Projects

Networked learning in online communities

Mobile phone with the social media app Twitter icon shown

Representative Publications

Staudt Willet, K. B., & Carpenter, J. P. (2021). A tale of two subreddits: Change and continuity in teaching-related online spaces. British Journal of Educational Technology, 52(2), 714-733. doi:10.1111/bjet.13051

Staudt Willet, K. B. (2019). Revisiting how and why educators use Twitter: Tweet types and purposes in #Edchat. Journal of Research on Technology in Education, 51(3), 273-289. doi:10.1080/15391523.2019.1611507

Greenhow, C., Staudt Willet, K. B., & Galvin, S. (2021). Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID-19. British Journal of Educational Technology, 52(4), 1434-1454. doi:10.1111/bjet.13097

Works-in-Progress

Teachers without borders: Professional learning spanning social media, place, and time

U.K. and U.S. emergency learning networks on Twitter during COVID-19


Social, cognitive, and instructional factors that impact students' learning experiences

Many threads connected as a web

Representative Publications

Caskurlu, S., Richardson, J. C., Maeda, Y., & Kozan, K. (2021). Synthesis of qualitative evidence of factors influencing students’ online learning experiences through the Community of Inquiry. * Computers and Education, 165*, 104111. https://doi.org/10.1016/j.compedu.2020.104111

Caskurlu, S., Maeda, Y., Richardson, J. C., & Lv, J. (2020). Teaching presence in relation to students’ satisfaction and learning in the online environment: A narrative synthesis and meta-analysis. Computers and Education, 157, 103966

Caskurlu, S. (2018). Confirming the subdimensions of teaching, social, and cognitive presences: A construct validity study. The Internet and Higher Education, 39, 1-12.

Kozan, K. & Caskurlu, S. (2018). On the Nth presence for the Community of Inquiry Framework. Computers and Education, 122, 104-118.

Richardson, J. C., Maeda, Y., Lv, J, & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A narrative synthesis and meta-analysis. Computers in Human Behavior, 71, 402-417. (Note: All authors contributed equally to this manuscript, and authors are listed in reverse alphabetical order

Works-in-Progress

Cognitive presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis


Applying cognitive science principles to online teaching and learning

Many threads connected as a web

Representative Publications

Richardson, J. C., Caskurlu, S., Castellanos-Reyes, D., Duan, S., Duha, M., Fiock, H., &, Long, Y. (2021). Instructors’ conceptualization and implementation of scaffolding in online higher education courses. Journal of Computing in Higher Education

Caskurlu, S., Richardson, J.C., Alamri, H. A., Chartier, K., Farmer, T. S., Janakiraman, S., Strait, M., Yang, M. (2021). Cognitive load and online course quality: Insights from instructional designers in a higher education context. British Journal of Educational Technology


Design, development, and evaluation of learning environments, experiences, and technologies

Many threads connected as a web

Representative Publications

Caskurlu, S. & Ashby, I. (2018). Integrated learning and assessment system in competency- based higher education program. International Journal of Learning Technology, 13(4), 352- 368.


New teachers' induction support systems

People walking down a dark hallway

New teachers face numerous decisions as they transition from teacher preparation into enacting practice (i.e., their induction period). They must reconcile conflicting messages about what and how to teach from the academic world of the preparation program and the practical world of their school of employment. Interviews with new teachers provide evidence of why new teachers seek supports for professional leaning to complement formal induction programs offered by schools and districts. Findings demonstrate how new teachers’ agency is stretched as they navigate the edu-verse, a complex learning ecology of supports accessed locally and through social media.

Representative Publications

Staudt Willet, K. B. (under review). Early career teachers’ expansion of induction support systems with social media.

Works-in-Progress

Social media’s impact on instruction: Beginning teachers’ self-directed professional learning


Computing education in K-12

Many threads connected as a web

Representative Publications

Caskurlu, S., Yadav, A., Santo, R., Dunbar, K. (2021). Professional development as a bridge between teacher competencies and computational thinking integration. In A. Yadav & U. Berthelsen (Eds). Computational thinking in compulsory education: A pedagogical perspective. Taylor and Francis.

Caskurlu, S., Yadav, A., Santo, R. (2021). Preparing Teachers for Computational thinking integration in K-12: A meta-aggregation. Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. (Virtual Event, USA)

Works-in-Progress

Computational thinking integration pathways in middle school Language Arts classrooms

Using conjecture mapping to develop teacher professional development to integrate computational thinking in Social Studies, Arts, and Language Arts classrooms


Educators as data scientists

Multicolored programming code displayed on a computer screen

Data science and learning analytics in education are useful, but we have limited information about the effectiveness or recommendations to guide the design of learning opportunities for professionals working in education. At the same time, we know that, in general, well-designed learning opportunities, even those brief in duration, can improve computational skills. Our purpose is to explore the design and effects of data science workshops for educational researchers.

Representative Publications

Rosenberg, J. M., & Staudt Willet, K. B. (2021). Balancing privacy and open science in the context of COVID-19: A response to Ifenthaler & Schumacher (2016). Educational Technology Research and Development, 69, 347–351. doi:10.1007/s11423-020-09860-8

Works-in-Progress

The design and effects of data science workshops for educational researchers

Who is an educational data scientist?


Educators' informal learning and invisible labor

People blurred out and hard to see

Representative Publications

Staudt Willet, K. B., & He, D. (under review). Educators’ invisible labor: A systematic review

Krutka, D. G., Heath, M. K., & Staudt Willet, K. B. (2019). Foregrounding technoethics: Toward critical perspectives in technology and teacher education. Journal of Technology and Teacher Education, 27(4), 555-574. Retrieved from http://learntechlib.org/p/208235/

Works-in-Progress

Interrogating education research through an invisible labor lens


Applying systematic reviews in educational research

Many threads connected as a web

Representative Publications

Maeda, Y., Caskurlu, S., Kozan, K. Kenney, R., & Richardson, J.C. (2022). Moving qualitative synthesis research forward in education. Educational Research Review.

Maeda, Y., Caskurlu, S., Kozan, K., & Kenney, R. H. (2022). A critical appraisal tool development for reporting quality in qualitative syntheses: A worked example. Quality & Quantity.