeptical-of-edtech-and-how-to-get-them-on-board

(Zhang et al., 2023)

Zhang, J., Dumont, G. E., Sumbera, B. G., Medina, P. S., Kordrostami, M., & Ni, A. Y. (2023). Rising to the occasion: The importance of pandemic for faculty adoption patterns. Online Learning, 27(1), 404-427.

(Brown et al., 2022)

Brown, A., Lawrence, J., Basson, M., Axelsen, M., Redmond, P., Turner, J., Maloney, S., & Galligan, L. (2022). The creation of a nudging protocol to support online student engagement in higher education. Active Learning in Higher Education, 24(3), 257–271. https://doi.org/10.1177/14697874211039077

(Brömmelhaus, 2023)

Brömmelhaus, A. (2023). Partnership and higher education: Do a partner’s educational aspirations influence a student’s dropout intention? SAGE Open, 13(2). https://doi.org/10.1177/21582440231179628

(Stoebe,  2020)

Stoebe, A. (2020). The effect of new student orientations on the retention of online students. Online Journal of Distance Learning Administration, 23(2). https://doi.org/https://www.westga.edu/~distance/ojdla/summer232/stoebe232.html

(Linden, 2022)

Linden, K. (2022). Improving student retention by providing targeted support to university students who do not submit an early assessment item. A practice report. Student Success, 13(1), 67–73. https://eric.ed.gov/?id=EJ1332424

(Taylor et al., 2021)

Taylor, L., Urgo, R., Mize, M. D., & Yarbrough, L. (2021). Assessing leadership and retention programs: Preliminary insights from an action research project. Journal of Student Affairs Research and Practice, 59(1), 30–43. https://doi.org/10.1080/19496591.2021.1885422

EDUO 706: Week One

This week I focused my studies on learning engineering, educational technology, and action research for the most part.

​(Goodell & Koldner, 2023)

Goodell, J. and Koldner, J., editors. (2023). Learning Engineering Toolkit: Evidence-Based Practices from the Learning Sciences, Instructional Design, and Beyond.

(Dede et al., 2018)

Dede, C., Richards, J., & Saxberg, B. (2018). Learning engineering for online education (Vol. 95). Routledge.

(Goodell et al., 2020)

Goodell, J., Kessler, A., Kurzweil, D., Koldner, J. (2020.) Competencies of Learning Engineering Teams and Team Members. In IEEE ICICLE proceedings of the 2019 Conference on Learning Engineering, Arlington, VA, May 2019.

(Hendricks, 2017)

Hendricks, C. C. (2017). Improving schools through action research: A reflective practice approach. Pearson. One Lake Street, Upper Saddle River, New Jersey 07458.

(Petherbridge et al., 2023)

Petherbridge, D., Bartlett, M., White, J., & Chapman, D. (2023). Instructional designers’ perceptions of the practice of instructional design in a Post-Pandemic workplace. Proceedings of International Journal of E-Learning 2023, 259–281. https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1127&context=efl_fac_pubs

(Huang et al., 2023)

Huang, W., Douglas, K., Li, T., & Fentiman, A. (2023). From waterfall to collaborative: How the course design process evolves along with relationship building. International Journal of Designs for Learning, 14(1), 23–33.

(Hsu, 2020)

Hsu, H.-C. K. (2020). Developing online engineering courses: A resource kit for collaboration between faculty and instructional designers. Journal of Educational Technology Systems, 49(1), 49–58. https://doi.org/10.1177/0047239520905773

(Wong et al.,  2023)

Wong, L. C., Tiong, Y. Y., Tee, P. K., & Chan, B. Y. F. (2023). Exploring a tricomponent attitude model for the application of “forced” online learning in the post-COVID era. Malaysian Journal of Learning and Instruction, 20(2), 233–266.

(Kim & Lee, 2022)

Kim, M. & Lee, D.-Y. (2022). Instructor teaching experience with online distance learning for practical design courses after COVID-19. International Association for Development of the Information Society.

(Cochrane et al., 2022)

Cochrane, T.,Narayan, V., Aiello, S., Alizedah, M., Birt, J., Bone, E., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Sinfield, D., & Worthington. T. (2022). Analysing mobile learning designs: A framework for transforming learning post-COVID. Australasian Journal of Educational Technology,38(4), 1-21. https://doi.org/10.14742/ajet.7997

(Greene et al., 2020)

Greene, J. A., Lobczowski, N. G., Freed, R., Cartiff, B. M., Demetriou, C., & Panter, A. T. (2020). Effects of a science of learning course on college students’ learning with a computer. American Educational Research Journal, 57(3), 947–978. https://doi.org/10.3102/0002831219865221

(Choi, 2023)

Choi, B. (2023). Examining the relationships of the students’ participation patterns with their learning satisfaction and learning achievement in asynchronous online discussions. International Journal of Technology in Education, 6(3), 349-363. https://doi.org/10.46328/ijte.420

(Nabours & Koh, 2020)

Nabours, K., & Koh, M. H. (2020). Outcomes of incorporating the science of learning into mathematics curriculum. Community College Journal of Research and Practice, 44(6), 412–426. https://doi.org/10.1080/10668926.2019.1610674

(Fujita, 2020)

Fujita, N. (2020). Transforming online teaching and learning: Towards learning design informed by information science and learning sciences. Information and Learning Sciences, 121(7–8), 503–511. https://doi.org/10.1108/ILS-04-2020-0124

(Bernacki et al.,  2020)

Bernacki, M. L., Vosicka, L., & Utz, J. C. (2020). Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement? Journal of Educational Psychology, 112(4), 765–781. https://doi.org/10.1037/edu0000405

(Misiejuk et al., 2023)

Misiejuk, K., Ness, I. J., Gray, R. M., & Wasson, B. (2023). Changes in online course designs: Before, during, and after the pandemic. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.996006

(Xie et al., 2021)

Xie, J., Gulinna, A., Rice, M., & Griswold, D. E. (2021). Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19. Distance Education, 42(3), 331–351. https://doi.org/10.1080/01587919.2021.1956305

(Robinette, 2024)

Robinette, R. L. (2024). Investigating a method as part of the action research process: Education journey maps. Educational Action Research, 32(2), 243–259. https://doi.org/10.1080/09650792.2022.2113416

(Sáez Bondía & Cortés, 2022)

Sáez Bondía, M. J., & Cortés Gracia, A. L. (2022). Action research in education: A set of case studies? Educational Action Research, 30(5), 850–864. https://doi.org/10.1080/09650792.2020.1866631

(Daniel, 2023)

Daniel, M. (2023). Stop, drop, and pivot: An action researcher’s lived experience through the COVID-19 interruption. Canadian Journal of Action Research, 23(3), 9–26. https://doi.org/10.33524/cjar.v23i3.595

(Azulai, 2021)

Azulai, A. (2021). Are grounded theory and action research compatible? Considerations for methodological triangulation. Canadian Journal of Action Research, 21(2), 4–24. https://doi.org/10.33524/cjar.v21i2.485

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