I’ll get to that later: Using data-driven nudges to help students avoid procrastination in an asynchronous online course

Session Description
The rapid rise of online learning creates an imperative for course design strategies that support positive student outcomes. Students’ ability to self regulate academic behavior, such as goal-setting and time management, is important for both higher education and career success. It is particularly important in online courses where students lack feedback and are prone to procrastination.

This presentation will describe a proposed project to implement and study the impact of digital nudges on student self-regulatory behavior in an online course. Nudges are a tool that help individuals make decisions in their own best interest without coercion. A brief introduction to nudges will be provided followed by examples of the nudge types proposed to be incorporated into the course. The nudges will be delivered to students via the online course platform and through SMS text messages and will be designed to promote self-regulatory behaviors such as goal setting, time management, and self-reflection.

A brief overview will be given of the proposed study’s mixed-methods design. Instruments and data analysis will incorporate an interdisciplinary approach, measuring the influence and perception of digital nudges on student behavior, achievement and satisfaction in the course. In addition, the study will examine how student characteristics, such as ethnicity, procrastination profiles and cultural self-construals might mediate impacts and perceptions. Preliminary results from a pilot will be shared and a question and answer period will encourage session attendees to share their feedback and related experience.

Presenter(s)
Faye Furutomo
Faye Furutomo, University of Hawaii at Manoa, HI
Faye Furutomo is a project manager and designer, specializing in web development and instructional design projects. She has been with the UH Mānoa College of Education since 2008, serving as web designer and program manager for Distance Course Design & Consulting (DCDC), an award winning design and development team. She is also currently pursuing her PhD in Learning Design & Technology at UH Manoa. In addition, she earned her MBA from the Shidler College of Business, BA from Wheaton College in Illinois, BFA from the University of Hawai‘i at Mānoa, a Certificate of Online Learning and Teaching (COLT) from the Learning Design & Technology department. Faye is interested in the fields of project management, leadership, strategic planning, design and is passionate about improving higher education for Hawaii’s current and future generations.
Ariana Eichelberger
Ariana Eichelberger, University of Hawaii at Manoa, HI
Dr. Ariana Eichelberger is an Associate Specialist and Instructional Designer in the College of Education. Eichelberger manages the Instructional Support Group of the College and coordinates the College’s faculty professional development program. As a faculty member of the Department of Learning Design and Technology, Eichelberger teaches graduate and undergraduate courses in instructional design and technology integration. She is also an instructional designer with the COE’s Distance Course Design and Consulting group (DCDC).
Daniel Hoffman
Daniel Hoffman, University of Hawaii at Manoa, HI
Dan Hoffman is an educator and researcher in the field of digital learning. His research focuses on the design of interactive experiences and their impact on learning and engagement. This interdisciplinary work takes place at the intersection of cognitive science, education and computer science. Seeing great potential in emerging human-computer interaction techniques, Dan studies interactivity and its ability to act as a conceptual and procedural scaffold in digital environments. In 2013, Dan earned his doctorate in Instructional Technology & Media from Teachers College, Columbia University. Before joining the Department of Learning Design & Technology at the University of Hawaii at Mānoa, he worked as a Senior Education Analyst at Kamehameha Schools. His background includes classroom teaching, the New York City Teaching Fellows program, and designing software for Intel and the Games for Learning Institute. He was born in Vermont and enjoys building computers, watching movies, and listening to podcasts.
Session Type
20-Minute Session
Audience
All Audiences

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Online Course Design for Active Learning within the UDL Framework

Session Description
What does active learning look like online? How can we provide it while addressing the needs and preferences of learners in a flexible learning environment? This presentation provides the definition, purpose, and examples of active learning within the Universal Design for Learning (UDL) framework from setting the stage, selecting instructional strategies and technologies, student selection of learner strategies, and designing feedback loops. A typology of instructional strategies and their examples are addressed to provide variety (i.e., activity-centered, content-centered, experience-centered, and learner-centered activity. Active learning aligns with the UDL framework when lessons provide multimodal representation and various pathways for action, expression, and engagement. CAST’s checkpoints for UDL will be woven throughout, as well as active learning and UDL’s intersection with the Online Community of Inquiry Framework (i.e., social, cognitive, and teaching presences). For active learning, students need the following in a UDL environment:

  • Preparation for learning events,
  • Situated learning environments for near transfer,
  • Planned multimodal interactions that are cognitively challenging,
  • Alternative and formative assessments,
  • Cognitive strategies to build comprehension and increase retention,
  • Feedback loops, and
  • Metacognitive strategies to monitor their learning.
Presenter(s)
Sandra Rogers
Sandra Rogers, University of California – Los Angeles, CA
Sandra Annette Rogers (aka Teacherrogers) has taught in a variety of K-16 educational settings from a rural hut in Honduras as a Peace Corps Volunteer to the University of California-Los Angeles Lab School as a Demonstration Teacher to elearning worldwide. She has taught bilingual elementary education, developmental reading, Spanish, and English for speakers of other languages (ESOL). She holds a K-12 bilingual (Spanish/English) teaching certificate from the California Commission on Teaching. She is a Quality Matters certified peer reviewer for online courses. She is also a Google Certified Educator. She is a content developer, instructional designer, researcher, and trainer. She has a doctorate in instructional design and a master’s in teaching ESOL. Her research interests include gaming, second language acquisition, and distance education. She currently serves as an instructional designer for UCLA’s Online Teaching and Learning Initiative. She will present on her recent publication, Curation of your online persona through self-care and responsible citizenship: Participatory digital citizenship for secondary education (2020).
Session Type
20-Minute Session
Audience
Intermediate, Advanced

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Helping Students Analyze Healthcare Websites for Readability and Appropriateness

Session Description
Healthcare educators include information about health literacy in program curricula, since deficits are associated with health disparities. The Patient Protection and Affordable Care Act of 2010 defines health literacy as the “degree to which an individual has the capacity to obtain, communicate, process, and understand basic health information and services to make appropriate health decisions” (Centers for Disease Control and Prevention, 2015, para 1). Unfortunately, almost 90% of Americans have difficulty understanding health information if it is unfamiliar or contains medical terms (Centers for Disease Control and Prevention, 2019).

Digital health literacy is one of the goals of Healthy People 2020 (U.S. Department of Health and Human Services, 2010), since approximately eight million American use the internet daily to research health-related topics (Eltorai, Ghanian, Adams, Born & Daniels, 2014). Patients with chronic disease are more likely to obtain information from websites (Rew, Saenz, & Walker, 2018). One concern is that unreliable websites may provide incorrect information to patients. Another concern is that the average readability of some consumer patient education websites is at 10.9, which exceeds the recommended sixth grade reading level (Bedaiwi, Alfaraj, & Pines, 2018).

This describes a learning activity in a graduate nursing program for a Patient Education and Advocacy course. Students analyzed national healthcare websites for readability, design, layout, cultural sensitivity, and appropriateness for a rural, low-health literacy population. Students obtained increased awareness of the issues of readability and appropriateness of information on national healthcare websites, better preparing them to educate patients in digital health literacy.

Presenter(s)
Tracy P. George
Tracy P. George, Francis Marion University, SC
Dr. Tracy George is an Assistant Professor of Nursing at Francis Marion University. She has worked as a family nurse practitioner since 1999 in a variety of settings. Since 2012, she has taught undergraduate and graduate nursing courses. She has published and presented on the scholarship of teaching and learning, shared decision-making, and clinical nursing topics. Tracy has written several peer-reviewed articles and textbook chapters.
Claire DeCristofaro
Claire DeCristofaro, Ashford University, CA
Claire DeCristofaro, MD is a graduate of Hunter College of CUNY and Albert Einstein Medical School, both in New York City. Her family practice has been in both urban and rural sites in New York City, Tennessee and South Carolina. She is a full-time faculty member at Ashford University in the College of Arts & Sciences, aligned with the Behavioral Sciences deaprtment, and also teaching in the Gerontology and Health & Wellness programs. Other professional activities include serving as a federal grant reviewer for the Substance Abuse and Mental Health Services Administration (SAMHSA). As university faculty, she has taught in multiple graduate and undergraduate healthcare and behavioral health programs, with an additional interest in continuing education for APRNs, physicians, pharmacists and physician assistants on a wide variety of topics, including her AHEC online courses on controlled substance prescribing and clinical topics. Her scholarship has included publications and conference presentations on healthcare topics as well as the scholarship of teaching and learning.
Session Type
20-Minute Session
Audience
All Audiences

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Strategies for helping first-year online students with stress management

Session Description
Research shows that stress is an issue for many college students; with the addition of online or distance learning factors such as unfamiliar technology and isolation issues inherent to online courses, this stress can be magnified and can lead to poor academic performance and other negative effects (Cohen, 2019). One contributing factor is that most first-year online students are not provided with stress management techniques as part of their courses.
The goal of this presentation is to discuss and elicit participant interaction based on the following questions:

  1. What instructional practices can be used to help first-year online college students with stress management?
  2. How does the online course set-up contribute to first-year student stress and what can faculty members do to mitigate this given Learning Management System (LMS) constraints?
  3. What additional resources both inside and outside of the online classroom can help first-year students with stress management?

In discussing these questions, the authors will provide research and personal experience-based information in the areas of instructional practices, classroom set-up and resources for helping online college students with stress management and success in college overall. As full-time faculty teaching at one of the largest distance education universities in the United States, the authors have researched this topic as part of a project related to helping first-year online students overcome feelings of stress and isolation.

Presenter(s)
Tracy Crawford
Tracy Crawford, University of Phoenix, CA
Tracy Crawford, MAEd, is a full-time faculty member teaching entry point and foundational courses for the College of General Studies with University of Phoenix where she has been working as a staff member for the past 15 years. She earned a Master’s degree in Education – Curriculum & Instruction/Adult Education Distance Learning and completed a Post-Baccalaureate Teacher Education Program for her Elementary teaching certificate. Tracy has been involved in education not only as a teacher and administrator, but also as a volunteer with United Way as a volunteer Reading Buddy, Head Start, Art Masterpiece and she has served as a Faculty Supervisor for student teachers. Tracy is a Certified Advanced Facilitator, has served as a Faculty Trainer, and facilitated both faculty and student workshops at University of Phoenix. Tracy’s true passion is helping students learn and grow!
Jennifer Romano
Jennifer Romano, University of Phoenix, CA
Jennifer Romano is a graduate of Auburn University, receiving her Bachelor of Arts and Master of Arts in Mass Communication. While attending graduate school at Auburn, Jennifer was an instructor of Public Speaking. Upon graduating she became an adjunct professor at The University of South Alabama in Mobile, Alabama, followed by a full time instructor at Faulkner State Community College (now Coastal Community College) in Gulf Shores, Alabama. She taught communication and public speaking courses at both colleges. Then in 2007 Jennifer became a full time faculty member at Huntingdon College in Montgomery, Alabama, followed by Herzing University in Birmingham, Alabama; she was an instructor of mass communication, public speaking and humanities course. In 2013 Jennifer became a full time faculty member at University of Phoenix, where she is currently working as a full time instructor of General Studies and Humanities courses. She has over 15 years of experience with online instruction and LOVES being an instructor at University of Phoenix!
Session Type
20-Minute Session
Audience
All Audiences

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Integrating TED Lectures in EFL College Listening Practice

Session Description
A group of EFL freshman students practiced listening using TED lectures. The instructor searched for TED lectures on YouTube. The TED lecture themes chosen depended on the students’ interests, degree of familiarity, difficulty level and complexity of the TED Lecture language and content, the students’ proficiency level in English, the lecture length in minutes, and speed of the speaker. The instructor started with short lectures with slower speech and familiar topics and moved on to longer lectures and less familiar topics.

Before watching a TED Lecture, she posted its title and URL on Blackboard LMS. She summarized its content, gave some vocabulary overview and pre-questions to help the students focus on the lecture content, she set goals for watching a TED lecture and told the students what they needed to do and focus on.

The students viewed the TED lectures on their smartphones or on a smart TV in the classroom. While watching a lecture, the students answered listening comprehension questions. After watching a TED lecture, the comprehension questions were discussed.

Results of the posttest showed significant improvement in the students’ listening ability as a result of the TED listening practice sessions. TED lectures provided a variety of real-life themes, subject areas, speakers and English accents. They bring listening courses alive and allow learners to use their visual and auditory senses to learn complex concepts (Hartsell and Yuen, 2006). They save instructors’ time and effort as they are available on YouTube and instructors do not have to prepare any lecture videos. Instructors can share the TED Lectures they find useful with colleagues. Results of the experiment will be reported in detail.

Presenter(s)
Reima Al-Jarf
Reima Al-Jarf, King Saud University, SA
Reima Al-Jarf has taught ESL, ESP, linguistics and translation at King Saud University, Riyadh, Saudi Arabia for 26 years. She has 700 publications and conference presentations in 70 countries. She reviews articles for numerous peer-reviewed international journals including some ISI journals. She won 3 Excellence in Teaching Awards, and the Best Faculty Website Award at her university. Her areas of interest are: Foreign language teaching and learning, technology integration in education and translation studies.
Session Type
20-Minute Session
Audience
All Audiences

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Practitioner Development in Online Learning Theories

Session Description
The number of distance programs are increasing for online learners. Kee & Bonk (2006) stated that, “given the rapid growth of online education and its importance for post-secondary institutions, it is imperative that institutions of higher education provide quality online programs (p. 23)” Locally, the University of Hawaiʻi Mānoa College of Education elementary department had an increase in two online education programs in the past two years alone. There are numerous theoretical frameworks for online education emerging due to this increase in online education programs (Picciano, 2019). Siemens (2004) a theorist for connectivism, addressed shifts in digital information flow with the eight principles of connectivism. Harasim (2012) then went on to engage in the ideas of how to utilize that digital information in a collaborative space to foster knowledge building. Garrison, Anderson and Archer (2000) added the next layer by discussing “presence” and providing an approach which educators could apply to analyze the effectiveness of their online instruction. Teacher preparation programs (TPP) can learn much from these frameworks to enhance engagement and increase student knowledge. However, there is an additional element in TPPs that instructors need to be aware of: practitioner development in field-based programs. The current online theoretical frameworks do not yet appear to address this idea comprehensively.
The researchers currently coordinate and teach in a hybrid/online field-based teacher preparation program. In this study, a hybrid/online is defined as one that holds informational sessions both online and in a face to face setting. Field-based is defined as having students engage in applying their content and skills in an actual educational classroom setting. The combination of information delivery and application provides both instructors and students the opportunity to develop and evaluate their practitioner skills. This study hopes to uncover to what degree current online theoretical frameworks address educational practitioner development in TPPs, and use this information to improve practices as online educators and to inform future research.
Presenter(s)
Ronnie Tiffany-Kinder
Ronnie Tiffany-Kinder, University of Hawaiʻi Mānoa, HI
Ronnie Tiffany-Kinder is a teacher educator in elementary education at the University of Hawaii at Manoa. She teaches courses in literacy methods and introduction to teaching. She also supervises student teachers on Oahu, Kauai and Lanai. Her research interests include critical literacy, self-study in teacher education and online/distance learning education.
Rayna Fujii
Rayna Fujii, University of Hawaiʻi Mānoa, HI
Dr. Rayna Fujii is an Assistant Specialist and Statewide Coordinator for the Institute for Teacher Education Elementary Department. She teaches courses in elementary social studies, introduction to multicultural education, and introduction to teaching. Her research interests include elementary social studies education, social studies for social justice, and online/distance learning education.
Session Type
20-Minute Session
Audience
All Audiences

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How Creativity was Experienced in the Design Thinking Process? An Exploratory Study

Session Description
Design thinking is a creative and human-centered process for solving complex challenges that has gained popularity in fields such as engineering, marketing, and education. The process is iterative and moves through stages of empathy, definition, ideation, prototyping and testing. The research question guided this study asked: how was creativity been experienced in each stage of the design thinking process in a design thinking workshop? The workshop was conducted using one of Stanford d.school’s publicly available workshop activities called “Redesigning the classroom experience.” The guided activity walks students through the design thinking stages with the design challenge of reimaging a different classroom experience for a partner. The same workshop was conducted in December 2018 at two universities in Taiwan with four undergraduate business classes. A survey measuring creative personal identity (CPI) and creative self-efficacy (CSE) was administered and a total of 265 valid entries were collected. Statistical analysis will be conducted to answer the research question. Open-ended comments will also be synthesized to complement the quantitative data. Study limitations including the duration of the workshop (2 hours) and the method of data collection (experience sampling method) will be discussed.
Presenter(s)
Meng Fen Grace Lin
Meng Fen Grace Lin, University of Hawaii at Manoa, HI

Min Liu
Min Liu, University of Hawaii at Manoa, HI

Chun-Yu Lin
Chun-Yu Lin, National Taipei University, Taiwan

Chung-Kai HUANG
Chung-Kai HUANG, International Business, National Taipei University of Business, Taiwan

Session Type
20-Minute Session
Audience
Novice

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Exploring Emojis in Higher Education: A Meta-Synthesis

Session Description
Emojis have become a standard way to express tone and intention when communicating digitally. The use of emojis has become so prevalent in digital culture that, in the United States, you can order a pizza by texting an emoji to Dominos (“Anyware,” 2019). Emjois are a new form of digital literacy students must learn to read and use effectively in all areas of their lives. How then, have emojis seeped into higher education, specifically, online higher education? This session presents a meta-synthesis of the research on how emojis are used in higher education. It also covers how emojis potentially affect communication between student and professor. Lastly, it will discuss how professors can prepare students for appropriate use of emojis in their professional lives.
Presenter(s)
Jessica Love
Jessica Love, Purdue University Global, IO

Session Type
20-Minute Session
Audience
Intermediate

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Engaging Learners: The Use of Pop Culture in the College Classroom

Session Description
Increasingly, university and college classrooms are comprised of students who have “come of age” during the digital era, and are often quite literate in popular culture. While popular culture has been a topic of discussion in university classrooms for decades, it is also an invaluable tool to encourage connections to course content. Including pop culture connections relevant to the course content encourages critical thinking skills and empowers students. This presentation seeks to consider the significance of including pop culture in the college classroom, using examples from recent television programs, advertisements, film, and music, and how these can be applied in our classrooms. Using academic research and specific examples from one Purdue University Global course, American Women, this presentation will address successful application of pop culture selections in the Purdue Global classroom, and provide suggestions for how to incorporate pop culture as part of seminars and discussions.
Presenter(s)
Jennifer Harrison
Jennifer Harrison, Purdue University Global
Jennifer Harrison is a faculty member in the Department of Humanities & Social Sciences at Purdue University Global, and course lead for the University’s courses on American women’s history, the early American republic, and the 1960s. With a graduate degree in American history, she specializes in nineteenth-century American women’s history, Art and Humanities, and pop culture. She serves as chair of Purdue University Global’s Arts and Humanities GEL Committee, and has presented and / or published on the topics of general education literacies and course level assessments, digital literacy, American women’s education, and the presentation of women in the media.
Session Type
20-Minute Session
Audience
All Audiences

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Best Practices for Creating Multimedia Resources

Session Description
With the proliferation of free and easy-to-use tools, use of multimedia in learning environments has become commonplace. This paper discusses principles, guidelines, and best practices for creating multimedia for learning. The guidelines and principles are based on the Cognitive Theory of Multimedia Learning and Cognitive Load Theory. A review and application of principles of multimedia learning (multimedia, contiguity, modality, redundancy signaling, coherence) is included and so are general best practices for creating multimedia presentations.
Presenter(s)
Eunice Luyegu
Eunice Luyegu, Nova Southeastern University, FL
Eunice Luyegu is an Instructional Design Specialist and Assistant Professor at Nova Southeastern University in Florida.
Session Type
20-Minute Session
Audience
Novice, Intermediate

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