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Timothy J. Newby
Purdue University
84Publications
21H-index
3,073Citations
Publications 86
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#1Jacob H. Askeroth (Purdue University)
#2Timothy J. Newby (Purdue University)H-Index: 21
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#1Timothy J. Newby (Purdue University)H-Index: 21
#2Zui Cheng (Purdue University)H-Index: 1
Digital badges, widely known as alternative or micro-credentials, have gained increasing recognition in recent years as innovative pedagogical tools in higher education. Despite many anecdotal and conceptual statements of value, the effectiveness of using digital badges to improve learning performance is still largely unknown. This study addressed this gap by investigating the impact of these badges with added instructional scaffolding on pre-service teachers’ perceived technology capabilities a...
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#1Zui Cheng (Purdue University)H-Index: 1
#2Jennifer C. Richardson (Purdue University)H-Index: 21
Last.Timothy J. Newby (Purdue University)H-Index: 21
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Students’ goal-setting skills are highly related to their academic learning performance and level of motivation. A review of the literature demonstrated limited research on both applicable goal-setting strategies in higher education and the support of technology in facilitating goal-setting processes. Addressing these two gaps, this study explored the use of digital badges as an innovative approach to facilitate student goal-setting. The digital badge is a digital technology that serves as both ...
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#1Adrie A. Koehler (Purdue University)H-Index: 4
#2Peggy A. Ertmer (Purdue University)H-Index: 39
Last.Timothy J. Newby (Purdue University)H-Index: 21
view all 3 authors...
For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of...
1 CitationsSource
#1Erin D. Besser (University of South Carolina Aiken)
#2Timothy J. Newby (Purdue University)H-Index: 21
In academic settings where digital badges are taking over conventional task formats, educators are faced with the challenge of how to deliver and assess content and skills within badges. Imposing a mastery learning approach, where feedback is key, to a digital badge system may be a potential solution to using digital badges within higher education. As a way to support student learning, Guskey, Journal of Advanced Academics, 19(1), 8–31 (2007) emphasizes the importance of not only frequent feedba...
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#1Jieun Lim (UND: University of North Dakota)
#2Timothy J. Newby (Purdue University)H-Index: 21
To explore students’ use of Web 2.0 tools and their perceptions of using Web 2.0 as a personal learning environment (PLE), quantitative surveys (n = 113) and interviews (n = 12) were conducted. In the survey, we identified that students already have familiarity with using Web 2.0 tools, as well as a positive attitude toward using Web 2.0 for learning. However, in the interview, students referenced challenges with using Web 2.0 in their PLE. The results imply that there are gaps between students’...
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#1Zui Cheng (Purdue University)H-Index: 1
#2Sunnie Lee Watson (Purdue University)H-Index: 11
Last.Timothy J. Newby (Purdue University)H-Index: 21
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While Open Digital Badges (ODBs) has gained an increasing recognition as micro-credentials, many researchers foresee the role of ODBs as an innovative learning tool to enhance learning experiences beyond that of an alternative credential. However, little research has explored this topic. The purposes of this paper are to 1) argue that one way to expand the impact of ODBs on learning is to integrate them with goal setting, 2) establish how ODBs could offer as an important tool in optimizing goal ...
4 CitationsSource
#1Peggy A. ErtmerH-Index: 39
#2Timothy J. NewbyH-Index: 21
#1Erin D. BesserH-Index: 4
#2Timothy J. NewbyH-Index: 21
#1Adrie A. Koehler (Purdue University)H-Index: 4
#2Timothy J. Newby (Purdue University)H-Index: 21
Last.Peggy A. Ertmer (Purdue University)H-Index: 39
view all 3 authors...
AbstractAs learners solve complex problems, such as the ones present in case narratives, they need instructional support. Potentially, Web 2.0 applications can be useful to learners during case-based instruction (CBI), as their affordances offer creative and collaborative opportunities. However, there is limited research available on how the affordances of Web 2.0 technologies can be used specifically to support learners as they navigate the problem context presented during CBI. An exploratory d...
2 CitationsSource
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