Dr. Correia presents at the 2019 American Educational Research Association annual meeting

Dr. Ana-Paula Correia presented two papers at the 2019 American Educational Research Association annual meeting, which took place on 5-9 April in Toronto, Canada.

In the first paper “Examining Online Learning Experiences in Collectivist Cultures through the Community of Inquiry Framework,” Dr. Correia extended the existing research on the Community of Inquiry (CoI) framework. Traditionally, studies have applied the CoI framework within North American online learning environments, which tend to have students from individualist cultures. Dr. Correia considered how CoI applied to collectivist cultures, such as Portugal, Brazil, Chile, and Costa Rica. She discovered that high percentages of agreement for social, teaching, and cognitive presence resulted in a significant level of student engagement in online learning within these cultures. She also observed that the members of the community felt a need for additional ways to show affection and care towards the other people within it.

Session promo flyer

In the second paper “Investigating Students’ Perceptions of Educational Technology Use in College Teaching”, Dr. Correia and her co-author Dr. Karly Good drew on a large set of institutional data to understand how college students’ perceptions of educational technology related to other key instructional elements. In particular, they examined the relationship between educational technology use and important elements such as teaching methods, progress on learning objectives, and course features. Their study showed that an increase in the use of educational technology corresponds to an increase in effective teaching methods and higher scores on the overall quality of the teaching and the course offered. These results are exciting, because they can help universities and colleges to offer more timely and targeted faculty development, based on data-driven decision-making.

In addition, Dr. Correia hosted the AERA Special Interest Group Online Learning and Teaching Business meeting, and shared her vision for the SIG as the incoming Chair as she interacted with members and guests. She will continue contributing to AERA as SIG chair, presenter and reviewer. Her extensive national and international leadership in educational technology adds much value to the SIG and the association.

Colleagues and friends at 2019 AERA annual meeting


Correia, A.-P. (2019). Examining Online Learning Experiences in Collectivist Cultures through the Community of Inquiry Framework. Presented at American Educational Research Association 2019 Annual Meeting, Toronto, Canada, April 5-9, 2019.

Correia, A.-P., & Good, K. (2019). Investigating Students’ Perceptions of Educational Technology Use in College Teaching. Presented at American Educational Research Association 2019 Annual Meeting, Toronto, Canada, April 5-9, 2019.

North and Hickey Win National Award in Instructional Design

Cara North and Sean Hickey received the “Best in Show” award for their eLearning game entitled Multiple-Choice Mayhem at the Learning Solutions conference in March 2019.

Multiple-Choice Mayhem teaches the user how to identify common item-writing flaws that make the answer apparent or allows a test-taker to easily eliminate several choices. This eLearning game was designed to prepare subject-matter experts for creating more effective multiple-choice assessments. Hickey and North created the game while working collaboratively at the Center on Education and Training for Employment and after realizing the existing teaching tools were not effective and contained information that was outdated.

Designed in the style of a 1970’s television game show, Multiple-Choice Mayhem presents users with 7 multiple-choice trivia questions. Users may miss one or two but will generally find the questions easy. After answering the questions, the user will then learn through a brief animation and explanation of why the item was easy to answer. Hickey and North designed the game to have the player to learn the consequences of bad item-writing firsthand to help them recognize the value of following item-writing standards and to avoid pitfalls. Since its launch in September 2017, Multiple-Choice Mayhem has been viewed and played by more than 600 people.

“Best in Show” award at the Learning Solutions conference, March 2019.

The Learning Solutions conference is an annual conference from the eLearning Guild, a professional organization for those in the field of learning and development. More than 1,500 human resources, learning and development, training, and eLearning professionals from more than 15 countries attend the three-day conference to get practical learning and training content they can take home and apply immediately.

The last evening of Learning Solutions is DemoFest, a showcase of attendees’ best eLearning, video, and training programs. A month prior to the event, attendees must apply to participate. For 2019, 40 products were selected to participate in categories that included Academic, Alternative, Blended Learning, Business Process, Game-Based Training, Immersive/Simulation, and Video. Conference participants attend DemoFest and vote for the best demos. One “Best in Show” award is given to each of the eLearning vendor demo and the non-vendor attendee demo with the most votes. In addition, the highest vote earner in each category is given an award for that category. Multiple-Choice Mayhem won “Best in Show” (non-vendor) as part of DemoFest.

Congratulations Cara and Sean!

Learning Solutions conference, March 2019.

Ohio State’s Innovate, here we go again…

Last year LED research group led a 45-min session on “Shifting the Balance: Engaging Students as Collaborators in Online Course Redesign” at 2018 Innovate that attracted more than 100 participants who engaged in collaborative design activities.

During this January writing retreat, LED research group members worked diligently on creating different session ideas for InnovateX, the Ohio State’s annual conference in online learning and teaching. The Request for Proposals is now open and asks for new ways to excite students about learning, explore teaching opportunities outside the classroom and delve into the student experience.

Hurry, the deadline is January 25, 2019!

LED writing retreat, January 18, 2019.

Erin Clarke, Dean’s Distinguished Graduate Fellow, is joining the LED research group

The LED research group welcomes Erin Clarke this semester. Erin is the recipient of Dean’s Distinguished Graduate Enrichment Fellowship and a first-year doctoral student in Learning Technologies.

Erin completed a Master of Library Science with a specialization in Digital Libraries at Indiana University-Bloomington. While in graduate school she was awarded two competitive assistantships. The first, as Metadata Graduate Assistant at Library Technologies, Herman B Wells Library. The second, as an Encoded Archival Description (EAD) Graduate Assistant, at the Lilly Library and University Archives and Records Management. While at Indiana University, she was awarded the Information & Library Science Merit Scholarship created to support students with a record of academic excellence.

Before graduate from Indiana University, Erin worked as an EAD Intern at Library Technologies, Herman B Wells Library. During her work as an intern, she explored the origins and use of Encoded Archival Description, evaluated tools and methods in creation of EAD and offered professional development training. She ended her internship by co-presenting about the future of EAD at Indiana University’s libraries in-house conference.

From 2012 to 2013, Erin was a Ronald E. McNair Scholar at Lamar University. The Ronald E. McNair Scholars Program is a grant funded program by the U.S. Department of Education. Currently there are only 186 programs across the country. The purpose is to prepare, through research and other means, first-generation and low-income students or those underrepresented in their field for doctoral study. Coincidently, Erin directed this program at Lamar University as the Director of the Ronald E. McNair Scholars Program before starting her doctoral studies at The Ohio State University.

Correia’s new article in “Research in Science and Technological Education”

Ana-Paula Correia published “The application of PhET simulation to teach gas behavior on the submicroscopic level: secondary school students’ perceptions” with her co-authors Natalya Koehler, Ann Thompson and Gary Phye, in Research in Science and Technological Education, a Taylor & Francis journal,

The article is available at: 

Background: A multimedia software designed as a Computer-Assisted Scaffolding system was used to teach gas behavior on the submicroscopic level using Physics Education Technology Project (PhET) simulation. PhET is a set of interactive, research-based science and mathematics online simulations.

Purpose: The purpose was to investigate secondary school students’ perceptions of the simulation-based learning system and how it supported their cognitive processing of chemistry target concepts. Identifying its most (and least) helpful features and instructional strategies was also an objective of this study.

Simulation-based learning system description: The Computer-Assisted Scaffolding system (Program) combined with the PhET simulation were meant to facilitate learners’ conceptual understanding of gas behavior on the submicroscopic level, which would serve as a foundation for learning gas laws on the macroscopic and symbolic level. Chemistry target concepts included causes for gas pressure, relationship between gas pressure and volume/temperature changes, and relationship between gas pressure and the number of particles.

Sample: One hundred and fourteen secondary school students participated in this study as part of their science curriculum.

Design and methods: Data on the students’ perceptions of the overall learning experience and specific Program features were collected and analyzed. Students responded to three open-ended questions and provided ratings of the Program features, such as pop-up explanations, images, model explorations, guiding questions, diagrams and feedback. They used a paper-based survey that was administered during the last 8 min of class.

Results: The results provide preliminary evidence of the benefits of this approach in chemistry education. For instance, the changing variables in the simulation helped students understand gas behavior, the multiple images and working with the simulation lab helped students visualize gas behavior, and the design of the system made it easy for students to understand gas behavior on the submicroscopic level.

Conclusions: The vast majority of the students reported a positive learning experience and described it as worth spending their time.

LED research group represented at EdMedia 2018 in Amsterdam, Netherlands

EdMedia + Innovate Learning is a premier international conference in educational multimedia, hypermedia & technology-enhanced learning that spans all disciplines and levels of education attracting researchers and practitioners in the field from 70 plus countries.

‘I Am Pleased to Inform You That…’ Insights and Advice on Getting Published in Educational and Instructional Technology a session designed for the EdMedia’s Emerging Scholar Stream offered by Ana-Paula Correia and her colleague from Indiana University, Curt Bonk.

Slides and resources can be found at: https://t.co/IIZmrHahQl and https://tinyurl.com/ycnazffm

Another presentation on the successes of students creating online discussions was also delivered at EdMedia 2018. It offered a novel pedagogical approach for online discussions by presenting reflections on a case where online students were permitted to create and facilitate online discussions.

The session was named No prior experience necessary: Reflecting on the learning experiences offered by student-created online discussions. Resources on the topic were shared with the audience: https://tinyurl.com/yb2ua3ah

Proceedings book article available here:

Correia gives international talk on Entrepreneurship in Ed Tech

The international project sponsored by OSU’s Office of International Affairs Academic Enrichment Grant closed with a public talk on “The Educational Technologist as an Edu-preneur” at University of Minho, Braga, Portugal!

Ana-Paula Correia examined the profile of the edu-preneur and the rise of entrepreneurship in educational technology. She discussed lessons learned from entrepreneurial efforts in higher education and shared the many opportunities that are being pursued as part of the start-up culture and innovation upsurge.

Slide’s reference: Kao, R. W. Y., Kao, K. R., Kao, R. R. (2002). Entrepreneurism: A Philosophy and A Sensible Alternative for the Market Economy. London: Imperial College Press.

LED interactive session at Innovate 2018

The Internet is a powerful democratizing force, allowing people in disempowered positions to discover their voice and power to shape their community. Yet, often within online classrooms, the traditional teacher-student hierarchy is not simply preserved but intensified. Teachers have sole control over course design and content creation, which they present as a finished product for students’ consumption.

Learning & Experience Design research group presented at Innovate 2018. This was a 45 min session on “Shifting the Balance: Engaging Students as Collaborators in Online Course Redesign” that attracted more than 100 participants who engaged in collaborative design activities. 

This session introduced participants to an alternative, presenting a case study where students in an online graduate-level program at a research university participated in redesigning a course they have taken or are going to take. The instructor introduced the case, and then the students shared stories of how they have co-designed, are co-designing, and will co-design the course and the benefits they gained from it. The session concluded with a discussion and Q&A around practical strategies that participants can use to involve their students in redesigning educational content.

Live tweets


Live tweets

Ana-Paula Correia receives OSU’s Office of International Affairs Academic Enrichment Grant

Ana-Paula Correia was awarded OSU’s Office of International Affairs Academic Enrichment Grant to collaborate with the University of Minho, Portugal on an entrepreneurial project that bridges the learning of Portuguese culture with the prevalence of heritage tourism.

Paço Vitorino, Ponte de Lima, Portugal.

Professor from Rio de Janeiro State University visits LED

Prof. Edmea Santos, Associate Professor of Cyberculture from Rio de Janeiro State University spent time with LED research group to explore future research collaborations as well as a possible graduate student exchange with Brazil. She plans to return to OSU as a visiting scholar next year.

Santos interviews Correia on issues and trends in online learning and teaching.