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Jaime McQueen is a Curriculum & Instruction Ph.D. graduate of the Department of Educational Leadership, Curriculum and Instruction at Texas A&M University - Corpus Christi. Jaime does research in Human-computer Interaction, Teacher Education, and Marine Biology. Current projects include: authoring manuscripts based off of the dissertation study 'THE EFFECTS OF BIOLOGY LAB DELIVERY MODE ON ACADEMIC ACHIEVEMENT IN COLLEGE BIOLOGY' ; research on educational technologies for gifted and talented students; research on science teacher education; and design and development of an Artificial Neural Network (ANN) for selachian identification.
This presentation summarizes my past and current research findings on the implementation of Virtual Learning Environments (VLEs) and Open Educational Resources (OERs) for instructional differentiation. This presentation was given as a professional development session for educators at Sinton High School.
This presentation summarizes my past and ongoing research into the instructional affordances of instructor presence and learner control; specifically examining their role in instructional differentiation within virtual STEM learning environments.
My current research interest focuses on the laboratory based learning achievement and experiences of gifted and talented students in science, technology, engineering, and mathematics (STEM) courses and how educational technologies can be effectively used to differentiate instruction for these learners. I began the meta-analysis tentatively entitle...
This is a presentation of my completed dissertation study measuring the comparative effects of physical and virtual labs, and the affordances of instructor presence and learner control.
This presentation of my recently completed dissertation study examined the comparative effects of physical and virtual labs on students biology and achievement and learning experiences and the impacts of the affordances of instructor presence and learner control.
This is my award winning research poster presentation of my dissertation study ”The Effects of Biology Lab Delivery Mode on Academic Achievement in College Biology” (Note: I have compressed the file size from the original poster into a PDF, please zoom in slightly to read the text) Note: To download a copy of the project poster and associated data...
This presentation outlined the research design and data collection and analyses methods of my intended dissertation study which measured the effects of mode of lab delivery on student achievement in biology.
This project is based off of the researcher's initial pilot and subsequent iterations of Open Educational Resource (OER) enhanced Moodle courses for high school level Chemistry and Aquatic Science instruction during the 2019-2020 school year. From September 2019 through March 2020, each iteration of the blended OER Moodle courses were informed by quantitative student achievement data and their qualitative recommendations for improvement. Further, rapid e-Learning Processes were used to instantly convert the courses from a blended to virtual environment following school closure due to COVID-19. Based on the results of the March-May administration of the courses, student achievement and engagement persisted. In the context of the 2020-2021 school year, a second version of the blended/online course was designed based on "lessons learned" during the 2019-2021 school year. As a part of this process, the researcher hopes to measure how high school students' achievement and experiences within these environments are impacted by the instructional affordances of instructor presence and learner control. Further, this project serves to inform K-12 administrators, technology professionals, and educators in the effective design and evaluation of OER enhanced virtual learning environments (VLEs).
The goal of this mixed-methods dissertation study was to quantitatively measure the comparative effects of four different modes of physical and virtual biology lab delivery. Additionally, qualitative focus groups explored students' experiences of learning through use of the affordances of instructor presence and learner control. *Note: This project reflects the original completed dissertation, currently, each of the three articles which comprise the overall dissertation study are being prepared for publication as individual manuscripts.
This project involved the presentation and dissemination of my recently completed doctoral dissertation study "The effects of biology lab delivery on academic achievement in biology in a sample of non-majors college undergraduate students". Project Goals included: • Authoring a concurrent session proposal for the 40th Annual Southwest Educational Research Association (SERA) conference. •Presentation of the dissertation study literature review, design, materials and methods, results, discussion, and conclusions. •Discussion of the significance of the study, including implications for further research, and implications for practice; specifically in the fields of instructional design, college science education, and curriculum research.