Despite the impact of the COVID-19 pandemic, The Research Laboratory for Digital Learning (RLDL) at The Ohio State University has continued its effort in conducting educational research and advancing the science of learning. The social distancing practice and the travel restrictions have hindered our practice of translational research where we would normally travel to schools and work with teachers and administrators to generate research questions and then use research to help inform practice.
Lab members worked collaboratively at distance. Through weekly meetings and collaborative effort, we build a cohesive team with members support each other. Again we had an exceptional year full of impactful research and teaching. Here are some highlights of our 2020 RƩsumƩ.
We continue pushing our limit in producing scholarly outputs, resulting 17 publications in high-quality journals and books, 3 op-ed articles in The Conversation, and numerous conference papers. Lab members also won significant awards, including a presidential fellowship by Zilu Jiang and two EHE scholarships by Bab Akinkuolie and Nathan Hawk. In addition, our lab has produced four new professors in 2020 who now work at universities in the United States and internationally.
I feel extremely fortunate having intelligent, energetic, and hardworking individuals in this research laboratory. In 2020 when the pandemic has dramatically changed our lives, this group of young scholars supported each other in striving for excellence that also helped me to focus on research and scholarship. As an academic family, we support each other during difficult times, we celebrate and cheer when we succeed!
Reflecting on our experience in 2020: It was a difficult year, but together we strive for amazing achievement! Looking forward to 2021: We will continue working hard as a cohesive and strong team – an academic family that pushes hard in exploring the edge of knowledge and advancing the science of learning!
Our 2020 Publications
Xie, K., Vongkulluksn, V.W., Cheng, S.L., & Jiang, Z. (in press). Examining high-school studentsā motivation change through a person-centered approach. Journal of Educational Psychology. DOI: 10.1037/edu0000507 (SSCI Journal; Impact Factor: 5.028)
Xie, K., Vongkulluksn, V., Lu, L., & Cheng, S.L. (2020). A person-centered approach to examining high-school studentsā motivation, engagement and academic performance. Contemporary Educational Psychology, 101877. DOI: 10.1016/j.cedpsych.2020.101877 (SSCI Journal; Impact Factor: 2.863)
Vongkulluksn, V., Xie, K., & Hawk, N. (2020). Teachersā value beliefs profiles: Antecedents and associations with technology integration practices. Teachers College Record, 122(12). https://www.tcrecord.org/Content.asp?ContentId=23526 (SSCI Journal; Impact Factor: 0.970)
Akinkuolie, B. & Shortt, M. (in press). Design Perspectives on āMOOCocracy: the learning culture of massive open online courses.ā Educational Technology Research & Development. (SSCI Journal; Impact Factor: 2.303)
Shortt, M. (2020). Synthesizing a Japanese-language functional expression learning system with Chinese-speaking learnersā cultural interests and backgrounds. Educational Technology Research & Development. DOI: 10.1007/s11423-020-09890-2 (SSCI Journal; Impact Factor: 2.303)
Xie, K. (2020). Projecting learner engagement in remote contexts using empathic design. Educational Technology Research & Development. DOI: 10.1007/s11423-020-09898-8 (SSCI Journal; Impact Factor: 2.303)
Bowman, M.A., Vongkulluksn, V.W., Jiang, Z. & Xie, K. (2020). Teachersā exposure to professional development and the quality of their instructional technology use: The mediating role of teachersā value and ability beliefs. Journal of Research on Technology in Education. DOI: 10.1080/15391523.2020.1830895 (SSCI Journal; Impact Factor: 1.585)
Sun, Z. & Xie, K. (2020). How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals. The Internet and Higher Education, 46, 100731. DOI: 10.1016/j.iheduc.2020.100731 (SSCI Journal; Impact Factor: 6.566)
Lin, Y.R., Fan, B., & Xie, K. (2020). The influence of a web-based learning environment on low achieversā science argumentation. Computers & Education, 151, 103860. DOI: 10.1016/j.compedu.2020.103860 (SSCI Journal; Impact Factor: 5.296)
Cheng, S.L., Lu, L., Xie, K., & Vongkulluksn, V.W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91 103062. DOI: 10.1016/j.tate.2020.103062 (SSCI Journal; Impact Factor: 2.686)
Nelson, M.J. & Hawk, N.A. (2020). The impact of field experiences on prospective preservice teachersā technology integration beliefs and intentions. Teaching and Teacher Education, 89 103006. DOI: 10.1016/j.tate.2019.103006 (SSCI Journal; Impact Factor: 2.686)
Tornwall, J., Xie, K., Yu, S., Zurmehly, J., Stein, D., & Nichols, R. (2020). Effects of knowledge and value on quality of supportive peer feedback: A quasi-experimental study. Nurse Educator. DOI: 10.1097/nne.0000000000000897 (SSCI Journal; Impact Factor: 1.454)
Tornwall, J., Lu, L., & Xie, K. (2020). Frequency of participation in student response system activities as a predictor of final grade: An observational study. Nurse Education Today, 87 104342. DOI: 10.1016/j.nedt.2020.104342 (SSCI Journal; Impact Factor: 2.490)
Cheng, S.L., & Vongkulluksn, V.W. (in press). Adaptability, collaboration, mentorship, and impact: Lessons learned by a leading Asian American scholar. In N.D. Hartlep, D. Ball, & K.E. Wells (Eds., 2nd Edition), Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences. Peter Lang Publishing, Incorporated.
Long, T., Zhao, G., Li, X., Zhao, R., Xie, K., & Duan, Y. (2020). Exploring Chinese In-service Elementary Teachersā Technological Pedagogical Content Knowledge for the Use of Thinking Tools, Asia Pacific Journal of Education. DOI: 10.1080/02188791.2020.1812514 (SSCI Journal; Impact Factor: 0.733)
Liu, Q., Zhang, N., Chen, W., Wang, Q., Yuan, Y., & Xie, K. (2020) Categorizing teachersā gestures in classroom teaching: from the perspective of multiple representations. Social Semiotics, DOI: 10.1080/10350330.2020.1722368 (SSCI Journal; Impact Factor: 1.160)
Zhang, N., Liu, Q., Zhu, J., Wang, Q., & Xie, K. (2020). Analysis of temporal characteristics of collaborative knowledge construction in teacher workshops. Technology, Knowledge, and Learning, 25, 323ā336. DOI: 10.1007/s10758-019-09422-9