List of Figures and Tables

Figures

Figure 2.1 A researcher’s philosophical beliefs and assumptions result in a cascade of decisions to be made in designing a research study, including choice of research question, methodology, and methods, all of which will influence the findings (waterfall image CC BY 4.0).

Figure 4.1 A cyclic process illustrating the steps involved in scholarly teaching.

Figure 6.1 Learning Analytics Cultural Shift Framework

Figure 6.2 Visualization of program fellows by university roles

Figure 6.3 Expanding the impact of SoTL through a change in faculty perspective

Figure 6.4 Salient codes and themes from focus groups (n = 7): the flow chart shows two main codes, one in oval and one in rectangle, with the intersections in subcodes shown in rectangles with rounded corners. Three overarching themes from the codes are represented in brackets.

Figure 7.1 Scholarly Digital Storytelling website

Figure 9.1 Stages of data collection and interview participants

Figure 11.1 When given the option to participate either in person or online, 53.5% of students in the 2019–2020 offerings of LIFESCI 3P03 and LIFESCI 3Q03 came to class more often than they attended online (n = 273). There were more in-person-dominant learners in the fall 2019 offering of LIFESCI 3P03 than in the winter 2020 offering of LIFESCI 3Q03, which pivoted entirely online for the last three weeks of the term. These last three weeks were not included in this analysis. Figure adapted from Adeel et al., (2023).

Figure 11.2 There was no difference in engagement score or final grade between in-person-dominant and online-dominant learners LIFESCI 3P03 or LIFESCI 3Q03. Figure reproduced from Adeel et al. (2023)

Figure 11.3 Engagement score correlated with final grade in both LIFESCI 3P03 and LIFESCI 3Q03, as well as in the consolidated cohort (r = 0.4106 for in-person-dominant learners; r = 0.6259 for online-dominant learners; p < 0.0001 for both groups; n = 259). Figure adapted from Adeel et al. (2023).

Figure 11.4 Students report their flexible learning needs (n=238). SAS; Student Accessibility Services. ESL; English as a second language.

Figure 11.5 Students reflect on Echo360 as an educational platform and its benefit to their learning (n = 189). The Disagree result was pooled from Strongly Disagree and Disagree due to few responses. Figure reproduced from Adeel et al. (2023).

Figure 11.6 There was a greater proportion of online dominant learners in our 2022–2023 cohort than in our 2019–2020 cohort.

Figure 11.7 A. There was no difference in engagement score or final grade between in-person-dominant and online-dominant learners in our 2022–2023 cohort (n = 579). B. Engagement score correlated with final grade in our 2022–2023 cohort (r = 0.5531 for in-person dominant learners; r=0.3738 for online dominant learners; p < 0.0001 for both groups; n = 579).

Figure 12.1 Johnstone’s Triangle, representing the three levels of interpretation in chemistry: the macroscopic and observable world, molecular-scale particles, and the symbolic representation of those particles (Johnstone, 1991)

Figure 12.2 Instructional video title card graphic, including iconography for different video segments, each reflecting a characteristic corner of Johnstone’s Triangle.

Figure 12.3 The video instructor introducing a topic.

Figure 12.4 Example screenshots from different video segments, each corresponding toa corner of Johnstone’s Triangle as seen in Figure 12.1 and represented by iconography in Figure 12.2. (a) The instructor carrying out a laboratory experiment (macroscopic observation, “To the Lab”). (b) An animation of molecules colliding (molecular, “Let’s Get Small”). (c) Tablet screencast of chemical symbolism (symbolic, “The Mighty Pen”).

Figure 13.1 CAVRoom in-session view. A two-room session is running in CAVRoom. The spectator (top) uses a large display and MS Windows platform to view two rooms. Bottom left shows the view of a player using MS Windows in Room 1 and bottom right the view of a player using an Android tablet in Room 2.

Figure 13.2 Instructor’s view of CAVRoom class session in-progress. Each group of students was placed in a separate virtual space/room and the instructor was monitoring the four game rooms through a large screen of 8.8 m x 2.6 m in size.

Tables

Table 2.1 A Heuristic of Common Research Paradigms and Associated Philosophical Beliefs

Table 4.1 Reframing Research Questions

Table 6.1 Description of Learning Analytics Fellows Program (2015–2021)

Table 6.2:

• Table 6.2(a) Evolution of Faculty Member’s Projects Over Multiple Years — Faculty A in Social Science
• Table 6.2(b) Evolution of Faculty Member’s Projects Over Multiple Years — Faculty B in Humanities
• Table 6.2(c) Evolution of Faculty Member’s Projects Over Multiple Years — Faculty C in Business