LED research group was highly represented at the AECT 2023 International Convention

By Mimi Adjei (adjei.39@buckeyemail.osu.edu)

AECT2023 banner


All roads led to Orlando, Florida, this October as the LED research group had the opportunity to present its groundbreaking research and celebrate the accomplishments of its members at the Association for Educational Communications and Technology (AECT) 2023 International Convention. The 2023 convention marked 100 years for the AECT as an organization.

Sean Hickey, Dr. Ana-Paula Correia, Katherine Fergus, and the Center on Education and Training for Employment (CETE) received the 2023 AECT Outstanding Book Chapter Award from the Division of Distance Learning (DDL) for their book chapter, The DACUM Virtual Institute: A Case Study in Designing for Adult Learners*.  This award recognizes a book chapter in a print or digital book published in English with a copyright date within the last three years (2020-2023) that describes important theoretical or practical aspects of distance education that can help others involved in distance education or those researching an important aspect of distance education.

Fan Xu received the DDL award on behalf of Sean Hickey, Ana-Paula Correia and CETE

Fan Xu (middle) received the DDL award on behalf of Sean Hickey, Dr. Ana-Paula Correia, and Kate Fergus.

Jiarui Xie, Mimi Adjei, and Dr. Ana-Paula Correia also presented their poster at the AECT 2023 International Convention on their study titled Teacher Interaction in Asynchronous Online Discussions: A Comparison of Discussion Board Replies and Grade Page Comments as part of the DDL’s program.

Abstract: This study compared the effects of two instructor participation approaches: replying to student posts on discussion boards and commenting on student posts on grade pages. The study examined the impact on both the quantity of student participation and the quality of student posts. The findings revealed that when the instructor replied on discussion boards, there was significantly more interaction between students than when the instructor commented on the grade pages. However, the number of student posts had no significant difference between the two approaches. Notably, both approaches contributed to a gradual improvement in the quality of student posts over time.

Jiarui Xie (left) & Mimi Adjei at their poster presentation at the AECT 2023 convention

Jiarui Xie (left) & Mimi Adjei at their poster presentation during the AECT 2023 convention.

Dr. Chenxi Liu, Yixi Wang, Dr. Marvin Evans, and Dr. Ana-Paula Correia also contributed to the Division Emerging Learning Technologies program with their study, Uncovering the Drivers of Mobile Learning Acceptance: A Meta-Analysis of Critical Influencing Factors. Dr. Evans led the presentation on Mobile Learning Acceptance f on behalf of the rest of the team.

Mobile Learning Acceptance

Liu et al.’s study on mobile learning acceptance.

Abstract: This meta-analysis employs the Technology Acceptance Model to examine the factors influencing mobile learning acceptance and moderation effects of education level and region. Using a one-stage meta-analysis structural equation model, we developed an integrating model revealing the significant impacts of subjective norm, self-efficacy, enjoyment, and system quality on mobile learning acceptance. Our findings show that these impacts are weaker in higher education compared to non-higher education and stronger in Asia-Pacific compared to non-Asia-Pacific regions.

Dr. Evans also successfully led a practice session for the Design and Development program on Creating Online Learning With Vygotsky’s Zone of Proximal Development Using Articulate 360.

Left to right: Fan Xu, Mimi Adjei, Jiarui Xie and Marvin Evans

LED members who were at the AECT convention. Left to right: Dr. Fan Xu, Mimi Adjei, Jiarui Xie, and Dr. Marvin Evans.

The LED research group is excited and looks forward to presenting more of its research at the AECT 2024 International Convention in Kansas City, Missouri. Hope to see you there!

AECT24 - Kansas City

*Cite as: Hickey, S., Correia, A.-P., & Fergus, K. (2022). The DACUM Virtual Institute: A Case Study in Designing for Adult Learners. In P. Sullivan, B. Sullivan, & J. Lantz (Eds.), Cases on innovative and successful uses of digital resources for online learning (pp. 262-284). IGI Global.

Welcome Jessica Bates to the LED research group!

The LED research group welcomes Jessica Bates! Jessica is a doctoral student in Educational Studies specializing in Learning Technologies. She brings such valuable experience and passion for creating virtual learning experiences to our research group.

Jessica Bates

Jessica Bates

Jessica currently holds the position of Program Engagement and Curriculum Coordinator, along with serving as the Interim School Support Coordinator at Virtual Virginia. In this capacity, she collaborates with her team to create high-quality online instructional materials for K-12 curriculum, Career and Technical Education, Fine Arts, World Languages, Advanced Placement, Adult Education, and Dual Enrollment courses for Virginia Public Schools. Additionally, she provides support to school divisions throughout Virginia, offering digital resources and professional development opportunities for educators. Jessica is also a current and active member of the Virtual Learning Leadership Alliance.

Jessica has a B.S.Ed. degree from George Mason University and an M.Ed. in Educational Leadership, Administration and Supervision from the University of Virginia in 2013. Following her graduation, Jessica embarked on a career in teaching and played a pivotal role in developing online curricula and virtual courses for Virginia Public Schools. In 2020, she assumed the role of Elementary and Middle School Curriculum Supervisor for Virtual Virginia, a program under the Virginia Department of Education. Since then, she has contributed to the design and development of over 150 online courses and curricular materials for Virginia Public Schools.

Jessica’s academic and research interests revolve around instructional design and development, the effective integration of technology in teaching and learning, and exploring the factors that drive learner motivation and engagement within digital learning environments.

Jessica also spends her time enjoying exercise and attending her three children’s sporting activities, Holloway, 9, Hattie, 6, and Hartwell, 3. You can find the entire family at the Ohio State’s Men’s Volleyball matches in the Spring supporting her husband, Hudson Bates, the Associate Head Coach for OSU Men’s Volleyball.

Welcome Batzaya (Zack) Batsaikhan to the LED research group!

The LED research group welcomes Batzaya (Zack) Batsaikhan! Zack is a doctoral student in Educational Studies specializing in Learning Technologies. With a rich background in product design, Human-Computer Interaction, and a passion for creating meaningful change, Zack brings a wealth of experience and expertise to our research group.

Batzaya (Zack) Batsaikhan

Batzaya (Zack) Batsaikhan

Zack is originally from Mongolia, and he holds an M.Sc. in Human-Computer Interaction from Iowa State University and a B.I.T in Information Technology from the Mongolian University of Science and Technology. Over the span of a decade, Zack has built and managed numerous successful innovative startups as well as designed and implemented human-centered digital products and services. His interests expand to developing an interdisciplinary approach to tackle complex social problems through design, technology, education, and entrepreneurship.

Zack has been featured in Forbes Mongolia’s 30 Under 30 list, was a Fulbright Scholar, Rumsfeld Fellow, LEAD Mongolia & Bhutan Fellow, and World Economic Forum’s Global Shapers alumnus. During U.S. Secretary of State John Kerry’s visit to Mongolia, Zack led his interview and hosted his visit with other Mongolian young entrepreneurs.

His academic and research interests include entrepreneurship in learning technologies, learner experience design, online learning design and development, applications of emerging technologies in education (AI/AR/VR), and human-computer interaction (HCI/UX/UI/IxD).

When Zack is not working, he enjoys traveling, climbing mountains, taking photographs, and spending time with his family.

Congratulations to Fan Xu and Chenxi Liu, our Newest Ph.D. Graduates🎓

By Mimi Adjei (adjei.39@buckeyemail.osu.edu)

Join us in celebrating the remarkable achievements of Fan Xu, Ph.D., and Chenxi Liu, Ph.D. of our Learning and Experience Design (LED) Research Group, whose recent graduations serve as a testament to their incredible journey. Throughout their time with the LED research group, Fan and Chenxi have consistently exhibited brilliance and unwavering passion in their work, leaving a lasting impact on all of us.

Graduates Dr. Fan Xu, and Dr. Chenxi Lui posed in their doctoral regalia with Dr. Ana-Paula Correia.

Left to right: Dr. Fan Xu, Dr. Ana-Paula Correia (Advisor), and Dr. Chenxi Liu.

Fan’s journey has been characterized by transformative discoveries and projects. Through her research, she has not only opened doors to new possibilities but also served as an inspiration to countless colleagues and peers. Fan’s research and insights on Pair Programming in Middle-School Computational Thinking Education will inspire new ideas and advance our understanding of how technology can be used to enhance education and learning. She will continue to be at the forefront of shaping the future of educational technology through her work as a Senior Learning Designer at the Center on Education and Learning for Employment (CETE), The Ohio State University.

Chenxi has brightened our path with her exceptional intellect and insatiable curiosity. Her new Mobile Learning Acceptance Determination (mLAD) Model explains learners’ acceptance of m-learning outside the classroom and constitutes a novel contribution to educational technology. Chenxi’s research and insights will inspire new ideas and advance our understanding of how technology can be used to enhance education. She is currently a full-time Social Sciences Researcher at Stanford University’s School of Medicine, where she continues her pioneering work in exploring the intersection of technology and education and makes contributions to cutting-edge advancements in the field.

We raise a toast as they both embark on new chapters of their lives, ready to make their mark on the world beyond academia. We have no doubt that their success will continue to shine brightly as they apply their expertise and passion to other real-world challenges.

Congratulations Dr. Xu and Dr. Liu!

New Ph.D. graduates Fan Xu and Chenxi Liu posed for a photo in their doctoral regalia.

Left to right: Fan Xu, Ph.D. and Chenxi Liu, Ph.D.

Welcome Mimi Adjei to the LED research group!

The LED research group welcomes Mimi Adjei! Mimi is a doctoral student in Educational Studies specializing in Learning Technologies. She is originally from Ghana where she had her elementary education through to college. She completed her B.S in Actuarial Science from the Kwame Nkrumah University of Science & Technology, Ghana, and holds an M.Sc. in Mathematics and an M.Ed. in Education & Teaching from Ohio University in Athens, Ohio.

Mimi Adjei

Mimi Adjei

After spending time as a teaching assistant during her undergraduate studies, Mimi began her teaching career as a sixth-grade teacher. She taught mathematics and assisted with the day-to-day needs of the newly established department of Educational Technology. She has since taught mathematics and computer science classes at the high school and collegiate levels. Her focus is to help students develop a sense of independence in their learning through self-reflection and meaningful feedback. As a RALLY for STEM teaching fellow, Mimi champions STEM education in rural Southeastern Ohio and provides children with greater access to STEM careers. 

Mimi likes to explore new recipes and is currently developing a collection of fusion cuisines from around the world.  She also recently picked up hand embroidery as her creative outlet. 

Mimi’s current research interests include learning design & analytics, human-computer interaction (HCI), and artificial intelligence applications in education. 

Fan Xu elected as a new Officer for AECT Graduate Student Assembly

Fan Xu has recently been elected the new Social Media Officer for the Association for Educational Communications and Technology Graduate Student Assembly (GSA). Fan run for this office because of her passion for serving her peers and contributing to the GSA community.

After years of study and research in learning technologies, she is pretty familiar with various social media platforms. Fan worked as a social media manager for a student association while attending the University of Hong Kong as a graduate student.

The GSA mission is to provide its members with opportunities to engage in professional leadership roles, improve networks and develop the skills and resources for solving complex problems that may arise within instructional technology. GSA members engage with research and practice-driven topics, extend their professional networks, and evolve as scholars.

Fan Xu and Deborah Hewlett presented study at #AERA2022 Computers and Internet Applications in Education SIG

Fan Xu, Deborah Hewlett, and Dr. Ana-Paula Correia presented at the American Educational Research Association 2022 Annual Meeting on their study titled A Socialized Knowledge Community on Computational Thinking – Teachers-Pay-Teachers.

Fan Xu led the virtual presentation on Teachers-Pay-Teachers and Computational Thinking as part of the Computers and Internet Applications in Education SIG program.

Abstract: To understand teachers’ attitudes toward the current Computational Thinking-related resources in socialized knowledge communities and further explore their need for Computational Thinking (CT) education, this study collected a large amount of data from the Teachers-Pay-Teachers (TPT) portal and used text mining techniques for comprehensive analysis. This work reveals that most CT resources on TPT focused on math education in primary school. Teachers hold a relatively positive attitude towards these resources, even though some online resources might be too difficult to use. The resource itself, the subject, and students at a specific grade level are the three main concerns when teachers seek supportive resources online.

A Socialized Knowledge Community on Computational Thinking: Teachers-Pay-Teachers presentation slides.

Chenxi Liu participated on-site at #AERA2022

Chenxi Liu and Dr. Ana-Paula Correia presented a study at the American Educational Research Association 2022 Annual Meeting on External Variables That Impact Mobile Learning (M-Learning) Acceptance: A Meta-Analysis. 

Chenxi led a roundtable session on a meta-analysis on the impact of mobile learning acceptance as part of the Systematic Review and Meta-Analysis SIG program.

Abstract: Mobile learning (m-learning) can positively impact learning. However, the low retention rate is a common problem many m-learning applications face. Although previous studies have investigated factors impacting learners’ acceptance of m-learning, no meta-analysis has been conducted on this topic. Based on 47 empirical studies, this meta-analysis identified five major external variables impacting learners’ acceptance of m-learning. These variables are self-efficacy, subjective norm, mobility, enjoyment, and satisfaction. All variables are moderately or strongly correlated with the Technology Acceptance Model (TAM) constructs, and the relationship between subjective norm and perceived usefulness is moderated by learning context.

External Variables That Impact Mobile Learning (M-Learning) Acceptance: A Meta-Analysis i-Poster.

Chenxi also joined Dr. Minjung Kim and Junyeong Yang to present their study titled Examining the Dynamics of Students’ Affect and Learning Goal Achievement Using Dynamic Structural Equation Modeling as part of Division C – Section 2a: Cognitive and Motivational Processes program.

This study examined the complex relationship of the dynamics of student’s positive affect (PA) and negative affect (NA) with their learning goal achievement (LGA) using the dynamic structural equation modeling (DSEM). Based on the 32 days of intensive longitudinal data of student’s affect and LGA from the HBAPA data, we found that students had equilibrium of affect and LGA over time with no systematic changes, while the observations were significantly fluctuated. There was a significant relationship between the affect and LGA with no cross-lagged relationship between PA and NA. Three covariates (i.e., age, number of semesters studied, depression) were significantly related with the dynamics of affect and LGA.

Chenxi Liu enjoyed her first in-person AERA experience with Dr. Minjung Kim and Junyeong Yang.

Baptism by Virus

By Deborah Hewlett (hewlett.26@osu.edu)

Deborah Hewlett is a doctoral student in Learning Technologies at The Ohio State University. She taught high school mathematics for ten years and was simultaneously an adjunct for Columbus State Community College and Mount Vernon Nazarene University (MVNU) for three years before transitioning to a full-time position in the mathematics department at MVNU in the August of 2016. The following content is Deborah’s accounts in the first person while teaching during the COVID-19 pandemic.

“I have been teaching mathematics at Mount Vernon Nazarene University (MVNU) since the fall of 2016. In the fall of 2019, I took on additional responsibility when I was appointed Director of the Center for Innovative Education. What exactly that meant was a little fuzzy to me, but in general, I knew I would be helping with faculty development and learning technologies. What I didn’t know was how important that was about to become.

The first semester was very calm as I worked with my coordinator to try to get the lay of the land. I held committee meetings as the newly appointed chair of the Online Learning & Technology Committee, worked on funding to renew essential software licensing, and sent out monthly newsletters to faculty. As spring 2020 rolled around,  I worked with my committee to evaluate Technology Innovation in Education Grant applications before heading off for spring break, not knowing that the week we came back would change me forever.

Tuesday, March 10, 2:00 p.m.: Myself, my coordinator, the Director of IT, and the Vice President of Academic Affairs met to discuss “contingency plans.” If we needed to transition to remote learning in the future, what resources would we need? What training would the faculty need?

4:29 p.m.: My coordinator and I receive an email message. Subject: “It’s Happening” Message: Deborah and David: We are moving to distance learning very soon. The Faculty Forum Scheduled for Thursday is on you two to bring faculty up to speed….”

4:30 p.m.: Emergency faculty meeting

Wednesday, March 11, 2020: Final day of normal classes

Thursday, March 12, 8:50 a.m.: Faculty Forum in which myself and a few colleagues did our best to provide emergency training to the entire MVNU faculty to prepare them for emergency remote learning.

Things moved quickly; in less than two days my job went from “what ifs” to working with faculty on how to survive the rest of the semester as we helped our students continue their education from home amid a global pandemic. In private, I broke down and cried. This was too much for me to handle, I was so new and had so little experience, how was I supposed to lead our entire faculty? In public, I was positive, supportive, and enthusiastic, proclaiming that “we can do this, and we will do it well!” Some faculty were already using Zoom for hybrid instruction while others had never even put resources online in our Learning Management System. Over the next few months, I assisted faculty (remotely) with technology issues, help them put assessments online, and facilitated training as needed.

MVNU Math department masked and socially distancing on our first day of classes.

During the summer of 2020, I worked with my coordinator, the academic leadership team, and IT to figure out how we could return to the classroom in the fall. The plan was to reopen the campus with low-density classrooms. Students had to be seated at a minimum of six feet apart, which meant that in most cases not all students would be able to fit into the room at the same time. Some classes were reassigned to larger rooms, but most were going to have to do hybrid learning. Half of the students would be in the classroom while the other half attended remotely, and the next class day they would switch. The technological challenge with this was that some classrooms had VGA cables while others had HDMI, and our faculty were using five different models of school-issued laptops with three different types of ports. It felt like that scene in the movie Apollo 13 where the engineers in Houston had to figure out how to help the astronauts in space fit a square filter in a round hole. The IT department wired each classroom with the necessary USB hubs, cameras, and connections while I created documents and videos for each laptop model instructing faculty on how to connect for hybrid learning as well as how to pair their Bluetooth headsets with their computers. Each faculty member was issued a packet with a headset and the various adaptors needed for their laptop model, and myself and my coordinator held live workshops with each department on campus to help them practice connecting.

Students working in hybrid groups during one of my classes.

The fall of 2020 was as much of a success as it could be. Students could not sit next to each other, work in groups, or see each others’ full faces, but they could be on campus and in the classroom. While there was some grumbling, in general everyone was just thankful to be back. Technology that would not have been available even 10 years ago made it possible to be back in the classroom safely, and we made it through the entire year in-seat. Faculty were weary of the hybrid modality, but we provided our students with the best experience that we could through the spring of 2021.

In the fall of 2021, we opened back up in a near-normal environment. Students were no longer required to socially distance, which allowed faculty to resume collaborative learning and allowed students to build relationships with each other. While weekly Covid-19 surveillance testing on campus resulted in students being in and out of quarantine, we took the technology and experience from our hybrid learning year and moved these students seamlessly in and out of remote learning. Faculty used technology like breakout rooms and online whiteboards to help students participate virtually, and students in the classroom used their laptops to work with any remote group members via live sessions during class.

While the pandemic continues, MVNU is nearly back to normal. We are still utilizing hybrid technology as needed, but for the most part they are getting the full college experience. We are no longer required to wear masks, and activities like intramural sports have resumed. As for me, well, I went from helping those few faculty members who were interested in technology to leading a campus-wide pivot to remote learning. Had I known I would be thrust into the spotlight like that I might not have taken the position, but I am thankful for the ways I have grown through it. I am more confident in my leadership skills and have built relationships with faculty and staff across campus. The big question for me is, “what now?”

Sporting the face shield many of us used fall 2020 while my masked and socially-distanced students took a test.

Now that I am not spending time ‘putting out fires’ so-to-speak, how will I help my university move forward into the future? What long-term changes will the pandemic bring to higher education and how can I help keep us relevant? Beyond being relevant, how can I help us innovate? These are questions I am seeking to answer. I started taking courses toward a Ph.D. in Learning Technologies at The Ohio State University in the summer of 2020 and am using the knowledge I have gained through my coursework to be innovative in my courses. I now seek to research ways to innovate education and support faculty and students in higher education.”


LED research group welcomes Jiarui Xie!

The LED research group welcomes Jiarui Xie! Jiarui Xie is a doctoral student in Education specializing in Learning Technologies. Jiarui holds a B.S. and M.S. in Educational Technology from Shaanxi Normal University in China in 2016 and 2019, respectively. She also studied at the University of California, San Diego, for four months in 2018.

Jiarui Xie

Jiarui worked as a news videographer and a news editor at the News Center of Shaanxi Normal University during her undergraduate studies. She was mainly responsible for filming critical events in the university, then editing them into video news, and posting the information on its website. She also worked as a graduate teaching assistant at Shaanxi Normal University. She helped her advisor design and create two online courses for undergraduates during this period. After graduation and before she started her doctoral study, she taught an English course at Xi’an Vocational and Technical College in China.

Jiarui likes to travel and explore different cuisines. She is a food critic with nearly 2,000 fans. She often publishes food reviews on a well-known food app in China named Dianping; more than 5 million people have viewed her posts.

Jiarui’s current research interests include online teaching and learning, learning design, collaborative learning, mixed research methods, and equity in Education.