ERIC ED511356: Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (32nd, Louisville, KY, 2009). Volume 2

2009·5.4 MB·English

by  ERIC

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Selected Papers On the Practice of Educational
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Sponsored by the Research and Theory Division
Louisville, KY
Editor: Michael Simonson
Nova Southeastern University, North Miami Beach, Florida
2009 Annual Proceedings - Louisville: Volume #2

Selected Papers
On the Practice of Educational Communications and Technology
Presented at
The Annual Convention of the Association for Educational Communications and Technology
Louisville, KY
2009

Editor:
Michael Simonson
Professor
Instructional Technology and Distance Education
Fischler School of Education and Human Services
Nova Southeastern University
North Miami Beach, FL
Previous Proceedings Published in ERIC

Year Location ED Number
1979 New Orleans 171329
1980 Denver 194061
1981 Philadelphia 207487
1982 Dallas 223191 – 223326
1983 New Orleans 231337
1984 Dallas 243411
1985 Anaheim 256301
1986 Las Vegas 267753
1987 Atlanta 285518
1988 New Orleans 295621
1989 Dallas 308805
1990 Anaheim 323912
1991 Orlando 334969
1992 Washington, D.C. 347970 – 348041
1993 New Orleans 362144
1994 Nashville 373774
1995 Anaheim 383284
1996 Indianapolis 397772
1997 Albuquerque 409832
1998 St. Louis 423819
1999 Houston 436128
2000 Long Beach 444595
2000 Denver 455756
2001 Atlanta 470066
2002 Dallas 496300
2003 Anaheim 496305 & 496303
2004 Chicago 499961 & 499962
2005 Orlando 499958 & 499963
2006 Dallas 499964 & 499959
2007 Anaheim 499889 & 499896
2008 Orlando 504371
ii
Preface

For the thirty-second year, the Research and Theory Division of the Association for Educational
Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is
Volume #2 of the 31st Annual Proceedings of Selected Papers On the Practice of Educational
Communications and Technology. This volume includes papers presented at the national convention of the
Association for Educational Communications and Technology held in Louisville, KY. Copies are available
online at AECT.ORG. Volumes 1 and 2 are also available through the Educational Resources
Clearinghouse (ERIC) system.

This volume contains papers primarily dealing with instruction and training issues. Papers dealing with
research and development are contained in the companion volume (Volume #1).

REFEREEING PROCESS: Papers selected for presentation at the AECT Convention and included in these
Proceedings were subjected to a reviewing process. All references to authorship were removed from
proposals before they were submitted to referees for review. Approximately sixty percent of the
manuscripts submitted for consideration were selected for presentation at the convention and for
publication in these Proceedings. The papers contained in this document represent some of the most current
thinking in educational communications and technology.

Michael R. Simonson
Editor

iii
2009 AECT Conference RTD Reviewers

Wilhelmina Savenye Chris Miller Ann De Vaney
Rhonda Robinson Hossein Vaez Philip Doughty
Ward Cates Gary Anglin Frank Dwyer
Susan Land Doug Smith Peg Ertmer
Michele Domisch Joan Mazur Scott Grabinger
Kathy Wagner Andrea Peach Janette R. Hill
Bob Hannafin Nathan Lowell Simon Hooper
Harriette Spiegel David Jonassen P.K. Jamison
Charlie Reigeluth Mike Hannafin Frank Harvey
Frank Harvey Al Januszewski Rita Richey
Rhonda Robinson Deborah Lowther Barbara Seels
Steve Crooks Greg Sherman Marty Tessmer
Jonathan Brinkerhoff Mike Simonson Brent WIlson
Shujen Chang Scott Adams Tim Newby
Walter Dick Ali Carr Tom Reeves
Kathy Schuh Gary Morrison Heidi Schnackenberg
Amy Leh Robert Reiser Delia Neuman
Bernda Bannan-Ritland Melissa Gibson Loyd Rieber
Kathryn Wong Stephen Gance Xiadong Lin
John Burton Carol Koroghlanian William Win
Barbara Lockee Marcy Driscoll Kevin Moore
Kathy Cennamo Denis Hlynka Richard Howell
Glen Holmes Brock Allen
Nancye McCrary Edward Caffarella

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Volume 2 – On the Practice of Educational Communications
and Technology
POWERPOINT AND THE PEDAGOGY OF DIGITAL MEDIA
TECHNOLOGIES .....................................................................................................................................1
Catherine Adams
SIGNALING THE KEYWORDS OR SENTENCES: AN EYE-TRACKING
STUDY ......................................................................................................................................................11
Ismahan Arslan-Ari and Kursat Cagiltay
CASE STUDY ANALYSIS: ONE RESEARCHER'S CODING JOURNEY ....................................17
Joanne Beriswill
THE IMPACT OF SCAFFOLDS AND SELF-DIRECTEDNESS IN COMPUTER-
MEDIATED PROBLEM-BASED LEARNING ...................................................................................26
Sriranga Chilakamarri, Yuyan Su and James Klein
EXHUMING CULTURAL ARTIFACTS TO EMBED AND INTEGRATE DEEP
ADULT E-LEARNING ...........................................................................................................................34
Ruth Gannon Cook and Caroline Crawford
FACULTY TRAINING FOR ONLINE TEACHERS IN THREE RURAL
ALABAMA COMMUNITY COLLEGES: A COLLECTIVE CASE STUDY .................................53
Robert E. Davis Jr. and Angela D. Benson
ON MEASURING ATTRITION: AN EXAMINATION U.S. VIRTUAL SCHOOL
TRIAL PERIOD AND COURSE COMPLETION POLICIES ..........................................................62
Abigail Hawkins and Michael K. Barbour
TRANSFORMING SCHOOL ORGANIZATIONS INTO DYNAMIC
ORGANISMS ...........................................................................................................................................71
Hoyet H. Hemphill, Donna S. McCaw and Leaunda S. Hemphill
EXAMINING THE EFFECTS OF TEACHING PRESENCE ON STUDENT
SATISFACTION IN FULLY ONLINE LEARNING ENVIRONMENTS ........................................78
Kim A. Hosler
ASSESSMENT OF KNOWLEDGE: DO GRAPHICAL NOTES AND TEXTS
REPRESENT DIFFERENT THINGS? .................................................................................................86
Dirk Ifenthaler and Pablo Pirnay-Dummer
EFFECTS OF SELF-EXPLANATION IN SCIENCE LEARNING AND ITS
RELATIONSHIP WITH SELF- REPORTED LEVEL OF PRIOR KNOWLEDGE:
A STUDY IN INTRODUCTORY CHEMISTRY .................................................................................94
Ioan Gelu Ionas and Dan Cernusca
v
ANALYSIS OF PEER-SCAFFOLDING PATTERNS IN FOUR PHASES OF
PROBLEM-SOLVING IN WEB-BASED INSTRUCTION ..............................................................101
Seon-young Jang, Yoon Jung Kim and Seong Ik Park
USING CTL-BASED ONLINE DISCUSSION STRATEGIES TO FACILITATE
HIGHER LEVEL LEARNING ............................................................................................................110
Li Jin, Aubteen Darabi and Thomas Cornille
AN INVESTIGATION AND COMPARISON OF STUDENTS' AND
INSTRUCTORS' PERSPECTIVES OF ICT USE IN HIGHER EDUCATION ............................117
Turkan Karakus, Ismahan Arslan-Ari, Erman Uzun, Kursat Cagiltay and Soner Yildirim
THE IMPACT OF TEXT MESSAGING ON THE COMMUNITY OF INQUIRY
IN ONLINE COURSES ........................................................................................................................121
Cindy L. Kovalik and Kim A. Hosler
ONLINE, FACE-TO-FACE, AND HYBRID LEARNING: WHICH MODEL
TAKES THE MOST TIME? ................................................................................................................129
Dianne Ford Lawton
USING ASYNCHRONOUS ONLINE DISCUSSIONS IN BLENDED COURSES:
COMPARING IMPACTS ACROSS COURSES IN THREE CONTENT AREAS ........................135
James Lehman, Jennifer Richardson, Peggy Ertmer, Timothy Newby, Xi Cheng, Chris Mong and
Ayesha Sadaf
A STUDY OF AN INTEGRATED INSTRUCTIONAL MODEL IN A
COLLEGIATE COURSE FOR THE CREATIVE PROBLEM SOLVING WITH
AN ONLINE SUPPORT SYSTEM ......................................................................................................146
Cheolil Lim, Miyoung Hong, Kyungsun Park and Youngjon Kim
RESEARCH-BASED GUIDELINES FOR K-12 SCIENCE TEACHERS TO USE
BLOGS ....................................................................................................................................................153
Wei Liu
CONTEXT MATTERS: A DESCRIPTION AND TYPOLOGY OF THE ONLINE
LEARNING LANDSCAPE ...................................................................................................................161
Patrick R. Lowenthal, Brent G. Wilson and Patrick Parrish
THE CHANGING NATURE OF ONLINE COMMUNITIES OF INQUIRY: AN
ANALYSIS OF HOW DISCOURSE AND TIME SHAPES STUDENTS'
PERCEPTIONS OF PRESENCE ........................................................................................................173
Patrick R. Lowenthal, Alison Lowenthal and John W. White
A STUDY ON THE RELATIONS OF SPATIAL ABILITY, MENTAL MODEL
CONSTRUCTS, AND LEARNING EFFECTIVENESS ...................................................................180
Yue Ma
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THE RELATIVE EFFECTIVENESS OF POSITIVE INTERDEPENDENCE AND
GROUP PROCESSING ON STUDENT ACHIEVEMENT, INTERACTION, AND
ATTITUDE IN ONLINE COOPERATIVE LEARNING .................................................................187
Chang Woo Nam and Ronald D. Zellner
THE UNDERLYING REASONS OF THE SIGNALING EFFECT IN
MULTIMEDIA LEARNING? EVIDENCE FROM EYE MOVEMENTS .....................................195
Erol Ozcelik, Ismahan Arslan-Ari and Kursat Cagiltay
GENERATIONAL DIFFERENCES BETWEEN HISPANIC DIGITAL NATIVES
AND DIGITAL IMMIGRANTS: A HIGHER EDUCATION PERSPECTIVE .............................198
Cheng-Chang (Sam) Pan, Bin Zhang and Michael Sullivan
LAYOUT, STRUCTURE, AND SEMANTIC EMBEDDING. ON THE PROBLEM
OF FINDING ACCESSIBLE FEATURES FOR THE EVALUATION OF THE
QUALITY OF LEARNING TEXTS ....................................................................................................203
Pablo Pirnay-Dummer, Katharina Agostini, Tim Wöllenstein and Timo Di Legge
PROFESSORS´METHODOLOGICAL PROFILES AT VIRTUAL
ENVIRONMENT TEACHING/LEARNING PROCESSES .............................................................213
Jesús Salinas, Adolfina Pérez, Antonia Darder and Francisca Negre
TEACHERS´ USES AND METHOLOGIES AT THE VIRTUAL UNIVERSITY
CAMPUS ................................................................................................................................................220
Jesús Salinas, Barbara de Benito and Francisca Negre
THE EFFECTS OF INTEGRATING A VIRTUAL LAB IN AN ONLINE CLASS:
STUDENT PERCEPTIONS AND IMPLICATIONS FOR FUTURE PRACTICE ........................230
Bude Su
EFFECTS OF STUDENTS' IDENTITY SALIENCE ON THEIR ATTITUDES
TOWARD FACE-TO-FACE CLASSROOM COLLABORATIVE LEARNING
ACTIVITIES ..........................................................................................................................................233
Feihong Wang and John K Burton
EVALUATING THE EFFECTIVENESS OF A SIMULATION-BASED
COLLABORATIVE LEARNING ENVIRONMENT AND VALIDATING NEW
WAYS TO ASSESS LEARNING OUTCOMES ................................................................................243
Kristina Wieland and Dirk Ifenthaler
EVALUATION OF A UNIVERSITY LEVEL COMPUTERIZED LANGUAGE
LEARNING ARCHITECTURE THROUGH THE PERCEPTIONS OF
STUDENTS, INSTRUCTORS AND ADMINISTRATORS: A CASE STUDY ..............................251
Ceylan Yazici and Kursat Cagiltay
EXTRACTING HEURISTICS FROM EXPERT INSTRUCTIONAL DESIGNERS ...................260
Cindy S. York, Peggy A. Ertmer and Nuray Gedik
vii
INVESTIGATION OF MOTIVATIONAL BELIEFS AND USE OF LEARNING
STRATEGIES IN AN ONLINE COURSE WITH RESPECT TO GENDER .................................275
Erman Yukselturk and Safure Bulut

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PowerPoint and the Pedagogy of Digital Media Technologies

Catherine Adams
University of Alberta,
Edmonton, AB Canada

With the ever-increasing importance of technologies as what orients us in the practical lifeworld, our
extensive dependence on them has never been more central or more deserving of sustained critical attention. Indeed,
since this dependence forms the very basis of our agency in the technologically mediated lifeworld, developing
some understanding of and command over it forms the prerequisite for any subsequent practical project and must
accordingly be considered the central concern of contemporary technocultural criticism. (Hansen, 2000, p. 258)
The Internet, iPods, gaming systems and smart phones are changing the way we work, play and interact in
the digital age. Similarly new media, Virtual Learning Environments, electronic whiteboards and new software tools
are significantly altering processes of teaching and learning in primary, secondary and postsecondary education
settings. Few are surprised that in virtually every classroom in schools, training institutions and universities,
computers are commonplace. Students supplement textbooks by accessing their assignments and readings online,
they wordprocess their course papers, download PowerPoint presentations and class notes, keep in touch via
Learning Management System discussion boards and online social networks, all the while texting and twittering on
their smart phones. New technological tools are changing how we learn, what we know, and how we understand and
live in the world around us. Yet, we have barely begun to grasp the profoundly co-constitutive relationships we
share with our digital technologies, relationships that simultaneously open new worlds of possibilities while silently
foreclosing others.
My research investigates this over-riding question: How are new media technologies, (re)shaping
knowledge1, altering how it is represented, presented, and subsequently comprehended? The unique issue underlying
this inquiry is captured in Marshall McLuhan’s notion of the invisible “lines of force” (1964, p. 15) that digital
media technologies seem to be exerting in the educational context. To narrow the scope of my investigation I elected
to study a now ubiquitous, relatively simple-to-use, software presentation tool: PowerPoint. Using PowerPoint as a
touchstone, my research examines how software may extend but also serve to constrain what a student sees,
experiences and has access to. In a similar manner, I investigate how teachers are not only aided and “enhanced” by
PowerPoint, they are also enmeshed, constrained by and relinquished to the language, imagery, framing, at-
handedness, and sensuality of its materiality and design. As Merleau-Ponty observes, “our existence changes with
the appropriation of a fresh instrument” (1962, p. 143). We might wonder then, what transformations of perception
occur, what translations of action manifest as teachers adopt a “fresh instrument” like PowerPoint in the lived space
of the classroom? What is it like for students to learn via PowerPoint presentation? Does PowerPoint affect habits of
mind? What is the nature of the vocative appeal digital technologies like PowerPoint seem to exercise in the lived
space of the classroom? Can we catch glimpse of the new lifeworlds opened as teachers and students respond to the
invitational quality2 of these new media technologies?
The PowerPoint literature so far
Much of the educational literature on PowerPoint has focused on how-to advice and providing practical
exemplars (e.g. Buchholz & Ullman, 2004). Some survey data suggest students have an overall positive attitude
towards PowerPoint (Atkins-Sayre, Hopkins, Mohundro, & Sayre, 1998; Apperson, Laws and Scepansky, 2006;
Daniels, 1999; Frey & Birnbaum, 2002; Harknett & Cobane, 1997; Kask, 2000; Lowry, 1999; Mantei, 2000;
Nowaczyk, Santos, & Patton, 1998; Szabo & Hastings, 2000). Students report PowerPoint is a useful cognitive tool,

1 My use of the term knowledge is intended to be inclusive of the passions, skills, attitudes, and emotions that inhere in teachers’
knowing.
2 The “invitational quality” of a thing is very similar to J. J. Gibson’s original term “affordance” (now popularized in human-
computer interaction and design literature, cf. Donald Norman). Gibson (1979) claimed affordance as “a radical hypothesis, for it
implies that the ‘values’ and ‘meanings’ of things in the environment can be directly perceived” (p. 127). He credited his coinage
of the term to Kurt Lewin’s description of the Aufforderunscharakter of environments and objects. Lewin (1926) illustrates:
The beautiful weather, a certain landscape invites one to go for a walk. A staircase entices the two-year old child to
climb up and jump down; doors entice one to open and shut them, little crumbs to pick them up, a dog to pet it; the
sandbox to play in it; chocolate or a piece of cake to be eaten, etc. (p. 350)
Around that time, American philosopher George Herbert Mead (1934) similarly wrote of armchairs “calling out” for us to sit in
them (p. 278-80). Phenomenologically speaking, we often “hear” objects and aspects of the environment as invitations to partake
of and participate in the world in particular ways.
1