Search results for author:"Stephanie B. Corliss"
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Educational Technology Research and Development Vol. 65, No. 6 (2017) pp. 1605–1625
Educators agree on the benefits of adaptive learning, but evidence-based research remains limited as the field of adaptive learning is still evolving within higher education. In this study, we investigated the impact of an adaptive learning...
Review of Educational Research Vol. 81, No. 3 (September 2011) pp. 408–448
The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers'...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2055–2060
The current study addresses how and why faculty members use technology in their teaching, and how students perceive technology to affect their learning. Data were collected in four phases: 1) interviews with faculty (n = 96) 2) e-mail surveys to...
Computers & Education Vol. 126, No. 1 (November 2018) pp. 433–442
Massive Open Online Courses (MOOCs) have emerged with much popularity in the last five years, yet many questions remain about whom MOOCs best serve and what constitutes learner success. Completion rates, a common metric of student success, remain...
Global Times Call for Global Measures: Investigating Automated Essay Scoring in Linguistically-Diverse MOOCs
Erin D. Reilly; Kyle M. Williams; Rose E. Stafford; Stephanie B. Corliss; Janet C. Walkow; Donna K. Kidwell
Journal of Asynchronous Learning Networks Vol. 20, No. 2 (2016) pp. 217–229
This paper utilizes a case-study design to discuss global aspects of massive open online course (MOOC) assessment. Drawing from the literature on open-course models and linguistic gatekeeping in education, we position freeform assessment in MOOCs as ...