Jeffrey Carpenter, associate professor of education and director of the Teaching Fellows program, published the article in the peer-reviewed Computers & Education.
Jeffrey Carpenter, associate professor of education and director of the Teaching Fellows, has co-authored an article in the journal Computers & Education with Torrey Trust of the University of Massachusetts Amherst and Tim Green of California State University Fullerton.
Computers & Education is the second-highest impact journal in the Social Science category according to Google Scholar Metrics and the highest impact journal in the Educational Technology category.
The article, titled “Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs” is available online here. The abstract reads as follows:
HyperDocs are interactive, digital teaching and learning materials created, disseminated, and remixed by educators. To date, HyperDocs have not been the subject of published, peer-reviewed research. To address this research gap, we engaged in exploratory, primarily qualitative research to systematically examine how and why teachers use HyperDocs. We used an online survey to gather data on educators’ (N = 261) uses of and perceptions regarding HyperDocs. Analysis suggested a wide range of definitions of, purposes for, and approaches to HyperDoc use, indicating that educators are adapting HyperDocs to their practice in myriad ways. Consistent with the openness and flexibility in finding, remixing, and using HyperDocs, educators identified a number of benefits of using these tools in their practice, including changes in student engagement and learning, shifts in instructional design and delivery, and changes in their own support and dispositions. Analysis of examples of HyperDocs shared by a subset of participants suggested some mismatch between rhetoric about HyperDocs and what was actually incorporated into them. We discuss these findings in relation to the work of educators and the future of research on HyperDocs and other crowdsourced teaching and learning initiatives.
The article reference is:
Carpenter, J.P., Trust, T., & Green, T. (2020). Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs. Computers & Education, 157, 103979.