Search results for author:"Christian D. Schunn"
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Computers & Education Vol. 48, No. 3 (April 2007) pp. 409–426
This paper describes how SWoRD (scaffolded writing and rewriting in the discipline), a web-based reciprocal peer review system, supports writing practice, particularly for large content courses in which writing is considered critical but not...
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 3 (May 2011) pp. 387–406
We investigate students' negative perceptions about an online peer assessment system for undergraduate writing across the disciplines. Specifically, we consider the nature of students' resistance to peer assessment; what factors influence that...
Commenting on Writing: Typology and Perceived Helpfulness of Comments from Novice Peer Reviewers and Subject Matter Experts
Written Communication Vol. 23, No. 3 (2006) pp. 260–294
How do comments on student writing from peers compare to those from subject-matter experts? This study examined the types of comments that reviewers produce as well as their perceived helpfulness. Comments on classmates' papers were collected from...
Understanding the Benefits of Providing Peer Feedback: How Students Respond to Peers' Texts of Varying Quality
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 5 (2015) pp. 591–614
Prior research on peer assessment often overlooks how much students learn from providing feedback to peers. By practicing revision skills, students might strengthen their ability to detect, diagnose, and solve writing problems. However, both...
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 4 (July 2009) pp. 375–401
Although providing feedback is commonly practiced in education, there is no general agreement regarding what type of feedback is most helpful and why it is helpful. This study examined the relationship between various types of feedback, potential...
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 4 (July 2013) pp. 773–791
While the purposes of design and science are often different, they share some key practices and processes. Design-based science learning, which combines the processes of engineering design with scientific inquiry, is one attempt to engage students...
Different Underlying Motivations and Abilities Predict Student versus Teacher Persistence in an Online Course
Educational Technology Research and Development Vol. 65, No. 6 (2017) pp. 1471–1493
Free online courses, including Massively Open Online Courses, have great potential to increase the inclusiveness of education, but suffer from very high course dropout rates. A study of 172 K-12 students and 114 K-12 teachers taking the same free,...
Computer Science Education Vol. 23, No. 4 (2013) pp. 315–331
Computer science proficiency continues to grow in importance, while the number of students entering computer science-related fields declines. Many rich programming environments have been created to motivate student interest and expertise in computer ...
Technology Teacher Vol. 69, No. 4 (2010) pp. 21–27
Over the past three years, the authors have conducted research in middle and high school classrooms in an effort to improve the effectiveness of robotics to teach science, technology, engineering, and mathematics (STEM) education--their focus has...
Journal of Science Education and Technology Vol. 18, No. 3 (June 2009) pp. 209–223
This study examines the use of engineering design to facilitate science reasoning in high-needs, urban classrooms. The Design for Science unit utilizes scaffolds consistent with reform science instruction to assist students in constructing a design...
Cognitive Demand of Model Tracing Tutor Tasks: Conceptualizing and Predicting How Deeply Students Engage
Technology, Knowledge and Learning Vol. 20, No. 3 (2015) pp. 317–337
Model tracing tutors represent a technology designed to mimic key elements of one-on-one human tutoring. We examine the situations in which such supportive computer technologies may devolve into mindless student work with little conceptual...
Educational Technology Research and Development Vol. 61, No. 6 (December 2013) pp. 863–883
A large-scale online teacher resource exchange is studied to examine the ways in which metadata influence teachers' selection of resources. A hierarchical linear modeling approach was used to tease apart the simultaneous effects of resource...
Journal of Science Education and Technology Vol. 27, No. 1 (2018) pp. 30–44
The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering...
Technology, Pedagogy and Education Vol. 25, No. 3 (2016) pp. 269–286
While online instructional technologies are becoming more popular in higher education, educators' opinions about online learning tend to be generally negative. Furthermore, many studies have failed to systematically examine the features that...
Brendan Barstow; Lisa Fazio; Jordan Lippman; Mohammad Falakmasir; Christian D. Schunn; Kevin D. Ashley
International Journal of Artificial Intelligence in Education Vol. 27, No. 4 (2017) pp. 671–693
Argument diagramming is the process of spatially representing an argument by its component parts and their relationships. A growing body of evidence supports the use of argument diagramming to aid student learning and writing within disciplines...
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 4 (July 2015) pp. 463–485
Mathematical fluency is important for academic and mathematical success. Fluency training programs have typically focused on fostering retrieval, which leads to math performance that does not reliably transfer to non-trained problems. More recent...
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 2 (March 2013) pp. 381–405
The use of peer assessment to evaluate students' writing is one recommended method that makes writing assignments possible in large content classes (i.e., more than 75 students). However, many instructors and students worry about whether students of ...
Journal of Science Education and Technology Vol. 17, No. 5 (October 2008) pp. 454–465
Infusing engineering design projects in K-12 settings can promote interest and attract a wide range of students to engineering careers. However, the current climate of high-stakes testing and accountability to standards leaves little room to...
Evaluating the Impact of a Facilitated Learning Community Approach to Professional Development on Teacher Practice and Student Achievement
Research in Science & Technological Education Vol. 27, No. 3 (November 2009) pp. 339–354
The focus of this research was an evaluation of the impact of teacher professional development (PD) on student achievement during implementation of a reform curriculum. The PD consisted of five four-hour workshop sessions distributed over the time...
Journal of Computer Assisted Learning Vol. 34, No. 2 (April 2018) pp. 115–128
Educational robotics programs offer an engaging opportunity to potentially teach core computer science concepts and practices in K–12 classrooms. Here, we test the effects of units with different programming content within a virtual robotics context ...