Research in Best Practices
Best Practices in Teaching & Learning
- Accessibility in Courses at JSU
- Assessment of Student Learning
- Assignments - Best Practices in Creating Assignments in Canvas
- Backward Design
- Cognitive Theory of Multimedia Learning
- Communication - Best Practices in Communicating with Students
- Course Culture - Establish a Course Culture in Your Online Course
- Designing for Learning
- Discussions - Best Practices in Creating Discussions in Canvas
- Lecture Capture - Big Ideas to Keep in Mind
- Universal Design for Learning
- Video Production Tips
- Virtual Classroom - Best Practices Before, During, and After the Lecture
- Reynolds, H. L., & Kearns, K. D. (January 01, 2017). A planning tool for incorporating backward design, active learning, and authentic assessment in the college classroom. College Teaching, 65, 1, 17-27.
- Richards, J. C. (April 01, 2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. Relc Journal: a Journal of Language Teaching and Research, 44, 1, 5-33.
- Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches.Australasian Journal of Educational Technology, 30(4). https://doi.org/10.14742/ajet.693
- Eagleton, S. (2017). Designing blended learning interventions for the 21st-century student. Advances in physiology education, 41(2), 203-211. https://journals.physiology.org/doi/full/10.1152/advan.00149.2016
Huang R., Ma D., Zhang H. (2008) Towards a Design Theory of Blended Learning Curriculum. In: Fong J., Kwan R., Wang F.L. (eds) Hybrid Learning and Education. ICHL 2008. Lecture Notes in Computer Science, vol 5169. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-85170-7_6
Annand, D. (2011). Social presence within the community of inquiry framework. International Review of Research in Open and Distributed Learning, 12(5), 40-56. https://www.erudit.org/en/journals/irrodl/1900-v1-n1-irrodl05129/1067566ar.pdf
- Akyol, Z., Garrison, D. R., & Ozden, M. Y. (December 23, 2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10, 6, 65.
- Pearson. (2016). Teaching Presence. (White Paper). Pearson Higher Education Services.
- An, Y. J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62.
- McCombs, B. L., & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers college record, 107(8), 1582-1600.
- McCombs, B. (2015). Learner‐centered online instruction. New Directions for Teaching and Learning, 2015(144), 57-71. https://doi.org/10.1002/tl.20163
- Johnson, C. (January 01, 2006). Best Practices in Syllabus Writing: Contents of a Learner-Centered Syllabus. Journal of Chiropractic Education, 20, 2, 139-144.
- Slattery, J. M., & Carlson, J. F. (December 07, 2005). Preparing an Effective Syllabus: Current Best Practices. College Teaching, 53, 4, 159.
- Cheng, Y.-C., & Yeh, H.-T. (July 01, 2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. British Journal of Educational Technology, 40, 4, 597-605.
- Keller, J.M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York: Springer.
Learning Theory & Instructional Design Theory
- Dick, Walter, Lou Carey, and James O. Carey (2005) . The Systematic Design of Instruction (6th ed.). Allyn & Bacon. pp. 1–12. (Dick and Carey ISD Model)
- Keller, J. M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instructional Development, 2(4), 26 - 34. (ARCS Model - Learner Motivation)
- Sweller, J. (April 01, 1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12, 2, 257-285. (Cognitive Load Theory)
Lecture Capture, Screen-Capture, & Video Production
Andrei, E., & Buckley-Marudas, M. (2019). It Does Not Need to Be Perfect! Two Teacher Educators' Quest to Enhance Online Instruction with Videos. Networks: An Online Journal for Teacher Research, 21(2).
- Fiorella, L., & Stull, A. (June 01, 2020). Five Ways to Increase the Effectiveness of Instructional Video. Educational Technology Research and Development, 68, 3, 837-852.
- Dev, D.A., Blitch, K.A, Hatton-Bowers, H., Ramsay, S.A., & Garcia A.S. (2018). How to create videos for Extension education: An innovative five-step procedure. Journal of Extension. 56 (2).
- Ibrahim, M. (September 06, 2012). Implications of Designing Instructional Video Using Cognitive Theory of Multimedia Learning. Critical Questions in Education, 3, 2, 83-104.
- Leggett, D. (n.d.). 10 Best Practices for Creating Quality Education Videos.
- Norman, M. K. (January 01, 2017). Twelve tips for reducing production time and increasing long-term usability of instructional video. Medical Teacher, 39, 8, 808-812.
- Schroeder, N. L., & Traxler, A. L. (June 01, 2017). Humanizing Instructional Videos in Physics: When Less Is More. Journal of Science Education and Technology, 26, 3, 269-278.
- Swarts, J. (August 01, 2012). New Modes of Help: Best Practices for Instructional Video. Technical Communication, 59, 3, 195-206.
- Christensen, E., Tseng, H., & Walsh, E. J. (2016). A case study in General Physics I. In L. Santos Green, J. R. Banas, & R. Perkins (Eds.), The flipped college classroom: Conceptualized and re-conceptualized. New York: Springer.
- Eubanks, J.-F., Yeh, H.-T., & Tseng, H. (2018). Learning Chinese through a 21st - Century Writing Workshop with the integration of mobile technology in a language Immersion elementary school. Computer Assisted Language Learning, 31(4), 346-366.
- Kuo, Y.-C., Tseng. H., & Kuo, Y.-T. (2020). Internet self-efficacy, self-regulation, and student performance: African-American adult students in online learning. International Journal on E-Learning, 19(2), 161-180.
- Ku, H.-Y., Tseng, H. W., & Akarasriworn, C. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behavior, 29(3), 922-929.
- Tang, Y., Tseng, H., Vann, C. P. (2020). Unwrap citation count, Altmetric Attention Score, and Mendeley readership status of highly cited articles in the top-tier LIS journals. Global Knowledge, Memory, and Communication, 69(8/9), 653-664.
- Tang, Y., & Tseng, H. (2017). Undergraduate student information self-efficacy and library intervention. Library Review, 66(6/7), 468-481.
- Tang, Y., & Tseng, H. W. (2014). Distance students’ attitude towards library help-seeking. Journal of Academic Librarianship, 40(3-4), 307-312.
- Tang, Y., & Tseng, H. W. (2013). Distance learners’ self-efficacy and information literacy skills. Journal of Academic Librarianship, 39(6), 517–521.
- Tseng, H., & Hill, L. (2020). The Impact of High-Fidelity Simulation on Nursing Student’s Flexible and Reflective Thinking in Higher Education. Higher Learning Research Communications, 10 (2).
- Tseng, H., Kuo, Y.-C., Walsh, J. (2020). Exploring first-time online undergraduate and graduate students’ growth mindsets and flexible thinking and their relations to online learning engagement. Educational Technology Research and Development, 68, 2285–2303.
- Tseng, H., Yi, X., & Yeh, H.-T. (2019). Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill. Computers in Human Behavior, 95, 179-186.
- Tseng, H., Yeh, H.-T., & Tang, Y. (2019). A close look at trust among team members in online learning communities. International Journal of Distance Education Technologies, 17(1), 52-65.
- Tseng, H., Gardner, T., & Yeh, H.-T. (2016). Enhancing students' self-efficacy, elaboration, and critical thinking skills in a collaborative educator preparation program. Quarterly Review of Distance Education, 17(2), 15-28.
- Tseng, H., & Walsh, E. J. (2016). Blended vs. traditional course delivery: Comparing students’ motivation, learning outcomes, and preferences. Quarterly Review of Distance Education, 17(1), 43-52.
- Tseng, H. W., Tang, Y., & Morris, B. (2016). Evaluation of iTunes University courses through instructional design strategies and m-learning framework. Educational Technology and Society, 19(1), 199-210.
- Tseng, H. W., & Yeh, H.-T. (2013). Team members’ perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study. Computers & Education, 63, 1-9.
The following journals can be accessed through the Houston Cole Library at Jacksonville State University.
Online Learning Journal - The Official Journal of OLC (Online Learning Consortium)
- Boettcher, J.V. & Conrad, R.M. (2019). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, Second Edition.
- Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, 4th edition.
- Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes.
- Dick, W., Carey, L., & Carey, J. O. (2022). The systematic design of instruction.
- Dirksen, J. (2016). Design for how people learn.
- Fink, L., & Safari, an O'Reilly Media Company. (2013). Creating Significant Learning Experiences, Revised and Updated.
- Johnson, A. (2013). Excellent online teaching: Effective strategies for a successful semester online.
- Keller, J.M. (1983). Motivational design of instruction. In C. M. Reigeluth (ed.) Instructional Theories and Models: An Overview of Their Current Status. New York: Lawrence Erlbaum Associates, Publishers, pp. 383 - 434.
- Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. In M. D. Svinicki (Series Ed.) & M. Theall (Volume Ed.), New Directions for Teaching and Learning: Motivation from Within: Approaches for Encouraging Faculty and Students to Excel (Number 78, pp. 39 – 47). San Francisco: Jossey-Bass.
- Keller, J. M., & Deiman, M.. (2012). Motivation, volition, and performance. In R. A. Reiser & J. V. Dempsey (Eds.). Trends and Issues in Instructional Design and Technology, 3nd Edition. Boston, MA: Pearson Education
- In Linder, K. E., In Hayes, C. M., & Thompson, K. (2018). High-impact practices in online education: Research and best practices.
- Mayer, R. E. (2021). Multimedia learning.
- Nilson, L. B., Goodson, L. A., & John Wiley & Sons. (2018). Online teaching at its best: Merging instructional design with teaching and learning research. San Francisco: Jossey-Bass A Wiley Imprint.
- Wenger, E. (2018). Communities of practice: Learning, meaning, and identity.
- Wenger, E., McDermott, R. A., & Snyder, W. (2010). Cultivating communities of practice: A guide to managing knowledge. Boston, Mass: Harvard Business School Press.
- Wiggins, G. P., & McTighe, J. (2008). Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development.
- CAEL - Council for Adult and Experiential Learners - https://www.cael.org/
- CAST - Universal Design for Learning Guidelines - https://udlguidelines.cast.org/
- EDUCAUSE - https://www.educause.edu/
- NC-SARA - National Council for State Authorization Reciprocity Agreements - https://nc-sara.org/
- Online Learning Consortium - https://onlinelearningconsortium.org/
- Quality Matters - https://www.qualitymatters.org/
- SACSCOC - Southern Association of Colleges and Schools Commission on Colleges - https://sacscoc.org/
- Vanderbilt University - Center for Teaching - Understanding by Design - https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/