Adrie A Koehler
Biographic Data
| ID | 1606153 |
|---|---|
| NAME | Adrie A Koehler |
| GIVEN NAMES | Adrie A |
| FAMILY NAME | Koehler |
| SIGNATURE | KOEHLER A A |
| AFFILIATIONS | Purdue University West Lafayette |
| ORCID | 0000-0003-0954-1391 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Teaching across modalities
HyFlex learning experiences are increasingly being offered to accommodate disruptions to learning experiences and offer flexibility to instructors and students. Limited research has examined meaningful instructor presence in HyFlex learning environments. Using the Community of Inquiry (CoI) Framework, the purpose of this case study-mixed methods research was to explore how instructors established presence in HyFlex learning environments. The inst…
Analyzing the impact of basic psychological needs on student academic performance
During COVID, HyFlex gained popularity and became a "new normal" that educators need to consider as an effective instructional approach. Previous research offers conflicting findings related to the impact of HyFlex instruction on students' basic psychological needs and academic performance. Our investigation provides insight into a specific variation of HyFlex we call "Interactive Synchronous HyFlex" as it is situated in a highly collaborative ac…
Introduction to Special Issue Decision-Making Applications in Learning, Design, and Technology
Investigating Designer Decision-making of an Infused, Competency-based Technology Integration Program
K-12 educators must effectively integrate technology and teach across face-to-face, blended, and online learning environments. However, many teacher preparation programs are ill-equipped to support the development of deep educational technology skills in preservice teachers. Therefore, new methods for preparing preservice teachers for their future realities is necessary, and competency-based, infused educational approaches offer much potential fo…
Investigating Preservice Teachers’ Educational Technology Skills
The i-SUN process to use social learning analytics
Interaction is an essential element of online learning and researchers had use Social Learning Analytics (SLA) to understand the characteristics of meaningful interaction. While the potential for network analysis in education (i.e., SLA) is valuable, limited research has considered how best to use this emerging field to inform meaningful interaction in online settings. Online learning researchers need a concise and simplified framework for SLA to…
Instructor Leadership and the Community of Inquiry Framework
Higher education institutions continue to invest in online learning, yet research indicates instructors often lack experience, preparation, and guidance for teaching online. While instructor leadership is essential for meaningful online learning, few studies have investigated online instructors’ leadership behaviors. This study offers new insights into the conceptual and empirical alignment between instructor leadership, as interpreted through th…
Using social media affordances to support Ill-structured problem-solving skills
Educators consider the development of problem-solving skills in learners to be a primary goal of contemporary teaching and learning efforts. Yet, participating in problem-centered instruction is challenging for learners, and educators have sought different ways of supporting learners as they make sense of complex content. Social media applications are readily available for use by educators, which in turn provides many opportunities for these tool…
Supporting problem solving with asynchronous online discussions
Instructional design learners make sense of theory
Understanding theory is essential to instructional design (ID) research and practice; however, novice designers struggle to make sense of instructional design theory due to its abstract and complex nature, the inconsistent use of theoretical terms and concepts within literature, and the dissociation of theory from practice. While these challenges are generally understood, little is known about the sensemaking process of learners as they encounter…
Examining students' use of online case-based discussions to support problem solving
Ungrading Learner Participation in a Student-Centered Learning Experience
Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction
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 the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussi…
Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction
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 the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussi…
Investigating Preservice Teachers’ Educational Technology Skills
Ungrading Learner Participation in a Student-Centered Learning Experience
Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction
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 the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussi…
Ungrading Learner Participation in a Student-Centered Learning Experience
Supporting problem solving with asynchronous online discussions
Instructional design learners make sense of theory
Understanding theory is essential to instructional design (ID) research and practice; however, novice designers struggle to make sense of instructional design theory due to its abstract and complex nature, the inconsistent use of theoretical terms and concepts within literature, and the dissociation of theory from practice. While these challenges are generally understood, little is known about the sensemaking process of learners as they encounter…
Examining students' use of online case-based discussions to support problem solving
The i-SUN process to use social learning analytics
Interaction is an essential element of online learning and researchers had use Social Learning Analytics (SLA) to understand the characteristics of meaningful interaction. While the potential for network analysis in education (i.e., SLA) is valuable, limited research has considered how best to use this emerging field to inform meaningful interaction in online settings. Online learning researchers need a concise and simplified framework for SLA to…
Instructor Leadership and the Community of Inquiry Framework
Higher education institutions continue to invest in online learning, yet research indicates instructors often lack experience, preparation, and guidance for teaching online. While instructor leadership is essential for meaningful online learning, few studies have investigated online instructors’ leadership behaviors. This study offers new insights into the conceptual and empirical alignment between instructor leadership, as interpreted through th…
Using social media affordances to support Ill-structured problem-solving skills
Educators consider the development of problem-solving skills in learners to be a primary goal of contemporary teaching and learning efforts. Yet, participating in problem-centered instruction is challenging for learners, and educators have sought different ways of supporting learners as they make sense of complex content. Social media applications are readily available for use by educators, which in turn provides many opportunities for these tool…
Investigating Preservice Teachers’ Educational Technology Skills
Teaching across modalities
HyFlex learning experiences are increasingly being offered to accommodate disruptions to learning experiences and offer flexibility to instructors and students. Limited research has examined meaningful instructor presence in HyFlex learning environments. Using the Community of Inquiry (CoI) Framework, the purpose of this case study-mixed methods research was to explore how instructors established presence in HyFlex learning environments. The inst…
Analyzing the impact of basic psychological needs on student academic performance
During COVID, HyFlex gained popularity and became a "new normal" that educators need to consider as an effective instructional approach. Previous research offers conflicting findings related to the impact of HyFlex instruction on students' basic psychological needs and academic performance. Our investigation provides insight into a specific variation of HyFlex we call "Interactive Synchronous HyFlex" as it is situated in a highly collaborative ac…
Introduction to Special Issue Decision-Making Applications in Learning, Design, and Technology
Investigating Designer Decision-making of an Infused, Competency-based Technology Integration Program
K-12 educators must effectively integrate technology and teach across face-to-face, blended, and online learning environments. However, many teacher preparation programs are ill-equipped to support the development of deep educational technology skills in preservice teachers. Therefore, new methods for preparing preservice teachers for their future realities is necessary, and competency-based, infused educational approaches offer much potential fo…
Computer Science (11 works) · Psychology (11 works) · Mathematics education (10 works) · Online and Blended Learning (9 works) · Educational technology (8 works) · Innovative Teaching and Learning Methods (7 works) · Pedagogy (6 works) · Knowledge management (4 works) · Teaching method (4 works) · Higher Education Practises and Engagement (3 works)