Charles R Graham
Biographic Data
| ID | 2821594 |
|---|---|
| NAME | Charles R Graham |
| GIVEN NAMES | Charles R |
| FAMILY NAME | Graham |
| SIGNATURE | GRAHAM C R |
| AFFILIATIONS | Brigham Young University |
| ORCID | 0000-0001-8598-2602 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Behind the screen
Independent engagement can be challenging for K-12 online students. Parents’ physical presence makes them an important source of engagement support. Previous research on parental support in online courses is limited and focused on asynchronous learning within a single program. Since the COVID-19 pandemic, online enrollments have grown and instructional modalities have evolved. To better understand parental support post-Covid, we interviewed 21 pa…
K-12 blended learning readiness in emerging contexts exploring the readiness of institutions, teachers, and students in Mongolia
Giving parents Hope
Digital Learning Transformation in Higher Education
The global pandemic of 2019 brought heightened awareness to institutions of higher education of the need to engage in a digital transformation that extends beyond university business operations to the pedagogy of the classroom. This paper is a case study that explores three international cases of universities in Colombia, Brazil, and Mongolia that are at different stages along the path of a digital pedagogical transformation. This article tells e…
Barriers and enablers to K-12 blended teaching
The attributes of post-pandemic blended teaching (BT) will more closely resemble pre-Coronavirus conditions than the outbreak’s emergency remote teaching. Thus, barriers and enablers for teachers transitioning to BT after emergency remote teaching will be similar to those of early BT adopters. K-12 research has identified external and internal barriers and enablers to technology integration but has largely overlooked those of BT. This study invol…
“Someone in Their Corner”
Despite increased interest in K–12 online education, student engagement deficits and the resulting student attrition remain widespread issues. The Academic Communities of Engagement (ACE) framework theorizes that two groups support online student engagement: the personal community of support and the course community of support. However, more evidence is needed to understand how members of these communities, especially parents, support students in…
An exploration of institutional and personal barriers to online academic engagement at a Brazilian university
The recent global pandemic has raised institutional awareness around the world concerning the importance of having high quality online learning options for students. Learner engagement is often correlated with quality outcomes such as student academic success and student satisfaction. Learner engagement is commonly thought of as having three important dimensions: affective engagement, behavioral engagement, and cognitive engagement (ACE framework…
Providing Institutional Support for Academic Engagement in Online and Blended Learning Programs
In this paper, we examine how universities can evaluate the level of support they provide to help their students with affective, behavioral, and cognitive engagement in their online and blended learning experiences. Additionally, it identifies what types of supports help students engage academically and what barriers hinder their online engagement. Using a survey instrument sent to university students (n = 1295), we conducted a mixed-methods anal…
Validating a blended teaching readiness instrument for primary/secondary preservice teachers
Blended learning is the fastest growing teaching modality in North America and much of the world. However, research and training in blended learning are far outpaced by its usage. To remedy this gap, we developed a competency framework and Blended Teaching Readiness Instrument (BTRI) to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to show that the blended teaching readiness mod…
Preparing Teachers to Teach in K-12 Blended Environments
Academic Communities of Engagement
Learner Engagement in Blended Learning Environments
Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important …
Blended learning
This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students' perception of their learning environments. Success and withdrawal rates for face-to-face and online courses a…
Blended learning citation patterns and publication networks across seven worldwide regions
The field of international blended learning (BL) is primed to benefit from stronger communication and collaboration. Collaboration is currently limited, and regions vary greatly in terms of citations. However, BL is growing worldwide and each region is an important part of the community. The goal of this research is to explore where the most impactful conversations about BL worldwide are occurring and how, if at all, are they connected to one ano…
Measuring student engagement in technology-mediated learning
A framework for institutional adoption and implementation of blended learning in higher education
Improving online social presence through asynchronous video
Theoretical considerations for understanding technological pedagogical content knowledge (TPACK)
Reflections from the Introduction of Blogs and RSS Feeds into a Preservice Instructional Technology Course
The Effects of Acculturation on Second Language Proficiency in a Community with a Two-Way Bilingual Program
This is a study of why native Spanish speakers (NSSs) in a small town in northern Mexico with a sizable English-speaking minority population and a two-way bilingual program in the schools are developing native-like proficiency in English. A 9% sample of native Spanish-speaking households in the town were selected and members of each household were asked a series of questions relating to Schumann’s acculturation variables. Each subject was also gi…
Blended learning
This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students' perception of their learning environments. Success and withdrawal rates for face-to-face and online courses a…
The Effects of Acculturation on Second Language Proficiency in a Community with a Two-Way Bilingual Program
This is a study of why native Spanish speakers (NSSs) in a small town in northern Mexico with a sizable English-speaking minority population and a two-way bilingual program in the schools are developing native-like proficiency in English. A 9% sample of native Spanish-speaking households in the town were selected and members of each household were asked a series of questions relating to Schumann’s acculturation variables. Each subject was also gi…
Reflections from the Introduction of Blogs and RSS Feeds into a Preservice Instructional Technology Course
Preparing Teachers to Teach in K-12 Blended Environments
The Effects of Acculturation on Second Language Proficiency in a Community with a Two-Way Bilingual Program
This is a study of why native Spanish speakers (NSSs) in a small town in northern Mexico with a sizable English-speaking minority population and a two-way bilingual program in the schools are developing native-like proficiency in English. A 9% sample of native Spanish-speaking households in the town were selected and members of each household were asked a series of questions relating to Schumann’s acculturation variables. Each subject was also gi…
Reflections from the Introduction of Blogs and RSS Feeds into a Preservice Instructional Technology Course
Theoretical considerations for understanding technological pedagogical content knowledge (TPACK)
Improving online social presence through asynchronous video
A framework for institutional adoption and implementation of blended learning in higher education
Measuring student engagement in technology-mediated learning
Blended learning citation patterns and publication networks across seven worldwide regions
The field of international blended learning (BL) is primed to benefit from stronger communication and collaboration. Collaboration is currently limited, and regions vary greatly in terms of citations. However, BL is growing worldwide and each region is an important part of the community. The goal of this research is to explore where the most impactful conversations about BL worldwide are occurring and how, if at all, are they connected to one ano…
Blended learning
This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students' perception of their learning environments. Success and withdrawal rates for face-to-face and online courses a…
Learner Engagement in Blended Learning Environments
Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important …
Academic Communities of Engagement
Validating a blended teaching readiness instrument for primary/secondary preservice teachers
Blended learning is the fastest growing teaching modality in North America and much of the world. However, research and training in blended learning are far outpaced by its usage. To remedy this gap, we developed a competency framework and Blended Teaching Readiness Instrument (BTRI) to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to show that the blended teaching readiness mod…
Preparing Teachers to Teach in K-12 Blended Environments
Providing Institutional Support for Academic Engagement in Online and Blended Learning Programs
In this paper, we examine how universities can evaluate the level of support they provide to help their students with affective, behavioral, and cognitive engagement in their online and blended learning experiences. Additionally, it identifies what types of supports help students engage academically and what barriers hinder their online engagement. Using a survey instrument sent to university students (n = 1295), we conducted a mixed-methods anal…
Digital Learning Transformation in Higher Education
The global pandemic of 2019 brought heightened awareness to institutions of higher education of the need to engage in a digital transformation that extends beyond university business operations to the pedagogy of the classroom. This paper is a case study that explores three international cases of universities in Colombia, Brazil, and Mongolia that are at different stages along the path of a digital pedagogical transformation. This article tells e…
Barriers and enablers to K-12 blended teaching
The attributes of post-pandemic blended teaching (BT) will more closely resemble pre-Coronavirus conditions than the outbreak’s emergency remote teaching. Thus, barriers and enablers for teachers transitioning to BT after emergency remote teaching will be similar to those of early BT adopters. K-12 research has identified external and internal barriers and enablers to technology integration but has largely overlooked those of BT. This study invol…
“Someone in Their Corner”
Despite increased interest in K–12 online education, student engagement deficits and the resulting student attrition remain widespread issues. The Academic Communities of Engagement (ACE) framework theorizes that two groups support online student engagement: the personal community of support and the course community of support. However, more evidence is needed to understand how members of these communities, especially parents, support students in…
An exploration of institutional and personal barriers to online academic engagement at a Brazilian university
The recent global pandemic has raised institutional awareness around the world concerning the importance of having high quality online learning options for students. Learner engagement is often correlated with quality outcomes such as student academic success and student satisfaction. Learner engagement is commonly thought of as having three important dimensions: affective engagement, behavioral engagement, and cognitive engagement (ACE framework…
Behind the screen
Independent engagement can be challenging for K-12 online students. Parents’ physical presence makes them an important source of engagement support. Previous research on parental support in online courses is limited and focused on asynchronous learning within a single program. Since the COVID-19 pandemic, online enrollments have grown and instructional modalities have evolved. To better understand parental support post-Covid, we interviewed 21 pa…
K-12 blended learning readiness in emerging contexts exploring the readiness of institutions, teachers, and students in Mongolia
Giving parents Hope
Psychology (14 works) · Computer Science (12 works) · Online and Blended Learning (12 works) · Mathematics education (11 works) · Pedagogy (11 works) · Blended Learning (9 works) · Educational technology (9 works) · Sociology (8 works) · Student engagement (7 works) · Online Learning and Analytics (6 works)