Heather Leary's research while affiliated with Brigham Young University - Provo Main Campus and other places

Publications (8)

Article
The growing shift toward online learning has brought new expectations for teachers, including skills needed to combine content knowledge with engaging pedagogical strategies that leverage the affordances of technology. As a result, online pedagogy has become increasingly relevant in modern-day schools. The challenge is understanding the nature of o...
Article
Distance education theories indicate the importance of learner–content interaction and discuss it in conjunction with learner–instructor and learner–learner interaction. The measures of learner–content interaction are inconsistent and often measure learner–learner and learner–instructor interaction only. Using content analysis, this study examined...
Article
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This exploratory study aimed to investigate the characteristics of students who opted in to use Boost, an automated student-support mobile app, and compare them to characteristics of Boost nonusers. Boost integrates with a learning management system (Canvas) and provides support services aimed at improving student behavior and success. At the start...
Technical Report
Full-text available
K-12 online learning continues to grow in popularity and acceptance in North America. Canada, in particular, continues to expand with over 300,000 students being enrolled in distance and online programs in 2019. Despite this rapid growth, there does not appear to be much recognition of this form of learning by institutions in Canada that provide te...
Article
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Use of online learning systems, such as learner dashboards, is increasing in university chemistry courses. Learning analytics can support student learning by providing feedback on concept mastery. This paper investigated how student use of a chemistry learner dashboard might be increased through class structure, instructor practice, and dashboard d...
Article
During the 2018 Professors in Instructional Design (PIDT) Conference, faculty representing over a dozen institutions met to discuss curricular initiatives that were being implemented across programs, and the challenges and benefits of these initiatives. The discussion focused on several areas, including: interdisciplinary/multidisciplinary programs...
Article
Full-text available
In this study, the authors analyzed 51 articles published between 2015 and 2018 inclusive in the Journal of Online Learning Research (JOLR). The purpose of this study was to examine the trends regarding article topics, geography, research methods and article types, authorship, and citation frequency. The results indicated that JOLR gave additional...
Article
Using the online Scopus database, we retrieved all instructional design and technology (IDT) scholarship between 2007 and 2017 across 65 journals. In this paper, we analyzed the research and trends in this corpus of IDT scholarship and investigated the top cited papers, keywords, authors, publishing countries and publishing universities. We also an...

Citations

... The research has demonstrated that these strategies and methods are effective in a traditional classroom. However, research on providing student engagement support in online and blended learning settings is sparse, even though blended learning is increasingly being promoted for its engagement-enhancing capabilities [7,13,16,17]. ...
... Although students gain more confidence when they study online, their interaction with the subject content is not highly appreciated [20]. Therefore, the role of using a mediating tool [21] and designing a course, which gets students engaged with the subject content is significant to encourage more interaction [22]. ...
... Student participants self-selected to download a mobile app to help them keep up with online coursework, and while this sample should exhibit differences from the full population of all Indiana University students, it should be representative of the population who would opt-in for these kinds of automated student support services (Andrews et al., 2020;Motz, 2019). Condition assignment was at the individual level; participants received the same assigned treatment in each of their enrolled courses. ...
... A follow-up of this study 5 years later reported the proportion of teacher education programs preparing pre-service teachers for distance and online learning had increased to 4.1% (Archambault et al., 2016). A similar study in Canada found that approximately one third (i.e., 32%) of Canadian teacher education programs offered field experiences in K-12 online program settings to pre-service and/or in-service teachers (Archibald et al., 2020). The lack of focus given by K-12 teacher education programs to online learning is often compounded by the fact that many K-12 online learning programs themselves often exclude online teacher pedagogical training. ...
... Second, despite the indispensability of the teacher's instructional innovation (e.g. Johnson and Aragon, 2003;Richardson et al., 2020), this study appears to be the first to investigate its direct and interaction effects on students' online behavioural engagement. Furthermore, this study would aid empirical evidence on the notion of innovation that has become much popular recently (Ogalo, 2020). ...
... For this purpose, it's crucial to investigate the roles played by each of its components as well as their impacts on student's performance and behavior from a systemic perspective (Dziuban et al. 2018;Ramirez-Arellano, 2019;Valverde-Berrocoso & Fernández-Sánchez, 2020). Another important issue is the applicability of blended learning practices to different social groups considering variables such as age, race, socioeconomic status and geographic location (Hu et al., 2019;Kundu et al., 2021;Ruthotto et al., 2020). In this perspective, age and education levels or stages are also variables of interest as although several blended learning models for schools have been proposed over the past years, references for empirical research in these settings are still limited (Hu et al., 2019;Spring & Graham, 2017;Yang et al., 2021). ...
... This infers academics in the developing country should not refrain from PPI assessments on account of inferior technology. They should design PPI practices carefully, either face to face or online, mitigating possible influence of inferior technology to students' cognitive, behavioural, and affective engagement (Bodily, Leary, & West, 2019). ...