Search results for author:"Robin_Kay"
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Robin Kay
University of Ontario Institute of Technology
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Using asynchronous online discussion to learn introductory programming: An exploratory analysis
Robin Kay; Robin Kay
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 1 (Feb 15, 2006)
Previous research on online discussions has focused on university students learning higher level subjects. The purpose of the current study was to examine whether online discussions could be used effectively by secondary school students attempting...
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Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited
Robin Kay
Journal of Interactive Learning Research Vol. 24, No. 1 (January 2013) pp. 33–51
Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct...
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Examining the Use of Educational Video Clips on Distance Education
Robin Kay
Global Learn 2010 (May 17, 2010) pp. 4021–4024
A well-documented advantage of distance learning is that students control the time, pace, and pathways of learning. This control over learning is particularly appealing when just-in-time support is readily available. However, providing effective,...
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Understanding How Teachers Influence the Effectiveness of STEM-Based Mobile Apps
Robin Kay
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
2018
(Oct 15, 2018)
pp. 1182–1186
Limited research has been conducted on teacher-related factors that influence student learning performance after using STEM-based mobile apps. The purpose of this study was to examine a wide range of teacher-based factors that might influence...
Topics: Mobile and ubiquitous learning, (2017) Evaluation, (2017) Perspectives on Mobile Technologies for Learning, (2017) Research
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A Systematic Evaluation of Learning Objects for Secondary School Students
Robin Kay
Journal of Educational Technology Systems Vol. 35, No. 4 (2007) pp. 411–448
Empirical research evaluating the effectiveness of learning objects is noticeably absent. No formal research has been done on the use of learning objects in secondary schools. The purpose of this study was to evaluate the use of learning objects by...
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Exploring the Use of Laptops in Higher Education: An Analysis of Benefits and Distractions
Robin Kay
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 630–635
This study explored the benefits and distractions of using laptop computers in higher education classrooms. Quantitative and qualitative data were collected from 156 university students (54 males, 102 females) enrolled in either education or...
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Evaluating the Use of Web-Based Learning Tools in Middle Classrooms
Robin Kay
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 3630–3637
This study evaluated the use WBLTs in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers and 443 students. Teachers were very positive about the learning, ...
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A Formative Analysis of How Preservice Teachers Learn to Use Technology
Robin Kay
Journal of Computer Assisted Learning Vol. 23, No. 5 (October 2007) pp. 366–383
A comprehensive, formal comparison of strategies used by preservice teachers to learn how to use new technology has yet to be researched. Understanding the relative strengths and weakness of learning strategies would provide useful guidance to...
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Examining the Use of Mathematics Video Podcasts for At Risk Students : A Formative Analysis
Robin Kay
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2697–2701
Limited research has been conducted on the use of video podcasts in middle school environments (grades 6 to 8), particularly with at-risk students. This study investigated the use of worked-example video podcasts in mathematics classrooms with at...
Topics: mathematics education, Virtual Schooling, Equity & Social Justice
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Developing a Framework for Creating Effective Instructional Video Podcasts
Robin Kay
International Journal of Emerging Technologies in Learning (iJET) Vol. 9, No. 1 (Feb 04, 2014) pp. 22–30
The purpose of the following study was to develop a comprehensive, theory-based framework for creating instructional video podcasts designed to present worked examples. Sixteen design characteristics, organized according to four categories ...
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Exploring the Impact of Web-Based Learning Tools in Middle School Mathematics and Science Classrooms
Robin Kay
Journal of Computers in Mathematics and Science Teaching Vol. 30, No. 2 (April 2011) pp. 141–162
This study examines the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers...
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A Model for Creating Effective Instructional Video Podcasts
Robin Kay
Global Learn 2012 (Nov 06, 2012) pp. 48–52
The purpose this study was to develop a comprehensive, theory-based model for creating instructional video podcasts designed to present and discuss worked examples. Sixteen design characteristics, organized according to four categories ...
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Examining the Effectiveness of Web-Based Learning Tools in Middle and Secondary School Science Classrooms
Robin Kay
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 7, No. 1 (Jan 01, 2011) pp. 359–374
The purpose of the following study was to examine the impact of web-based learning tools (WBLTs) in science classrooms (grades 7 to 10) from the perspective of both teachers and stu- dents. Survey, qualitative, and student performance data were...
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Best Practices for Delivering Effective Instruction in Virtual Classrooms
Robin Kay
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 2749–2754
The purpose of this presentation will be to provide a set of strategies to support effective teaching and learning in virtual classrooms. These strategies are based on research, feedback from students, and practical experience. Six key areas will...
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Exploring Applications for Using Video Podcasts in Online Learning
Robin Kay
International Journal of Online Pedagogy and Course Design Vol. 4, No. 2 (April 2014) pp. 64–77
The purpose of this paper was to explore research-based applications for using video podcasts in an online learning environment. Five key video podcast uses were examined including administration, instruction, student assignments, feedback, and...
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Developing a Framework to Help Educators Select and Use Mobile Apps in the Classroom
Robin Kay
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
2018
(Oct 15, 2018)
pp. 1315–1320
In 2017, the projected number of educational mobile apps available was estimated at 750,000 making the selection process incredibly challenging for educators. The purpose of this paper was to develop a coherent model for selecting and guiding the...
Topics: (2017) Tools & Systems, (2017) Evaluation, (2017) Perspectives on Mobile Technologies for Learning
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Elementary School Students' Perceptions of Using Student Response Systems
Robin Kay
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 204–208
Student response systems (SRSs) allow students to answer digitally displayed questions and receive immediate feedback. While considerable research has been conducted on the use of SRSs in higher education (e.g., Chien et al., 2016; Kay & LeSage,...
Topics: Mobile teaching and learning technologies, Participatory learning and media, Learning technologies for transformational change
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The Impact of Preservice Teachers' Emotions on Computer Use: A Formative Analysis
Robin Kay
Journal of Educational Computing Research Vol. 36, No. 4 (2007) pp. 455–479
Previous research on the effect of technology-based preservice education programs has been assessed by examining changes in computer ability and attitudes. Systematic exploration looking at the effect of these programs on computer use has been...
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Learning With Computer Software: An Exploration of Knowledge Transfer
Robin Kay
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4136–4140
Computer educators have a challenging task in keeping pace with the rapidly changing content of computer software. Instead of focussing on specific software packages, teachers could concentrate on knowledge that is likely to transfer from one...
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Addressing Gender Differences in Computer Ability, Attitudes and Use: The Laptop Effect
Robin Kay
Journal of Educational Computing Research Vol. 34, No. 2 (2006) pp. 187–211
The impact of gender on computer related attitudes, ability, and use has been actively documented, but little research has been done examining how to modify and reduce imbalances. The purpose of this study was to explore the effect of ubiquitous...
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Developing Guidelines for Creating Effective Mathematics Video Podcasts for Secondary School Students
Robin Kay
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2692–2696
This paper presents comprehensive, evidence-based guidelines for creating and designing video podcasts for mathematics at the secondary-school level. Sixteen design guidelines, organized into four categories (establishing context, providing...
Topics: Information Literacy Education (Library & Media Science), Virtual Schooling, Mathematics, mathematics education, Secondary Education
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Exploring the Use of Web-Based Learning Tools in Secondary School Classrooms
Robin Kay
Interactive Learning Environments Vol. 22, No. 1 (2014) pp. 67–83
This study explored the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in secondary school mathematics and science classrooms. Surveys, open-ended questions, and student performance data were collected from a sample of 8 ...
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Examining the Use of Worked Example Video Podcasts in Middle School Mathematics Classrooms: A Formative Analysis / Étude sur l'utilisation de podcasts d’exemples pratiques dans des classes de mathématiques à l'école secondaire de premier cycle
Robin Kay
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 38, No. 3 (Dec 03, 2012) pp. 1–20
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Using Laptops Effectively in Higher Education
Robin Kay
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 759–764
The presentation will focus on a wide range of "best-practice" activities used to incorporate laptops into higher education. A majority of the activities are based on a well-researched, cognitive theory: collaborative learning, constructivism,...
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Developing a Metric for Evaluating Discussion Boards
Robin Kay
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1946–1953
The use of online discussion boards has grown extensively in the past 5 years, yet some researchers argue that our understanding of how to use this tool in an effective and meaningful way is minimal at best. Part of the problem in acquiring more...
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A Formative Analysis of Resources Used to Learn Software
Robin Kay
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 33, No. 1 (Feb 15, 2007)
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Exploring the Influence of Context on Attitudes toward Web-Based Learning Tools (WBLTs) and Learning Performance
Robin Kay
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 7, No. 1 (Jan 01, 2011) pp. 125–142
The purpose of this study was to explore the influence of context on student attitudes toward Web-Based Learning Tools (WBLTs) and learning performance. Survey data about attitudes and quasi-experimental data on learning performance were collected...
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Charting Pathways of Conceptual Change in the Use of Computer Software
Robin H. Kay
Researchers of computer ability have been largely influenced by the Galtonian perspective of intelligence assessment: a predominantly linear, construct-driven model based on identifying statistically determined factors. The use of this methodology,...
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Exploring the Use of Audience Response Systems in Secondary School Science Classrooms
Robin Kay; Liesel Knaack
Journal of Science Education and Technology Vol. 18, No. 5 (October 2009) pp. 382–392
An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs ...
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Investigating the Use of Learning Objects for Secondary School Mathematics
Robin Kay; Liesel Knaack
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 4, No. 1 (Jan 01, 2008) pp. 269–289
Research on the impact of learning objects in secondary school mathematics classes is limited. To date, only two investigations have been reported in this area. The current study presents a comprehensive analysis of the use and effect of learning...
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Exploring the relationship between emotions and the acquisition of computer knowledge
Robin H. Kay
Computers & Education Vol. 50, No. 4 (May 2008) pp. 1269–1283
Most computer users have to deal with major software upgrades every 6–18 months. Given the pressure of having to adjust so quickly and so often, it is reasonable to assume that users will express emotional reactions such as anger, desperation,...
Language: English
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Creating an Evidence-Based Framework for Selecting and Evaluating Mathematics Apps
Robin Kay; Jae Kwak
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 755–760
Given that there are over 80,000 educational apps in the Apple store alone (Apple, 2017), teachers need clear guidance on choosing the most useful tools possible. The purpose of this paper is to provide an evidence-based framework for selecting and ...
Topics: mathematics education, Mobile Learning, Teaching and Learning with Emerging Technologies
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Exploring the impact of learning objects in middle school mathematics and science classrooms: A formative analysis
Robin Kay; Liesel Knaack
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 1 (Dec 31, 2008)
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Exploring the Benefits and Challenges of Using Laptops in Higher Education Classrooms
Robin Kay; Sharon Lauricella
Global Learn 2010 (May 17, 2010) pp. 4140–4144
Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational...
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Integrating a BYOD Program in High School English: Advantage or Distraction?
Robin Kay; Derrick Schellenberg
EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 12–16
While laptop programs have been investigated extensively, Bring Your Own Device (BYOD) programs, which have a unique set of features, have not been examined, particularly at the secondary school level. This study explored the effectiveness of a...
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Unstructured vs. Structured Use of Laptops in Higher Education
Robin Kay; Sharon Lauricella
Journal of Information Technology Education: Innovations in Practice Vol. 10, No. 1 (2011) pp. 33–42
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Exploring the Use of Mathematics Apps for Elementary School Students
Robin Kay; Sharon Lauricella
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 206–211
Previous research on the use of apps in elementary school classrooms has employed general measures of attitude and learning performance to assess overall tablet use. This study uses a reliable, validated metric for attitude and content-based...
Topics: Mobile teaching and learning technologies, E-learning/E-training, Mobile and ubiquitous learning
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Evaluating the Use of Learning Objects for Improving Calculus Readiness
Robin Kay; Ilona Kletskin
Journal of Computers in Mathematics and Science Teaching Vol. 29, No. 1 (February 2010) pp. 87–104
Pre-calculus concepts such as working with functions and solving equations are essential for students to explore limits, rates of change, and integrals. Yet many students have a weak understanding of these key concepts which impedes performance in...
Topics: Multimedia, Evaluation, Science, Mathematics, Educational Technology, Distance Education, Post Secondary Education, eLearning, Learning Objects, Video, Engineering, Learning Outcomes
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A Practical and Theoretical Approach to Assessing Computer Attitudes: The Computer Attitudes Measure (CAM)
Robin H. Kay
Journal of Research on Computing in Education Vol. 21, No. 4 (1989) pp. 456–63
Describes study conducted at the University of Toronto that assessed the attitudes of student teachers toward computers by using a multicomponent model, the Computer Attitude Measure (CAM). Cognitive, affective, and behavioral attitudes are examined,...
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An Examination of Gender Differences in Computer Attitudes, Aptitude, and Use
Robin H. Kay
Researchers of gender differences in computer-related behaviors have reported a confusing picture. When asked which sex is more positive toward computers, more apt at using computers, and more likely to use a computer, one would be best advised to...
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Evaluating the use of problem-based video podcasts to teach mathematics in higher education
Robin Kay; Ilona Kletskin
Computers & Education Vol. 59, No. 2 (September 2012) pp. 619–627
Problem-based video podcasts provide short, web-based, audio-visual explanations of how to solve specific procedural problems in subject areas such as mathematics or science. A series of 59 problem-based video podcasts covering five key areas ...
Language: English
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Supporting Preservice Teachers with Students Response Systems
Robin Kay; Diana Petrarca
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1867–1872
Preservice teachers need to develop a wide range of skills and knowledge including awareness of learners, understanding curriculum content and goals, subject matter skills, pedagogical knowledge, and how to interact in diverse, complex classroom...
Topics: Mobile Learning, Teaching and Learning with Emerging Technologies
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Examining School Board Leaders' Use of Online Resources to Inform Decision-Making
Robin Kay; Loralea Carruthers
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 43, No. 1 (Mar 31, 2017)
In the past five years, there has been considerable interest in the decision-making process of school board officials in the field of education. However, a paucity of research exists on how these leaders use online resources to make decisions....
Language: English Translations: English, français, langue française/French
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Identifying Effective Knowledge Building Activities for Learning Computer Software
Robin H. Kay
This paper details a study of knowledge-building activities in the domain of computer software. Thirty-six adults--evenly split among beginning, intermediate, and advanced knowledge levels--were videotaped while they attempted to learn a common...
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Examining Factors that Influence the Effectiveness of Learning Objects in Mathematics Classrooms
Robin H. Kay
Canadian Journal of Science, Mathematics and Technology Education Vol. 12, No. 4 (2012) pp. 350–366
Learning objects are interactive online tools that support the acquisition of specific concepts. Limited research has been conducted on factors that affect the use of learning objects in K-12 mathematics classrooms. The current study examines the...
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Evaluating the Use of Learning Objects for Secondary School Science
Robin Kay; Liesel Knaack
Journal of Computers in Mathematics and Science Teaching Vol. 26, No. 4 (October 2007) pp. 261–289
A learning object is an interactive web-based tool that supports learning by enhancing, amplifying, and guiding the cognitive processes of a learner. To date, no formal research has been done on the use of learning objects in secondary school...
Topics: Educational Technology, Gender, Secondary Education, Learning Objects, Attitudes, Science, Preservice Teacher Education
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Exploring Virtual Communities of Practice in Healthcare Education
Robin Kay; Jordon Holmes
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1686–1691
The purpose of this study was to explore factors that influence participation in virtual communities of practice (VCoPs) within the domain of healthcare education. A year-long, content analysis of 11 simulation-based healthcare education VCoPs was...
Topics: online learning environments, Global learning communities, Participatory/contributory communities
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The role of errors in learning computer software
Robin H. Kay
Computers & Education Vol. 49, No. 2 (September 2007) pp. 441–459
Little research has been done examining the role of errors in learning computer software. It is argued, though, that understanding the errors that people make while learning new software is important to improving instruction. The purpose of the...
Language: English
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Comparing Flipped, Active, and Lecture-Based Teaching Approaches in Higher Education
Robin Kay; Thom MacDonald
EdMedia: World Conference on Educational Media and Technology 2016 (Jun 28, 2016) pp. 1559–1565
The purpose of this study was to compare the flipped classroom, active-collaborative, and traditional lecture approaches to teaching computer programming students (n = 103) at a mid-sized community college of applied arts and technology. Garrison’s ...
Topics: pedagogical issues, interactive learning environments, improving classroom teaching
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Exploring the Use of Text and Instant Messaging in Higher Education Classrooms
Sharon Lauricella; Robin Kay
Research in Learning Technology Vol. 21, No. 3 (2013)
This article examined how higher education students used text and instant messaging for academic purposes with their peers and faculty. Specifically, comfort level, frequency of use, usefulness, reasons for messaging and differences between peer-to...