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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 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).

(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.

(Pang, 2020)

Pang, A. (2020, August 27). 3 Ways to increase tech adoption in Higher Education. Technology Solutions That Drive 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.

(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. DOI: 10.24059/olj.v27i1.3135

(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.

(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), 215824402311796.

(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).

(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.

(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.

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.

(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.

(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.

(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.

(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 (IJTE), 6(3), 349-363.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

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