Byron Havard

Dynamic online discussion: task‐oriented interaction for deep learning

A framework for deep learning for dynamic online discussion in distance education is illustrated in this paper. The foundation of the framework is based on three general processes: information, methods and cognition. A structure for dynamic discussions within the framework provides three types of online discussion; flexible peer, structured topic and collaborative task discussion. The framework was applied during two semesters of an online multimedia design for instruction in a graduate level course. The strategies for creating dynamic discussion serve to facilitate online interactions among diverse learners and assist in the design of assignments for effective interactions. Students build on the adoptive learning taking place through assignments designed to promote adaptive learning and challenge their cognitive abilities, resulting in deep learning. The proposed framework and the strategies for dynamic discussion provide an online learning environment in which students learn beyond the goal of the course. Les discussions dynamiques en ligne: l’interaction orientée vers la tâche pour un apprentissage en profondeur Cet article présente un cadre méthodologique pour l’apprentissage en profondeur dans les discussions dynamiques en ligne en éducation à distance. Les fondations de ce cadre reposent sur trois processus généraux: l’information , la méthode et la cognition. La structure des discussions dynamiques au sein de ce cadre fournit trois modèles de discussion en ligne: le modèle mutuel souple, le modèle à thème structuré, et le modèle « tâche collaborative ». Ce cadre a été appliqué pendant les deux semestres d’un cours en ligne de conception des multimedia pédagogiques au niveau avancé. Les stratégies de création de discussions dynamiques servent à faciliter les interactions en ligne entre des apprenants différents et aident à concevoir des exercices visant les interactions effectives. Les étudiants construisent sur l’apprentissage en train de se produire grâce à des tâches conçues pour favoriser l’appropriation de cet apprentissage et stimuler leurs capacités cognitives ce qui conduit à un apprentissage en profondeur. La cadre proposé et les stratégies pour la discussion dynamique offrent un environnement d’apprentissage en ligne dans lequel ce que les étudiants apprennent va bien au‐delà de l’objectif du cours. Dynamische online‐diskussion: aufgabenorientierte interaktion für “deep learning” In diesem Papier wird ein Raster für “Deep Learning” über Online Diskussion bei Fernstudien vorgestellt. Die Grundlegung dieses Rahmens basiert auf drei allgemeinen Prozessen: Information, Methode und Erkenntnis. Eine Struktur für Dynamische Diskussionen innerhalb dieses Rahmens unterstützen drei Typen von Online Diskussionen: flexible Kollegen, strukturierte Thematik und gemeinsame Aufgabendiskussion. Das Raster wurde zwei Semester lang bei einem Online Multimedia Lehrentwurf eines Kurses auf Graduiertenebene verwendet Die Vorgehensweisen zur Erzeugung “Dynamischer Diskussionen” dienen dazu, Online Interaktionen zwischen verschiedenen Lernern zu erleichtern und helfen im Entwurf von Zuordnungen für wirkungsvolle Interaktionen. Studenten bauen auf das anpassungsfähige Lernen, das durch Zuordnungen stattfindet, die entworfen wurden, das adaptive Lernen zu fördern und ihre kognitiven Fähigkeiten herausfordern, die in “Deep Learning” resultieren. Das vorgestellte Raster und die Strategie zum Erreichen dynamischen Diskutierens liefern eine Online‐Learning‐Umgebung, die die Studenten unabhängig vom angestrebten Kursziel lernen.

Mental Health Mobile Apps: From Infusion to Diffusion in the Mental Health Social System

The roles of mental health educators and professionals in the diffusion of mental health mobile apps are addressed in this viewpoint article. Mental health mobile apps are emerging technologies that fit under the broad heading of mobile health (mHealth). mHealth, encompassed within electronic health (eHealth), reflects the use of mobile devices for the practice of public health. Well-designed mental health mobile apps that present content in interactive, engaging, and stimulating ways can promote cognitive learning, personal growth, and mental health enhancement. As key influencers in the mental health social system, counselor educators and professional associations may either help or hinder diffusion of beneficial mHealth technologies. As mental health mobile apps move towards ubiquity, research will continue to be conducted. The studies published thus far, combined with the potential of mental health mobile apps for learning and personal growth, offer enough evidence to compel mental health professionals to infuse these technologies into education and practice. Counselor educators and professional associations must use their influential leadership roles to train students and practitioners in how to research, evaluate, and integrate mental health mobile apps into practice. The objectives of this article are to (1) increase awareness of mHealth and mental health mobile apps, (2) demonstrate the potential for continued growth in mental health mobile apps based on technology use and acceptance theory, mHealth organizational initiatives, and evidence about how humans learn, (3) discuss evidence-based benefits of mental health mobile apps, (4) examine the current state of mHealth diffusion in the mental health profession, and (5) offer solutions for impelling innovation diffusion by infusing mental health mobile apps into education, training, and clinical settings. This discussion has implications for counselor educators, mental health practitioners, associations, continuing education providers, and app developers.

A Project-Based Learning Approach: Online Group Collaborative Learning

A framework for Online Group Collaborative Learning is illustrated in this paper. The foundation of the framework is based on Piaget’s concepts of assimilation and accommodation and Vygotsky’s theory of social interaction. This paper examines how an online project-based learning approach affected students’ cognitive skills development and motivation, and explored factors leading to successful collaborative projects. The results indicated that, in a project-based online group environment, unique characteristics exist for leadership style and individual role, goal setting and project management, accountability and commitment, peer supportive relationships, individual accomplishment and group accomplishments, and mixed gender and race group preference.

The impact of technology use and teacher professional development on U.S. national assessment of educational progress (NAEP) mathematics achievement

The purpose of this study was to determine the impact of technology use and teacher professional development on students’ mathematics academic achievement. The U.S. Department of Education National Assessment of Educational Progress (NAEP) published results for mathematics assessments for Grade 4 from the years 2005–2015 served as the dependent variable. Specific items related to technology use and professional development selected from both student and mathematics teacher questionnaires served as the independent variables. The Technological Pedagogical and Content Knowledge (TPACK) was used as a framework to guide this research. Data analyses revealed significant differences across multiple variables and multiple years.

Mental Health Mobile Apps’ Instruction: Technology Adoption Theories Applied in a Mixed Methods Study of Counseling Faculty

ABSTRACT This objective of this research was to determine factors influencing counselor educators’ behavioral intentions to teach counseling students about mental health mobile applications (MHMAs), factors influencing values of MHMAs as therapeutic tools, and to what extent counselor education programs are contributing to future counselors’ technological competence with regard to evaluating and integrating MHMAs. The conceptual basis was a theory triangulation approach using theories of technology use and acceptance and diffusion of innovations. Nine quantitative, two qualitative, and two mixed methods research questions served to guide the study. Participants were 132 faculty members from 99 university counseling programs. Participants completed an initial survey, an evaluation of an evidence-based mental health mobile application (app), and a postmeasure. Hierarchical multiple regression, analysis of covariance (ANCOVA), independent samples t-tests, and paired samples t-tests were used to analyze quantitative data. Results indicated that unified theory of acceptance and use of technology (UTAUT) variables along with anxiety/apprehension and ethical concerns are related to behavioral intentions to teach students about MHMAs. Semistructured video interviews were conducted and analyzed in the qualitative phase to add depth and explain quantitative findings. This study has implications for graduate counselor education programs and related accrediting agencies.

Instructional Fading and Student Performance in Principles of Accounting Instruction

The effect of instructional fading on student performance in online accounting instruction using completion problems was investigated in this study. Instructional fading, defined as the gradual decreasing of prompts or cues, was used as a strategy to create germane cognitive load. The Instructional Fading Tool for Accounting Practice, a web-based application developed by the researchers, provided the instructional fading and sequencing of the information. The researchers created control and treatment groups based on low and high prior knowledge of accounting. Results indicated that the treatment group had a higher percentage of an increase in performance than the control group. In addition, students within the low-prior knowledge treatment group outperformed students in the other treatment group and two control groups. These findings suggest that using instructional fading along with completion problems in accounting instruction had a positive effect on performance especially for students with low levels of prior knowledge.