Papers by Lisa R Halverson
Handbook of Open, Distance and Digital Education, 2022
Higher education course design is moving increasingly toward constructivist, collaborative approa... more Higher education course design is moving increasingly toward constructivist, collaborative approaches for higher-order learning. A community-based approach to learning fits both this type of pedagogy and preferred learning outcomes related to critical thinking and metacognition. This is particularly necessary when moving such learning online, and the need for a community is even more important for engagement and motivation than in-person learning, where community and connection is often created organically. Online learning communities can be effectively created using the community of inquiry theoretical framework, as it intentionally makes space for learners to express their teaching, social, and cognitive presences. To support the design of effective online learning experiences, how each presence fits into the constructivist and inquiry-based approaches is explained in this chapter. As well, applications are suggested. Finally, assessment approaches are provided that are in line wi...
Handbook of Open, Distance and Digital Education, 2022
Design is critical in online learning. This chapter reviews research and practice on designing ef... more Design is critical in online learning. This chapter reviews research and practice on designing effective online courses in higher education. Firstly, the importance of design in online learning is described including asynchronous, synchronous, and bichronous delivery methods, as well as the significance of course organization and meeting learner needs in online courses. Secondly, we provide a brief overview of online course design research in higher education. Thirdly, standards and rubrics for online course design from US colleges and universities as well as professional organizations across the world are reviewed. Fourthly, we describe a research-based and validated online course design element rubric, which includes overview, course presentation, interaction and communication, assessment and evaluation, and student support. Fifthly, the chapter describes how instructors can be prepared for and supported in online course design, incorporating administrator support, pedagogical sup...
Conceptualizing Blended Learning Engagement Lisa R. Halverson Department of Instructional Psychol... more Conceptualizing Blended Learning Engagement Lisa R. Halverson Department of Instructional Psychology and Technology, BYU Doctor of Philosophy Learner engagement, or the involvement of the student’s cognitive and emotional energy to accomplish a learning task, has been called “the holy grail of learning” (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21st century, learning will be increasingly “blended,” combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitate learner engagement is important to the advancement of the domain. This multiple-article format dissertation addresses the theoretical gap in research on learner engagement in blended settings. The first article reviews the existing literature on learner eng...
Online Learning, 2019
Learner engagement correlates with important educational outcomes, including academic achievement... more Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators). This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular. We present a possible conceptual framework for engagement that includes cognitive and emotional indicators, offering examples of research measuring these engagement indicators in technology-mediated learning contexts. Finally, we suggest future st...
Learning, Design, and Technology, 2017
Abstract Blended learning is adopted widely in educational settings. Over the past decade, blende... more Abstract Blended learning is adopted widely in educational settings. Over the past decade, blended courses have increased in higher education (HE), and currently blended learning is expanding in K-12 as well. As blended learning becomes more prevalent, opportunities for research into blended learning are also increasing. Researchers and practitioners need to know the current issues and lines of inquiry prominent in blended learning to direct them to the cutting-edge research and enable them to identify the most pressing problems. This chapter synthesizes and categorizes current blended learning research, with recommendations for future directions. Issues addressed in HE blended learning and K-12 blended learning are identified, compared, and evaluated by reviewing major research on the topic. Finally, future research steps and important research gaps are described.
Computers & Education, 2015
The Internet and Higher Education, 2014
Handbook of Open, Distance and Digital Education, 2022
Conceptualizing Blended Learning Engagement Lisa R. Halverson Department of Instructional Psychol... more Conceptualizing Blended Learning Engagement Lisa R. Halverson Department of Instructional Psychology and Technology, BYU Doctor of Philosophy Learner engagement, or the involvement of the student’s cognitive and emotional energy to accomplish a learning task, has been called “the holy grail of learning” (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21st century, learning will be increasingly “blended,” combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitate learner engagement is important to the advancement of the domain. This multiple-article format dissertation addresses the theoretical gap in research on learner engagement in blended settings. The first article reviews the existing literature on learner eng...
The Internet and Higher Education
We investigated activity-level student engagement in blended learning classes at the university l... more We investigated activity-level student engagement in blended learning classes at the university level. We used intensive longitudinal methodology to collect activity level engagement data throughout a semester for 67 students enrolled in six blended courses across two universities. We used structural equation modeling to gain a holistic understanding of learning environments, including the influence of personal characteristics, course design, and student perceptions of the learning experience on in-the-moment cognitive and emotional engagement. To investigate longitudinal relationships between emotional and cognitive engagement, we employed cross-lagged modeling techniques. Findings showed that course design and student perception variables had a greater influence on engagement than individual student characteristics and that student multitasking had a strong negative influence on engagement. Students’ perceptions of the importance of the activity had a strong positive influence on both cognitive and emotional engagement. An important outcome of engagement was the students’ perceptions that they were learning and improving.
Distance Education, Nov 9, 2012
Distance Education, Nov 1, 2012
Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face... more Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing's Publish or Perish software (http://www. harzing. com/pop. htm), we determined the most frequently cited books, book chapters, and articles on the subject of blended learning, as well as the ...
Educational Technology, 2011
Blended learning, a diverse and expanding area of design and inquiry, combines face-to-face and o... more Blended learning, a diverse and expanding area of design and inquiry, combines face-to-face and online modalities. As blended learning research matures, more and more diverse voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most-cited scholarship on blended learning. Using Harzing’s Publish or Perish software (Harzing, 2011), which retrieves and calculates academic citations from Google Scholar, we determined the most frequently cited books, edited book chapters, and articles on the subject of blended learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer a few conclusions about where the conversations about blended learning are happening, which scholars are at the forefront of these conversations, and other emerging trends related to scholarship in blended learning.
Blended learning, which combines face-to-face and online learning modalities, is a heterogeneous ... more Blended learning, which combines face-to-face and online learning modalities, is a heterogeneous and steadily developing area of design and inquiry. With the expansion and maturation of blended learning research, voices enter the conversation in increasing numbers and diversity. This study continues the work begun by Halverson, Graham, Spring, and Drysdale (2012), which determined the most frequently cited books, edited book chapters, and articles on blended learning, as well as the journals in which these highly cited articles appeared. After
finding where the conversations about blended learning were happening and which scholars were at the forefront of these conversations, we now look at what the conversations on blended
learning are really about. Using thematic analysis, we uncover the methodologies, research questions, and theoretical frameworks in this scholarship, and then discuss the implications of these findings for blended learning research. In doing so, we promote further understanding of the center of this emerging area of study.
1. Blended Learning Research by Lisa R Halverson
Online Learning, 2019
Learner engagement correlates with important educational outcomes, including academic achievement... more Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators). This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular. The authors present a possible conceptual framework for engagement that includes cognitive and emotional indicators, offering examples of research measuring these engagement indicators in technology-mediated learning contexts. The authors suggest future studies to test the framework, which they believe will support advances in blended learning engagement research that is increasingly real-time, minimally intrusive, and maximally generalizable across subject matter contexts.
Abstract
Blended learning is adopted widely in educational settings. Over the past decade, blende... more Abstract
Blended learning is adopted widely in educational settings. Over the past decade, blended courses have increased in higher education (HE), and currently blended learning is expanding in K-12 as well. As blended learning becomes more prevalent, opportunities for research into blended learning are also increasing. Researchers and practitioners need to know the current issues and lines of inquiry prominent in blended learning to direct them to the cutting-edge research and enable them to identify the most pressing problems. This chapter synthesizes and categorizes current blended learning research, with recommendations for future directions. Issues addressed in HE blended learning and K-12 blended learning are identified, compared, and evaluated by reviewing major research on the topic. Finally, future research steps and important research gaps are described.
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Papers by Lisa R Halverson
finding where the conversations about blended learning were happening and which scholars were at the forefront of these conversations, we now look at what the conversations on blended
learning are really about. Using thematic analysis, we uncover the methodologies, research questions, and theoretical frameworks in this scholarship, and then discuss the implications of these findings for blended learning research. In doing so, we promote further understanding of the center of this emerging area of study.
1. Blended Learning Research by Lisa R Halverson
Blended learning is adopted widely in educational settings. Over the past decade, blended courses have increased in higher education (HE), and currently blended learning is expanding in K-12 as well. As blended learning becomes more prevalent, opportunities for research into blended learning are also increasing. Researchers and practitioners need to know the current issues and lines of inquiry prominent in blended learning to direct them to the cutting-edge research and enable them to identify the most pressing problems. This chapter synthesizes and categorizes current blended learning research, with recommendations for future directions. Issues addressed in HE blended learning and K-12 blended learning are identified, compared, and evaluated by reviewing major research on the topic. Finally, future research steps and important research gaps are described.
finding where the conversations about blended learning were happening and which scholars were at the forefront of these conversations, we now look at what the conversations on blended
learning are really about. Using thematic analysis, we uncover the methodologies, research questions, and theoretical frameworks in this scholarship, and then discuss the implications of these findings for blended learning research. In doing so, we promote further understanding of the center of this emerging area of study.
Blended learning is adopted widely in educational settings. Over the past decade, blended courses have increased in higher education (HE), and currently blended learning is expanding in K-12 as well. As blended learning becomes more prevalent, opportunities for research into blended learning are also increasing. Researchers and practitioners need to know the current issues and lines of inquiry prominent in blended learning to direct them to the cutting-edge research and enable them to identify the most pressing problems. This chapter synthesizes and categorizes current blended learning research, with recommendations for future directions. Issues addressed in HE blended learning and K-12 blended learning are identified, compared, and evaluated by reviewing major research on the topic. Finally, future research steps and important research gaps are described.