Search results for author:"Kui Xie"
Total records matched: 19 Search took: 0.056 secs
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Scaffolding online peer collaboration to enhance ill-structured problem solving with computer-based cognitive support
Kui Xie
Scaffolding online peer collaboration to enhance ill@-structured@problem solving with computer-based cognitive@support (2006) pp. 1–146
The present study investigated the effects of question prompts and online peer collaborations on solving ill-structured problems. Sixty undergraduate students were randomly assigned to one of the four treatment groups: collaboration with question...
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Game-based learning engagement: A theory- and data-driven exploration
Fengfeng Ke; Kui Xie; Ying Xie
British Journal of Educational Technology Vol. 47, No. 6 (November 2016) pp. 1183–1201
The promise of using games for learning is that play- and learning-engagement would occur cohesively as a whole to compose a highly motivated learning experience. Yet the conceptualization of such an integrative process in the development of play...
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Self‐regulation as a function of perceived leadership and cohesion in small group online collaborative learning
Kui Xie; Lauren C. Hensley; Victor Law; Zhiru Sun
British Journal of Educational Technology Vol. 50, No. 1 (January 2019) pp. 456–468
The present study examined the relationships between perceived leadership, group cohesion, online engagement, self‐regulation and learning outcomes. Data included surveys and online discussion logs from 171 students in an undergraduate online course....
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Exploring a Personal Social Knowledge Network (PSKN) to aid the observation of connectivist interaction for high‐ and low‐performing learners in connectivist massive open online courses
Jinju Duan; Kui Xie; Nathan A. Hawk; Shengquan Yu; Minjuan Wang
British Journal of Educational Technology Vol. 50, No. 1 (January 2019) pp. 199–217
This study adds a new perspective to the observations about connectivist interaction behavior in cMOOCs by extending the notion of network building from the perspective of individuals. We explore the possibility of building a learning network named...
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The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration
Vanessa W. Vongkulluksn; Kui Xie; Margaret A. Bowman
Computers & Education Vol. 118, No. 1 (March 2018) pp. 70–81
Recent research has shown that access alone does not automatically equate to greater or higher quality of technology integration. Teacher beliefs are also important factors of how teachers integrate technology in the classroom. This study examined...
Language: English
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Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning
Kui Xie; Nicole C. Miller; Justin R. Allison
Computers & Education Vol. 63, No. 1 (April 2013) pp. 404–415
This case study examined an authentic online learning phenomenon where social conflict, including harsh critique and negative tone, weaved throughout peer-moderated online discussions in an online class. Opening coding and content analysis were...
Language: English
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Affordances of using mobile technology to support experience-sampling method in examining college students' engagement
Kui Xie; Benjamin C. Heddy; Barbara A. Greene
Computers & Education Vol. 128, No. 1 (January 2019) pp. 183–198
In an investigation with 133 undergraduate students, we measured affective, cognitive, behavioral engagement, and self-regulation with a pre-survey, a post-survey, and
Language: English
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A systematic review of design and technology components of educational digital resources
Kui Xie; Gennaro Di Tosto; Sheng-Bo Chen; Vanessa W. Vongkulluksn
Computers & Education Vol. 127, No. 1 (December 2018) pp. 90–106
With the rise of the Internet and the proliferation of online content, the design and evaluation of educational digital resources (EDRs) are pressing and challenging issues. They warrant an investigation of what exactly are the features that...
Language: English
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The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Sheng-Lun Cheng; Kui Xie
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 98–113
The purpose of this study is to examine the relations among teacher value beliefs, personal characteristics, and Technological Pedagogical Content Knowledge (TPACK) in both intervention and non-intervention settings. One-hundred and nine in-service...
Language: English
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Building teacher competency for digital content evaluation
Min Kyu Kim; Kui Xie; Sheng-Lun Cheng
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 66, No. 1 (August 2017) pp. 309–324
The purpose of the current study is to investigate teachers' digital content evaluation (DCE) competency as a combined set of teachers' intellectual ability and affect-motivation in evaluating digital content. To this end, this study employed an...
Language: English
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Preparing Students in Online Debates with Worked Examples
Scott Tollison; Kui Xie
Journal of Educational Computing Research Vol. 47, No. 2 (2012) pp. 155–174
The current study investigates the effects of preparing students for an online debate through a worked example in terms of student perception, participation, and level of cognitive skills. The study found that students prepared for online debate...
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Extending the Traditional Classroom through Online Discussion: The Role of Student Motivation
Kui Xie; Teresa K. Debacker; Catherine Ferguson
Journal of Educational Computing Research Vol. 34, No. 1 (2006) pp. 67–89
Two studies addressed students' motivation and participation in an online discussion board which was part of a traditional lecture-based course. The discussion board represented an external communication resource to extend the learning activities...
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Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students
Douglas F. Kauffman; Xun Ge; Kui Xie; Ching-Huei Chen
Journal of Educational Computing Research Vol. 38, No. 2 (2008) pp. 115–137
This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we...
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Differential Effects of Web-Based and Paper-Based Administration of Questionnaire Research Instruments in Authentic Contexts-of-Use
Patricia L. Hardre; H Michael Crowson; Kui Xie
Journal of Educational Computing Research Vol. 42, No. 1 (2010) pp. 103–133
Questionnaire instruments are routinely translated to digital administration systems; however, few studies have compared the differential effects of these administrative methods, and fewer yet in authentic contexts-of-use. In this study, 326...
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Impacts of role assignment and participation in asynchronous discussions in college-level online classes
Kui Xie; Chien Yu; Amy C. Bradshaw
Internet and Higher Education Vol. 20, No. 1 (January 2014) pp. 10–19
In this study, 57 participants from an online course participated in online learning activities facilitated by assigned moderators. Social network analysis techniques were utilized to examine the influence of moderator role assignment on social...
Language: English
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The role of self-regulated learning in students' success in flipped undergraduate math courses
Zhiru Sun; Kui Xie; Lynley H. Anderman
Internet and Higher Education Vol. 36, No. 1 (January 2018) pp. 41–53
Based upon the self-regulated learning theory, this study examined the relationships between academic achievement and three key self-regulatory constructs - prior domain knowledge, self-efficacy, and the use of learning strategies - in two flipped...
Language: English
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Detecting leadership in peer-moderated online collaborative learning through text mining and social network analysis
Kui Xie; Gennaro Di Tosto; Lin Lu; Young Suk Cho
Internet and Higher Education Vol. 38, No. 1 (July 2018) pp. 9–17
Structured tasks and peer-moderated discussions are pedagogical models that have shown unique benefits for online collaborative learning. Students appointed with leadership roles are able to positively affect the dynamics in their groups by engaging ...
Language: English
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Preschool Teachers' Implementation Fidelity When Using a Technology-Mediated Language and Literacy Intervention
Maureen J. Myrtil; Laura M. Justice; Logan Pelfrey; Jessica A. Logan; Kui Xie; Lauren Barnes
Child & Youth Care Forum Vol. 47, No. 6 (2018) pp. 771–786
Background: The use of technology-mediated interventions within classrooms have grown exponentially across early childhood settings. Still, very few studies have examined preschool teachers' implementation fidelity to these interventions and no...
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Toward deep learning for adult students in online courses
Fengfeng Ke; Kui Xie
Internet and Higher Education Vol. 12, No. 3 (December 2009) pp. 136–145
Adult students have become the new majority in online distance education. Research in online distance education, however, is still predominantly based on the historical perspective of the traditional student profile. This study examines adult...
Language: English