Mansureh Kebritchi

Examining the pedagogical foundations of modern educational computer games

This study examines the pedagogical foundations of modern educational (computer video) games. Specifically, Coopers [Cooper, H. (1985, Mar 31-April 4). A taxonomy of literature reviews. In Paper presented at the American Educational Research Association, Chicago, IL] literature review framework was used to locate and examine relevant literature and games (published between the years 2000 and 2007) and to organize and report findings. A total of 50 articles and 55 educational games met specified selection criteria. The pedagogical foundations of the games were further investigated by contacting the authors of the games. Twenty-two games were based on established learning theories or instructional strategies and two games included basic instructional events that were not associated with any particular theory or strategy. No information regarding the pedagogical foundations of the 31 games was found or received. Analysis of the games and supporting literature revealed several patterns of practice that may be used to guide future research and development of educational games.

A conceptual framework for evaluating higher education institutions

Purpose – Performance evaluation is a topic that has been researched and practiced extensively in business organizations but has received scant attention in higher education institutions. A review of literature revealed that context, input, process, product (CIPP) model is an appropriate performance evaluation model for higher education institutions. However, little guidance exists for choosing appropriate metrics and benchmarks in implementing the CIPP model. The purpose of this paper is to develop a framework using CIPP model for performance evaluation of higher education institutions. Design/methodology/approach – To achieve the purpose of the study, a review of literature was conducted to identify an appropriate evaluation model. Then metrics and benchmarks framework were formed based on practical approaches used in a large university in the USA. Findings – Nine perspectives in performance evaluation using the CIPP model and their application in higher education institutions were developed and discuss...

Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review

Online education changes all components of teaching and learning in higher education. Many empirical studies have been conducted to examine issues in delivering online courses; however, few have synthesized prior studies and provided an overview on issues in online courses. A review of literature using Cooper’s framework was conducted to identify such issues. Three major categories of findings were identified: issues related to online learners, instructors, and content development. Learners’ issues included learners’ expectations, readiness, identity, and participation in online courses. Instructors’ issues included changing faculty roles, transitioning from face-to-face to online, time management, and teaching styles. Content issues included the role of instructors in content development, integration of multimedia in content, role of instructional strategies in content development, and considerations for content development. To address these challenges in online education, higher education institutions need to provide professional development for instructors, trainings for learners, and technical support for content development.

Influence of online computer games on the academic achievement of nontraditional undergraduate students

Abstract Technological advances have provided educational institutions the capability to explore various online teaching strategies such as digital games in the classroom. Though games can be used to engage various learning styles and behaviors, the platform is mainly practiced at the secondary educational grade level with traditional-aged students. Little research literature exists that explores the influence of digital game-based learning on the academic achievement of nontraditional undergraduate students. An extensive literature review of 77 articles was conducted using the procedure developed in Cooper’s Taxonomy (1998) for analyzing and synthesizing literature. Cooper’s system involved (a) formulating the problem, (b) collecting data, (c) evaluating data appropriateness, (d) analyzing and interpreting relevant data, and (e) organizing and presenting the results. This scoping literature review explores how digital games can be used in the educational environment to support the learning of nontraditional students.

Digital Badges and Micro-credentials: Digital Age Classroom Practices, Design Strategies, and Issues

Digital Badges and Micro-credentials are documents that demonstrate individuals are engaged and productive members of a community. Additionally, earning Digital Badges and Micro-credentials may play a significant role in how individual earners increase self-achievement or view perceptions of self. Digital Badges and Micro-credentials show that earners have successfully attained set of goals. Earners have an opportunity to include Digital Badges on their resumes or to personally use Digital Badges to keep a running record of individual accomplishments through the accumulation of badges or credentials, similar to collecting Boy Scout badges. Digital badges or Micro-credentials afford opportunities for the use of alternative assessments which are designed to focus on extrinsic or intrinsic motivational strategies that promote individual or group earner success and learning outcomes. Earners engage in competency based, game based, or hierarchical learning that appeal to different learning styles and meet the needs of diverse learners. Digital Badges and Micro-credentials are valuable documentation for recognition of educational accomplishments or workplace efficiency. MIT, Yale, Purdue, Carnegie Mellon, and organizations such as Smithsonian, Disney-Pixar, and NASA use badges for honoring and commending learners or employees improved skills, knowledge, and accomplishments in education and in workplace development. To increase the use of Digital Badges in organizations, adoption factors based on theory of Diffusion of Innovation should be addressed. Individuals and the community can view earners’ successes, accomplishments, and productivity through displays of Digital Badges and Micro-credentials.