GCU faculty research published in JIR

December 23, 2019 / by / 0 Comment
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GCU News Bureau

A special edition of the Journal of Instructional Research features several articles from Grand Canyon University faculty.

JIR features theoretical and empirically-based research articles, critical reflection pieces, case studies and classroom innovations relevant to best practices in post-secondary instruction (including teaching, learning and assessment).

The articles listed below are available here:

  • “Defining Effective Online Pedagogy,” John Steele, Rick Holbeck, Jean Mendernach
  • Ten Strategic Points: A Framework for Doctoral Dissertations Students to Conceptualize their Research Design in a Doctoral Residency Program,” Cynthia Bainbridge, Christie McClendon, June Maul
  • The Goldilocks Paradox: The Need for Instructor Presence but Not Too Much in an Online Discussion Forum,” Elizabeth Larson, Jacob Aroz, Eric Nordin
  • “Virtual Professional Communities: Integrative Faculty Support to Foster Effective Teaching,” Katie Sprute, Crystal McCabe, Lynn Basko, Paul Danuser
  • “Exploring Quiz-Style PowerPoint Games as an Innovative e-Learning and Teaching Pedagogy,” Nikki Squire
  • “Reflective Practice through Mentorship: A Program Reflection,” Emily Pottinger, Rebekah Dyer and Jena Akard
  • “Using OBS to Create Video Lectures for Online Counseling Students,” Daniel A. Kauffman
  • “Active Classrooms: Great for Academic Performance, but can They Improve Student Health? A Critical Literature Review,” Mike Swoboda
  • The Intersection of Theory and Practice in Teacher Preparation Courses,” Brandon Juarez
  • “Alternative Mentoring for Psychology Students,” Laura Chesniak-Phipps, Laura Terry
  • “Using Board Games to Engage Non-interested Students in Accounting Classes,” Kelly Damron
  • “Enhancing Online Learning for Public Health Graduate Students,” Dulce Maria Ruelas
  • “Implementation of Instructional Videos in an Online Healthcare Research Methods Course,” Danielle Henderson
  • “This is How We Do It: Getting Students to Read the Textbook,” Alli Schilling, Helen G. Hammond
  • “Helping Students Engage with Written Feedback,” Heather I. Brody, Jennifer M. Santos
  • “The Flipped Classroom for College Students: An Evaluation of Research and Trends from Traditional and Online Faculty,” Rebekah Dyer, Thomas Dyer
  • “Effective Assessment for Early Courses in Computer Science: Instruments Other Than Out-of-Class Programming Assignments,” Lynda Fritz

 

 


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