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"Armfield, Shadow W. J"
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Assessment and Learning in Knowledge Spaces (ALEKS) Adaptive System Impact on Students’ Perception and Self-Regulated Learning Skills
Adaptive learning is an educational method that uses computer algorithms and artificial intelligence (AI) to customize learning materials and activities based on each user’s model. Adaptive learning has been used for more than 20 years. However, it is still unique, and no other system could bring more or even similar capabilities than the ones adaptive technology offers, including the application of AI, psychology, psychometrics, machine learning, and providing a personalized learning environment. However, there are not many studies on its practicality, usefulness, improving students’ learning skills, students’ perception, etc., due to the limited number of institutes investing in this new technology. This paper presents the results of administering the newly developed Adaptive Self-regulated Learning Questionnaire (ASRQ) in an adaptive learning course equipped with the ALEKS (Assessment and Learning in Knowledge Spaces) system to study the amount of Self-regulated Learning Skills (SRL) score change, if any, of the students. The ASRQ was administered at the beginning and end of the semester as a pretest and posttest. Then, the quantitative Sample Paired t Test was run to measure the students’ SRL score change between the beginning and end of the semester. The results showed a significant decline in students’ SRL skills score while working with ALEKS. This paper also discusses the reasons for the considerable drop in SRL skills based on students’ perception and feedback collected through administering an open-ended survey at the end of the semester. The survey’s qualitative analysis showed various possible factors contributing to the decline of the SRL skills score, including lack of motivation, system complexity, hard penalty, lack of social presence, and lack of system practicality.
Journal Article
The Wiley handbook of educational policy
Illuminates the multiple barriers that plague the education system and shows the way toward enlightened and inclusive educational policy and policymaking This book showcases new scholarship in the broad field of education policy and governance.
eBook
Global Digital Citizenship: Providing Context
This paper provides details of the redesign of a digital citizenship unit for pre-service teachers to better support their future students in gaining an understanding of the importance of teaching global digital citizenship. The purpose of the unit design was to broaden these future teachers’ understandings of the complexity of being effective global digital citizens by embedding the subtopics of digital citizenship; equitable access, global awareness, cultural understanding, and safe, healthy, legal, ethical, and responsible uses of technology into the foundations of modeling and integrating technology into the curriculum. To help them learn these complex issues so they could make more critical curriculum decisions in their future classrooms, teacher candidates engaged in a collaborative jigsaw activity, a debate, and were assessed by posting their perspectives in their personal blogs. These teacher candidates demonstrated their growth on this complex, but vital, issue by providing contextual examples.
Journal Article
Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment
Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of initiative and sense of control with regard to iGoogle gadgets management in PLE. This study has concluded that goal setting, time management, and task strategies in self-regulated learning can predict level of initiative in organizing PLE. Furthermore, goal setting and task strategies can predict sense of control in PLE management.
Journal Article
Modeling the Virtuous
The historical significance and connections of classical ethics connected to modern life are inherently built into the ways U.S. communities have been developed, however, few considerations for ethical concerns are endemic to policy development in schools. This chapter discusses the ways ethics have been established in Western culture, how ethics plays a role in technological use, educational environments, and in educational policy design. Next, this chapter discusses governance, how acceptable use policies are being used in prek‐12, college, and university settings, and how control and punishment have become a mainstay of policy enforcement in modern educational institutions. Finally, the authors advocate for more inclusive and knowledge‐building policies that promote virtuous citizenship and positive learning rather than punish negative behaviors instilled by punitive policies.
Book Chapter
A descriptive case study of teaching and learning in an innovative middle school program
The roles that students and teachers play in the classroom have everything to do with the way in which teaching and learning are approached. In programs with stakeholders from multiple educational perspectives, some of which may be in conflict with one another, the approach to teaching and learning may not be clear-cut. The purpose of this study was to create a description of how learning and teaching were conducted in a program that operated under such conditions. The TILE program was bound by four main components: the middle school philosophy, technology integration, student achievement (in particular Arizona's Instrument to Measure Standards (AIMS)), and the National Aeronautics and Space Administration (NASA) Explorer Schools (NES). Going into the study there was some evidence, based on test scores, that the program was effective in helping students be successful on AIMS, but how the program approached teaching and learning to be successful on this was unclear. Furthermore, the role of other three components of the program had not been addressed at all. In order to develop a description of teaching and learning in a program where these four components were the core ingredients, the researcher implemented a case study design. This case study focused on fifty-seven students, two teachers, one student teacher, and the learning environment in which they interacted. To fully develop the intricacies of the program, the researcher gathered data from a number of sources utilizing multiple methods. The sources of the data were the teachers, the students, teacher documentation, and the learning environment. The methods for gathering data were face-to-face interviews, observations, and a questionnaire. Although how the data of this study is connected or disconnected from the current literature concerning the four components of the TILE program are considered, an evaluation is not the purpose. The findings are to be generalized in a naturalistic manner where the reader finds personal meaning in the data. This data is \"then intuitively combined with their previous experiences\" (Stake & Trumbull, 1982) to be used for use in their own future experiences. The findings of this case study, therefore, cannot be determined by the researcher, but by the individual reader through the change brought to their educational practice.
Dissertation