Contents

1. Preface

   Lauren Hays; Brett McCollum; and Janice Miller-Young

2. Accessibility

3. Acknowledgements

4. I. Section I: SoTL Foundations

   1. 1. Framing the Possibilities: Educational Technology and SoTL in Action

      Lauren Hays; Brett McCollum; and Janice Miller-Young

   2. 2. Research Paradigms and Methodologies for Pedagogical Research

      Janice Miller-Young

      1. Introduction
      2. Research Paradigms
      3. Research Methodologies

   3. 3. Aligning Theoretical Frameworks with SoTL Research Questions Focused on Technology

      Lauren Hays

      1. Introduction
      2. Connecting Learning Theories to Educational Technology
      3. Educational Technology Theories
      4. Conclusion

   4. 4. Communicating our SoTL to Support Scholarly Teaching

      Brett McCollum

      1. Introduction
      2. Scholarly Teaching with Educational Technology
      3. Producing SoTL on Effective Uses of Educational Technology
      4. Disseminating SoTL to Scholars and Practitioners
      5. Asking and Posing Questions

   5. 5. Plurality, Promise, and Forgiveness as Philosophical Foundations for SoTL Projects in Educational Technology Contexts

      Alice Watanabe

      1. Introduction
5. II. Section II: Reflections on Methodologies and Methods

   1. 6. What’s the Big Deal about Big Data? Learning Analytics and the Scholarship of Teaching, Learning, and Student Success

      Charmian Lam; George Rehrey; Linda Shepard; Michael Sauer; and Jeremy Herhusky-Schneider

      1. Introduction
      2. Research Paradigm and Theoretical Framework
      3. Research Methods
      4. Results
      5. Discussion
      6. Implications
      7. Conclusion

   2. 7. Learning to Be “Fearlessly Creative”: SoTL Research on Scholarly Digital Storytelling

      Kelly Schrum

      1. Introduction
      2. Existing Literature
      3. Researching Student and Faculty Voices
      4. Lessons Learned
      5. Conclusions

   3. 8. Using Phenomenography as a Theoretical Framework for Investigating Student Experience With Edtech

      Brett McCollum

      1. Introduction
      2. Selecting a Research Paradigm to Study Personal Experience
      3. Phenomenography as a Research Framework
      4. Methods
      5. Communicating Our Results
      6. Including Scholarly Details on Abysmal Failures
      7. Conclusion
6. III. Section III: Research and Scholarly Reflections on Educational Technology

   1. 9. Learning in Digital Spaces: Technology’s Impact on Teacher Learning and Practice

      Anna Bartosik

      1. Introduction
      2. Study Design
      3. Study Results

   2. 10. Generative SoTL: Exploring AI in Inquiry

      Elisa Baniassad

      1. Introduction
      2. This All Feels Familiar: Stories From Software Engineering Education
      3. SoTL’s New Abstraction: The Question
      4. Common Cause; Unique Impacts
      5. Exploring Existential Questions about Higher Education
      6. New Forms of Dissemination: Beyond the Paper
      7. Conclusion

   3. 11. Challenging Assumptions About HyFlex Teaching with Students as Partners

      Zoya Adeel; Stefan M. Mladjenovic; Kate Brown; Sara Smith; and Katie Moisse

      1. Introduction
      2. Study Design
      3. Findings
      4. Conclusion

   4. 12. Scholarly Design of Instructional Videos for Online and Flipped-Class Learning: Instructor Presence and Interactivity

      Riley Petillion and Stephen McNeil

      1. Introduction
      2. Institutional Context and Background
      3. Principles of Flipped Learning
      4. Instructional Video Design: Theoretical Frameworks and Practical Considerations
      5. Development and Implementation of Interactive Instructional Videos
      6. Video Assessment and Impacts on Teaching Practice
      7. Conclusion
      8. Acknowledgements
      9. References

   5. 13. Using an Interactive Online Game Platform for Teaching and Learning

      Rosmawati; Budianto Tandianus; and Seah Hock Soon

      1. Introduction
      2. Literature Review
      3. Our Innovative Solution: CAVRoom
      4. Reflection
      5. Conclusion

   6. 14. Statistically Significant: Reflecting on the use of Educational Technology in Online Introductory Statistics Courses

      Rachael Lewitzky

      1. Introduction
      2. Methodology
      3. Lessons Learned About the Relationship Between Online Statistics Courses and Technology
      4. Implications and Recommendations
      5. Conclusion
      6. References
7. IV. Conclusion: Reflections and Future Directions for Educational Technology and SoTL

   1. 15. Reflections and Future Directions for Educational Technology and SoTL

      Lauren Hays; Brett McCollum; and Janice Miller-Young

8. List of Figures and Tables

9. Author Biographies