Integrating Technology Into the Online Classroom Through Collaboration to Increase Student Motivation

Journal of Instructional Research | Volume 4 (2015) 126 Integrating Technology into the Online Classroom Through Collaboration to Increase Student Motivation

Thomas Dyer | Elizabeth Larson | John Steele | Rick Holbeck

Technology is one of the most important components in the future of online learning. Instructors in online classes should lead the charge of innovation and integration of technology into the online classroom to ensure that students achieve the best learning outcomes. This article chronicles a theoretical model towards integrating technology as a best practice into the on-

OLQHFODVVURRPWRLQFUHDVHVWXGHQWPRWLYDWLRQHQJDJHPHQWDQGOHDUQLQJRXWFRPHV9DULRXVWHFKQRORJLHVFDQEHLQFRUSRUDWHG into the online classroom to enhance the course and meet student needs by offering differentiated instruction and activating

YDULRXVOHDUQLQJVW\OHV7KLVDUWLFOHH[SODLQVKRZFROODERUDWLRQDPRQJIDFXOW\FDQPDNHWKLVWDVNHDVLHUPRUHHI¿FLHQWDQGRI

JUHDWHUEHQH¿WWRWKHRQOLQHVWXGHQW,WDOVRWKHRUL]HVWKDWDGGHGWHFKQRORJLFDOPDWHULDOVHTXDWHWRLQFUHDVHGVWXGHQWHQJDJH -

PHQWPRWLYDWLRQDQGOHDUQLQJRXWFRPHVLQDFRXUVHZKHQDIDFXOW\FROODERUDWLRQGLDJQRVWLFPRGHOLVIROORZHGWRLQWHJUDWH technology into the online classroom.

2QOLQHHGXFDWLRQLVJURZLQJDWDUDSLGSDFHZKLFKPHDQVLQVWUXFWRUVQHHGWREHPRUHLQQRYDWLYHWRPHHWWKHVHGHPDQGV

$OOHQ 6HDPDQ 0HVWUH QRWHGWKHLPSRUWDQFHRILQVWUXFWRUVGHYHORSLQJDQGXWLOL]LQJRQOLQHWRROVWRPHHWWKH diverse learning needs of today’s online learning population. The traditional written lecture method used in some online courses does not meet the needs of the online student population. Research had indicated that there is a vast need for instruc-

WRUVWRHQKDQFHWKHRQOLQHOHDUQLQJHQYLURQPHQWZLWKVHYHUDOPHWKRGVLQFOXGLQJYLVXDONLQHVWKHWLFWH[WXDODQGDXGLWRU\

GHOLYHU\PHWKRGV 0HVWUH 7KLVWKHRUHWLFDOHVVD\ZKLOHTXDOLWDWLYHLQQDWXUHZLOOGLVFXVVWKHMRXUQH\RILQWHJUDWLQJ technology into the curriculum of an introductory class by three instructors from a small private university in the Southwest.

BACKGROUND & Gould-Morven, 2011). There are many current In online education today, personalized instruc- practices that online instructors can use to cre- tion has become an essential element of an instruc- ate a learning environment that can help increase tor’s teaching practices and pedagogy (Popescu, a student’s efforts and satisfaction. One of these 2010). Popescu’s (2010) study found that present- practices includes offering more opportunities to ing students with a learning environment that is participate and activate learning styles through col- antagonistic to a student’s learning styles can de- laboration. crease his or her effort, satisfaction and enthusiasm According to Koehler et al. (2013), Michigan for learning (Popesu, 2010). The argument that is 6WDWH8QLYHUVLW\LQWURGXFHGWKH¿UVWK\EULGGRF - frequently made against online learning is that toral program that was highly successful with the faculty and students are apt to feel isolated (Power PDMRULW\RIWKHFRXUVHZRUNEHLQJRQOLQH7KHXQL -

GRAND CANYON UNIVERSITY Dyer, Larson, Steele & Holbeck 127 versity experienced a large number of applications, 7DQN)DFXOW\ZKRVHHWKHEHQH¿WRIDQHQGHDYRU LGHQWL¿HGPDQ\TXDOL¿HGFDQGLGDWHVH[SHULHQFHG will produce greater outcomes. Including those high retention rates and reported engaging students who do not want to be involved may cause prob- DURXQG WKH ZRUOG 7KH SURJUDP SXW D VLJQL¿FDQW lems within the collaboration. The Technology emphasis on the considerations of what, where and 7KLQN7DQNGHWHUPLQHGWKDWWKH¿QLVKHGSURGXFW how things were conveyed to the students. Koehler ZRXOGRQO\EHVXFFHVVIXOLILWZDVEHQH¿FLDOWRDOO et al. (2013) noted that there was particular attention stakeholders including the instructors, students and paid to integrating state-of-the-art technology and the university as this is the most crucial aspect of using a range of approaches to convey information. successful collaboration. The instructors who participated in Koehler et al.’s *DGMD DQG .ROLED H[SODLQHG WKDW FRO - research also felt this was the best way to approach ODERUDWLRQLVRQHPDMRUDSSURDFKWKDWHGXFDWLRQDO integrating technology into the curriculum to reach policymakers and practitioners are continually more learning styles and keep a high level of stu- trying to improve upon with the focus on student dent engagement. Hence, the Technology Think learning. Collaboration was determined to be one Tank was instituted to integrate technology into the of the most crucial elements when integrating tech- current curriculum. nology into the classroom. There are several characteristics that were noted as fundamental to suc- PROBLEM STATEMENT cessful intra-organizational collaboration. These Instructors in the present study recognized necessary characteristics included having a shared consistently low student outcomes on two particu- purpose, emphasizing a cycle of inquiry, frequent lar assignments. Thus, the Technology Think Tank dialogue, decision-making processes, intentional was formed to attempt to create solutions. The in- DFWLRQV DQG HYDOXDWLRQ *DGMD .ROLED dividuals involved in the Technology Think Tank Thus, the Technology Think Tank intentionally brainstormed and discussed ways to improve stu- considered all of these elements when creating the dent outcomes by enhancing the classroom and ap- model for collaboration to integrate technology pealing to various learning styles. The team hoped into the online classroom. that added technology would increase student en- Collaboration has become the focal point of gagement, motivation and outcomes and enhance many large companies. Miller and Katz (2014) ar- the learning process. Consequently, the Technol- gued that this is because collaboration is increas- ogy Think Tank decided to develop a 10-step di- ingly urgent and challenging. Part of the complica- agnostic model focused on faculty collaboration tion with collaboration in today’s society is due to in order to integrate technology in the classroom increased advances in technology across the globe. among content areas. The complexities associated with technology can hinder the collaboration process. However, these SUCCESSFUL COLLABORATION advances in technology can also allow for effective Furthermore, the Technology Think Tank collaboration that was not possible even a decade thought that the best way to achieve success through ago. Instructors are now able to conduct virtual integrating technology into the classroom was via meetings from almost anywhere around the world collaboration among instructors of the same con- and to share their ideas, strategies and even their tent. While theories of collaboration are relatively computer screen with colleagues. This opens up a new concerning the disciplines of psychology and world of possibilities concerning the collaboration education, the group felt that it would be an impor- that could take place. tant piece of these disciplines moving forward in Collaboration was deemed to be of high impor- the modern era. Trach (2012) noted that no matter tance because each individual in the Technology what collaboration model is utilized it must involve Think Tank embraced distinct approaches, deliv- UHODWLRQVKLSV EHQH¿WV DQG VRPH VRUW RI RXWFRPH ered diverse ideas and possessed different individ- One concept deemed important is commitment ual concerns. Using a collaborative effort ensured among those participating in the collaboration. All each individual would hear the perspectives of oth- instructors within the content area should have the ers, as well as allow for the sharing of ideas, prob- option of participating in the Technology Think lems, brainstorming and workload in creating the

GRAND CANYON UNIVERSITY Journal of Instructional Research | Volume 4 (2015) 128 technology. Further, successful collaboration also resulting in higher achievement. The group was requires individuals to be personally accountable FRQ¿GHQWWKDWWKLVZRXOGLQFUHDVHVFRUHVRQWKHVH for his or her contributions. A prosperous group is assignments while also engaging more students in only as strong as the weakest link, which requires the lessons through differentiated instruction and peer accountability. The group found that the col- teaching to multiple learning styles. The “Technol- laborative effort also produced greater personal ogy Think Thank” created a 10-Step Diagnostic and group success, offered in a safe environment Model of Integrating Technology Innovation that with the exchange of ideas. outlined the collaboration method used for creating innovative technology. The members hypothesized STUDENT MOTIVATION that by following the 10-Step Diagnostic Model It is well documented that every student has a of Integrating Technology Innovation, the faculty distinct learning style that may need to be addressed would utilize better solutions and technology to en- to reach the highest levels of student achievement hance their courses. (Mestre, 2010). Integrating technology in the classroom allows instructors the opportunity to teach 10-STEP DIAGNOSTIC MODEL OF INTEGRATING to varying learning styles, which can stimulate TECHNOLOGY INNOVATION student learning and engagement. Technology can Accordingly, the Technology Think Tank was convey the concepts of the lesson in an interest- LQLWLDWHG WR HYDOXDWH DQG LPSURYH D ¿UVW \HDU XQ - ing format that appeals to the student while play- dergraduate course by offering alternative options ing to the various learning styles. The intention is employing technology to students on assignments that technology will increase the course delivery where previous learners had struggled. Formation options, which will lead to improved student out- RIWKLVJURXSZDVWKH¿UVWVWHSLQWKHFROODERUDWLYH comes, motivation and engagement. According to process. This was a strictly voluntary group of in- Wang, Shannon and Ross (2013), online education structors that were organized by the content lead. offers many options of course delivery even though 7KHRSSRUWXQLW\WRMRLQZDVRIIHUHGWRDOOLQVWUXF - the students are not physically present. However, it tors teaching the course. There were also many LVXSWRWKHLQVWUXFWRUVWR¿QGLQQRYDWLYHZD\VWR opportunities for faculty teaching the same course incorporate these new technologies. to provide input regarding the process. Keeping Furthermore, offering multiple technological the opportunity voluntary procured the belief that additions to the classroom may increase student those who made the choice to participate would be engagement and achievement. Mandernach (2009) committed to the process. The second step in the noted that there is a vast amount of data to sub- collaborative process was to specify the assign- stantiate the claim that well-designed multimedia PHQWVWKDWFDXVHGVWXGHQWVWKHPRVWGLI¿FXOW\DQG resources can boost student learning outcomes. or what curriculum could be enhanced through Technology integration can offer students alterna- technology, which would create the greatest impact tive options supplementary to the reading of texts RQ VWXGHQW RXWFRPHV $IWHU WKH ¿UVW PHHWLQJ WKH and other traditional course resources. The integra- Technology Think Tank determined that the pri- tion of technology can help students become more mary focus of the group would be improving the invested and engaged in the classroom by making logical fallacies assignment and the persuasive it more interactive and conducive to a classroom of writing element in the course. The Technology differing learning styles. 7KLQN7DQNGHWHUPLQHGWKDWWKHVHWZRREMHFWLYHV H[WHQGHG WKH JUHDWHVW GLI¿FXOW\ IRU VWXGHQWV DQG GOALS OF INTEGRATING TECHNOLOGY ZHUHZRUWKDVLJQL¿FDQWQXPEHURISRLQWVHTXDWLQJ 7KH 7HFKQRORJ\ 7KLQN 7DQN¶V REMHFWLYH ZDV to a large percentage of the student’s grade in the to target the low achievement areas in the class by FRXUVH7KHVHREMHFWLYHVDOVRSUHFLSLWDWHGWKHWZR adding technology to better assist students with PDMRUDVVLJQPHQWVZKHUHDGGHGWHFKQRORJ\ZRXOG learning the content. The “Technology Think be most advantageous. Tank” hoped this would enhance students’ percep- $IWHUWKHDVVLJQPHQWVDQGREMHFWLYHVZHUHWDU - tions of the experience leading to increased levels geted, the Technology Think Tank met for step of motivation and higher engagement positively three, which was to brainstorm ideas of technolo-

GRAND CANYON UNIVERSITY Dyer, Larson, Steele & Holbeck 129 gies to incorporate into the classroom. The group VWXGHQWVLQRQOLQHFRXUVHVWKDWFDQUHVXOWLQGH¿ - analyzed several different ideas and then the next ciencies in self-regulated learning. Schworm and step was for the group to test the strategies. In step Gruber (2012) discussed the importance of giving four, the group members explored diverse technol- prompts as an instructional method to dilute the ogy applications and Web 2.0 tools. Within this impact of inadequate help-seeking behaviors. The step, the group decided the best approach would be team wanted to ensure that the students would be to create a webpage using Weebly, a free website HIIHFWLYHO\DQGHI¿FLHQWO\GLUHFWHGWRWKHVHKHOSIXO EXLOGHUWKDWZRXOGDGGUHVVWKHGLI¿FXOWFRQWHQWDQG tools and not pass them over, rendering the tools concepts in an organized manner while effectively useless. The group made sure to put procedures in supplementing the existing course materials in an place that stressed the importance of these tools effective way. The famous philosopher Plato once and provided the links for easy student access. wrote, “Higher order thinking cannot start until These procedures included promoting the website the student has mastered conventional wisdom” in the welcome messages to each student, in the (Booker, 2007, p. 347). To reach higher orders of classroom announcements and in a post each week. thinking, the group felt that the students should be Developing supplemental materials and resources able to master the basic tools in the classroom be- requires time and commitment. It is important for fore using something complex. This was the rea- faculty to be clear and concise in their directions soning behind creating a Weebly page because they to lead students to the additional resources so that are simple to navigate but can provide a wealth of they are effectively used. supplemental material in a multi-media format that Once the group was comfortable with the would address multiple learning styles. Weebly is placement and marketing of additional technology a Web 2.0 tool that is clear for students to navi- UHVRXUFHVWKHWUDI¿FZDVPRQLWRUHGIRUVWHSVHYHQ gate and manageable for instructors to share text, to see how many visitors the resources were cap- videos and pictures. The Weebly allowed content turing. The group members also gauged the feed- to be located on one main page with separate tabs back from the students to ensure that the material GLVSOD\LQJVSHFL¿FLQIRUPDWLRQWKHUHE\PDNLQJLW was helpful and easy to use. The group surmised easy to access. The website also included analyt- the best way to gauge success was to go directly LFVUHJDUGLQJWKHDPRXQWRIWUDI¿FWRWKHZHEVLWH to the source and identify whether students found which the group thought was important as well. the new resources applicable. The feedback from 6WHS ¿YH FRQVLVWHG RI FUHDWLQJ D WLPHOLQH IRU students was positive and the group noticed an im- creation and implementation. The members of provement in the targeted assignments. Many of the Technology Think Tank divided the workload WKHVHVWXGHQW¶VFRPPHQWVFDQEHIRXQGLQWKH¿QG - evenly among the three instructors. Deadlines ings section. were put in place and future meetings were sched- During step eight, the group applied the student uled to ensure that timely progress was made con- IHHGEDFN WR DVVHPEOH DGMXVWPHQWV DQG FRQVWDQWO\ cerning completion of the tasks. Throughout the enhance the material by improving the website. In process, members adhered to strict timelines to en- VWHSQLQHWKHJURXSSURGXFHGIXUWKHUPLQRUDGMXVW - sure prompt completion of the additional resources. ments based on feedback from students and other Members would also frequently be in communica- LQVWUXFWRUV7KH¿QDODFWLRQRUVWHSZDVWRFRQ - tion to gauge the opinions of each other regarding sider incorporating the material into the curricu- technologies that were created, as well as to assess OXP7KHPDWHULDOZDVEHQH¿FLDOIRUVWXGHQWVDQG the content going into them. Each instructor was was eventually introduced to curriculum and de- given editing power to the website to work on his sign where it was branded, redeveloped and added or her piece of the collaboration. Once all pieces into each course of that content. were complete, the group came together for step six, which was to edit the new technology pieces IRUWKH¿QDOUHYLVLRQDQGGLVFXVVKRZWRGLUHFWVWX - dents to these new materials. According to Schworm and Gruber (2012), there is a lack of help-seeking behaviors from

GRAND CANYON UNIVERSITY Journal of Instructional Research | Volume 4 (2015) 130

presentations created by the instructors, were to their personal course success. Students were also asked to comment on whether they would like all of their courses to contain media such as this and why. Students responded with great voracity (emphasis ours): 1. “The videos have helped me a lot. By giving me an overview of what is expected for the new week, it allows me to mentally plan out my week and thus helps me with my time management. I DOVR HQMR\ WKH FDUWRRQ OLNH FKDUDFWHUV WKH\ JUDE DQGKROGP\LQWHUHVW2QDVFDOHRI,GH¿QLWHO\ give them a 10.” 2. “On a scale 1-10, I would rate the videos as a 10. I would love to have the videos available in DOORIP\FRXUVHV7KHYLGHRVZHUHEHQH¿FLDOWR Figure 1. 10-Step Diagnostic Model of Integrat- me in this course. First, I started with reading the ing Technology Innovation. text in the chapter followed by then watching the video. Then, I started watching the video, reading FINDINGS the chapter, then watching the video a second time. The feedback regarding the resources was posi- This way the video gave me information about what WLYHEXWFRXOGQRWEHTXDQWL¿HGGXHWRFKDQJHVWRWKH the chapter was about and the key points. When I course and learning management system that made felt I needed a little reinforcement about the text, I it challenging to track the progress. The technology would watch the video several times. Watching the WKDWZDVLQFRUSRUDWHGWUDFNHGWKHDPRXQWRIWUDI¿F video after reading the text was my way to recap to the created website. The website averaged over the information.” 100 unique visitors each day and over 200 visitors 3. “I really liked the media piece presented at RQDGDLO\EDVLV%DVHGRQWKHWUDI¿FWRWKHZHE - the beginning of each module. Since I am both a site alone, one could arrive at the conclusion that visual and auditory learner, the summaries of each students were at the very least visiting the website. presentation helped me understand the main ob- The students proclaimed how the added technol- MHFWLYHVRIHDFKZHHN,WDOVRGLUHFWHGPHRQZKDW ogy helped them better grasp the concept while resources need to be used to fully understand the also adding an interactive piece to the classroom. concepts as well a reminder for assignments due 7KH WHDP GLG QRWLFH VLJQL¿FDQW LPSURYHPHQWV LQ including expectations. On a scale 0-10 in my opin- UHJDUGV WR RQH DVVLJQPHQW LGHQWL¿HG E\ WKH WHDP ion the media piece is a 10.” as the one students struggled with the most. There ³, HQMR\HG UHYLHZLQJ WKH YLGHRV \RX SUR - are many studies regarding the integration of tech- vided each week. They feel a bit more personal to nology into the classroom and intra-organizational me. Hearing an instructor’s voice and personality collaboration. However, there is little research re- throughout the video keeps me more engaged than garding the combination of the two. The belief is MXVWUHDGLQJFKDSWHUV,DOZD\V¿QGP\VHOIUHWDLQ - WKDWWKLVSDSHUFDQEHXVHGLQSDUWWR¿OOWKDWYRLG ing new information from the video that I read in in research. the book or lecture but didn’t quite stand out. I Students were also given an informal frequency OLNH KDYLQJ WKH DVVLJQPHQWV EURNHQ GRZQ ,W MXVW scale survey. This survey helped to determine the sounds reassuring to hear the instructor going over students’ perceptions of the technology integrated the week’s work and content in a friendly way. I into the course and provided a sound base for the hope to be able to see these videos as a form on strength of the student experience. Students were interaction in future classes. I give it a 9.” DVNHGRQDVFDOHRIWR EHLQJ³QRWEHQH¿ - FLDO´ DQG EHLQJ ³YHU\ EHQH¿FLDO´ KRZ XVHIXO WKHWHFKQRORJ\LQWHJUDWLRQVSHFL¿FDOO\WKH0RRYO\

GRAND CANYON UNIVERSITY Dyer, Larson, Steele & Holbeck 131

DISCUSSION integrate technology in the online classroom, the 7KH PRVW VLJQL¿FDQW ¿QGLQJV LQYROYLQJ VXF - assignment was revised to change the point value, cessful collaboration were the two requirements of type of the assignment and the way in which it commitment and relationships. Faculty that sup- was scored. The assignment changed to a quiz that port each other and seek out opportunities to work was computer graded which had been previously WRZDUGJUHDWHUVWXGHQWRXWFRPHVFDQEHQH¿WIURP hand graded. Another limitation was that the or- such a model of collaboration. The collaboration ganization changed learning management systems was an important piece of the process as each per- as well. However, instructors did notice improve- son brought his or her innate skills, abilities, ideas ments in the quality of the second assignment due and work ethic to the process. Each individual was to more thorough brainstorming prior to writing able to offer a diverse perspective on the process the essay and more structured and methodically or- as well. All three instructors found the collabora- ganized thesis statements. tive piece to be a valuable part of the process as it Consequently, the recommendations for future helped reduce the overall workload, allowing each research would be to replicate the collaborative person to make contributions based on the indi- process using the 10-step diagnostic model that vidual’s skills. For example, one instructor is well was created. Future research could carefully moni- versed in technology and able to investigate dif- tor the technology and class results to track how ferent designs. Other instructors were particularly much improvement was made and harness the per- strong with other pieces of the content. The group ceptions of students to gain their perspectives con- felt that the model that was created would be simple cerning how the added technology enhanced the to replicate and would combine the importance of classroom, motivated the students and ultimately collaboration with integrating technology into the guided them to better results on the assignments. classroom. The study could be easily replicated in a traditional 7KH¿QGLQJVZHUHVXSSRUWHGZLWKSRVLWLYHVWX - environment as well as the online environment. dent feedback showing that by targeting the low 7UDGLWLRQDOLQVWUXFWRUVFRXOGFROODERUDWHWR¿QGLQ - achievement areas with integrated technology the novative ways to create and incorporate the new instructors were able to enhance the classroom. technology into the traditional classroom as well. The group noticed that many students were more The group also theorizes that the 10-step diagnos- engaged and motivated concerning these assign- WLFPRGHOFRXOGEHYHU\HIIHFWLYHIRUDGMXQFWRQOLQH ment topics. The creative outcomes of the group faculty as well. As online education continues to were so successful that instructors with other uni- develop, the body of research regarding incorpo- versities began to use these resources as well. Due rating technology and enhancing the learning ex- to the inability to quantify the results, this exercise perience will continue to grow, thereby providing would only be deemed as partially supported. The many opportunities for more original research. instructors did not have the ability to quantify the Mandernach (2009) found that students de- improvements in students’ achievement due to sev- scribed an elevated degree of engagement when eral confounding variables such as changing learn- the added supplements were personalized by the ing management systems, course revisions and instructor instead of coming from a publisher or revisions made to the assignments. However, the external professional source. This led the instruc- DGGHGWHFKQRORJ\ZDVWDNHQDQGPRGL¿HGLQWRWKH tors to also include a biography on the website un- curriculum at the course level, which would also der the about the authors tab on each Weebly to see infer that it was deemed a success by the university. if this made an impact on students. Students were 7KHUHZHUHPDQ\OLPLWDWLRQVZLWKWKH¿UVWDV - excited to see that their instructors had created the signment due to the inability to track any academic material. However, future research should investi- progress that was made by students. Several factors gate the impact of the personalization of technol- contributed to this problem. First, the original as- ogy. signment was assessed and hand graded by each in- VWUXFWRUOHDYLQJLWYLDEOHWRVXEMHFWLYLW\RUJUDGLQJ indifferences. While completing and creating the collaborative diagnostic model for collaboration to

GRAND CANYON UNIVERSITY Journal of Instructional Research | Volume 4 (2015) 132

REFERENCES Author Biographies

Allen, I. E., & Seaman, J. (2011). Going the distance: Online edu- Thomas Dyer is an Assistant Professor at cation in the United States, 2011 . Babson Survey Research Grand Canyon University. Thomas teaches a num- Group and Quahog Research Group, LLC. Retrieved from ber of courses in the College of Humanities and www.onlinelearningsurvey.com/reports/goingthedistance.pdf Social Sciences including University Success, Crit- ical Thinking and Psychology. Thomas is a certi- Booker, M. J. (2007). A roof without walls: Benjamin Bloom’s taxonomy and the misdirection of American education. Aca- ¿HGHOHPHQWDU\WHDFKHUDQGDOVRWHDFKHVWUDGLWLRQDO FRXUVHVDVDQDGMXQFWLQWKH&ROOHJHRI(GXFDWLRQ demic Questions, 20(4), 347-355. Thomas has more than six years of experience in Gajda, R., & Koliba, C. (2007). Evaluating the imperative of intra- higher education and holds a Bachelor of Arts in organizational collaboration: A school improvement perspec- Elementary Education from Arizona State Univer- tive. American Journal of Evaluation , 3, 26-44. sity, a Master’s in Education Administration and a Master’s in Psychology from Grand Canyon Uni- Koehler, M., Zellner, A., Roseth, C., Dickson, R., Dickson, W. W., versity. Thomas is currently pursuing his Doctor- %HOO- ,QWURGXFLQJWKH¿UVWK\EULGGRFWRUDOSURJUDP ate degree in General Psychology with an emphasis in educational technology. Techtrends: Linking Research in integrating Technology, Learning and Psychol- & Practice to Improve Learning , 57(3), 47-53. doi:10.1007/ ogy. His professional interests include research to s11528-013-0662-0 examine student engagement and participation in Mandernach, B. J. (2009). Effect of instructor-personalized the online learning platform, student motivation, multi-media in the online classroom. Instructional Review of learning and cognition, collaboration, technology Research in Open and Distance Learning, 10(3), 1-19. integration in the classroom, classroom assessment techniques and academic integrity. Mestre, L. S. (2010). Matching up learning styles with learning objects: What’s effective? Journal of Library Administration , John Steele is an Assistant Professor who teach- 50(7/8), 808-829. doi:10.1080/01930826.2010.488975 es Critical Thinking, University Introduction and Milller, F. A., & Katz, J. H. (2014). 4 keys to accelerating collabora- Psychology classes at Grand Canyon University. tion. OD Practitioner , 46(1), 6-11. +HLVDFHUWL¿HG.6FKRRO&RXQVHORUFHUWL¿HG HOHPHQWDU\WHDFKHUDQGKDVWDXJKW$GMXQFW(GXFD - Popescu, E. E. (2010). Adaptation provisioning with respect to tion at Phoenix Community College. He is a GCU learning styles in a Web-based educational system: An Alumnus, with a Master’s in Education in School experimental study. Journal of Computer Assisted Learning , Counseling and a Master’s of Science in Psychol- 26(4), 243-257. doi:10.1111/j.1365-2729.2010.00364.x ogy. John is currently pursuing his doctoral degree Power, M. & Gould-Morven, A. (2011). Head of gold, feet of clay: in General Psychology with emphasis in Integrat- The online learning paradox. International Review of Re- ing Technology, Learning and Psychology at GCU. search in Open & Distance Learning , 12(2), 19-39. John’s professional interests include research in online learning and academic integrity. Schworm, S., & Gruber, H. (2012). e-Learning in universities: Supporting help-seeking processes by instructional prompts. Elizabeth Larson has worked in higher educa- British Journal of Educational Technology, 43(2), 272-281. tion for over eight years and is an Assistant Professor doi: 10.1111/j.1467-8535.2011.01176x of Online Instruction at Grand Canyon University. Trach, J. S. (2012). Degree of collaboration for successful She holds Masters Degrees in Secondary Education transition outcomes. Journal of Rehabilitation , 78(2), 39-48. and Psychology and is pursuing a Doctor of Philoso- Retrieved from http://search.proquest.com/docview/10102810 phy in General Psychology with an Emphasis in In- 63?accountid=7374 dustrial and Organizational Psychology. Elizabeth currently serves on the Academic Innovation Board Wang, C., Shannon, D. M., & Ross, M. E. (2013). Students’ char- at Grand Canyon University as well as the PHI 105 DFWHULVWLFVVHOIUHJXODWHGOHDUQLQJWHFKQRORJ\VHOIHI¿FDF\ TEC Committee. Her research interests include and course outcomes in online learning. Distance Education, cognitive science and the philosophy of technology. 34(3), 302-323. doi:10.1080/01587919.2013.835779

GRAND CANYON UNIVERSITY Dyer, Larson, Steele & Holbeck 133

Rick Holbeck has been in education for 20 years at all levels from kindergarten to higher education. He is currently Director of Online Full-Time Fac- ulty at Grand Canyon University, and also teaches courses for the College of Education. Rick has presented at several regional, national, and international conferences where the focus has been on Classroom Assessment Techniques, technology, and hybrid peer UHYLHZIRUMRXUQDOSXEOLFDWLRQ+HLVDOVRFXUUHQWO\ the Guest Editor for a volume of the Journal of In- structional Research. Rick is currently a doctoral learner in Higher Educational Leadership at Grand Canyon University.

GRAND CANYON UNIVERSITY