Renee Kaufmann
Biographic Data
| ID | 328355 |
|---|---|
| NAME | Renee Kaufmann |
| GIVEN NAMES | Renee |
| FAMILY NAME | Kaufmann |
| SIGNATURE | KAUFMANN R |
| AFFILIATIONS | University of Kentucky |
| ORCID | 0000-0002-4099-3225 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Graduate education in the GenAI era
At a recently attended Council of Graduate Schools Summer Institute and New Deans Workshop, a vendor for a software that hosts electronic dissertations presented on the new generative artificial in
“Made classes easier than a coloring sheet”
Student use of GenAI is growing and so are the faculty concerns. With research providing mixed suggestions and approaches, this study sought to understand the student perspective on ethical uses, their own motives and perceived benefits of GenAI use, the risks involved, and their perceptions of susceptibility and severity related to unethical use (i.e., plagiarism/cheating). Results revealed the complexity of student considerations regarding the …
Revisiting Identity Cues and Helpfulness Heuristics in Online Learning
Previous research has consistently demonstrated that offering help in online communication is beneficial, regardless of the helper’s identity. However, studies in the context of online learning, specifically within learning management systems (LMS) discussion boards, highlight the need to reevaluate the impact of identity on helpfulness. The current study aims to replicate earlier findings with a more rigorous examination of the variables and man…
A trend examination of course policy and message framing for student GenAI
Discussion around the implications and usage of ChatGPT and other GenAI in the classroom are generally met with suggestions to implement a clear course policy in the syllabus. However, there are a variety of instructor approaches to crafting syllabus policies and framing messages around the use of GenAI tools. This qualitative trend study sought to understand students’ perceptions of syllabus policies and instructor message framing on the use of …
Longevity of high school teacher messaging during crisis
The purpose of this study sought to replicate work examining student recollections of educators’ memorable messages during a time of crisis (i.e., COVID-19 pandemic). Given the inherent role of persistence over time in the impact of memorable messages, we sought to examine if and how the messages that high school instructors communicated continued to influence students during their time in college. Our findings replicated and extended previous wo…
Generative AI in college coursework
This longitudinal study investigates students’ beliefs and behaviors regarding generative artificial intelligence (GenAI) utilization for college coursework and the role of instructors’ course policies and messaging in students’ decision-making. Guided by the theory of planned behavior (TPB), we note areas of change and stability in students’ GenAI perceptions and practices within and across semesters using short-term longitudinal data collection…
Quickening the shift from disruption to opportunity
Ongoing conversations about artificial intelligence (AI) in education often focus on student use and abuse of the tool, the potential disruptive nature of AI, and the possibility of educator replac
Webcams and technostress
Technological advances and COVID-19 have led to expedited technology use and online learning in higher education. Increased technology use and online learning have led individuals to either adapt or experience technostress. Higher education is a ripe context for technostress to occur, especially for students, since many courses are being offered in a hybrid and/or synchronous online format due to COVID-19. Students have often been required and/or…
Identifying student motivations for webcam use in online courses
COVID-19 led college and university faculty to quickly shift courses online. With this shift came concerns regarding educational quality; thus, many faculty opted or were encouraged to offer synchronous and/or hybrid online courses in Fall 2020 and Spring 2021. This led faculty to consider relying on webcams to engage students. Anecdotal and scholarly perspectives overwhelming called for faculty to not require webcams in synchronous and/or hybrid…
Examining perceptions and outcomes of AI versus human course assistant discussions in the online classroom
As technologies such as artificial intelligence (AI) and other forms of machine communication become more popular and readily available, the opportunities for use in an online class increase. This replication and extension sought to understand and test the use of AI versus human communication in an online learning space—specifically the learning management system (LMS) discussion board. More specifically, the differences in student perceptions an…
Highlighting the intersectional experiences of students of color
Instructor (mis)behavior research has traditionally been empirically dominated by White student samples, limiting the voice of underrepresented student populations. The present study extends scholarship on instructor (mis)behaviors by magnifying the voices of students of color with an intersectional lens. Utilizing surveys, participants (N = 154) provided open-ended descriptions of instructor (mis)behaviors and quantitative ratings of (mis)behavi…
Extending the understanding of online discussions
Previous research applied an affordance approach to the literature in instruction and pedagogy. Because of the continued trend in online instruction and course management, there exists a need to study the impact of technological affordances and communication in learning management systems. The current study replicates and extends research investigating the responses of undergraduate students to discussion comments on a course management page, in …
Exploring connections in the online learning environment
Online learning can be a lonely experience. Social presence and interaction are a few proposed ways to combat students’ feelings of loneliness from peers and their instructor. Given that online course popularity and opportunities continue to grow, it is necessary to examine possible ways to alleviate perceptions of loneliness, especially given its negative outcomes on students’ learning experiences. Thus, the purpose of this study was to explore …
Maximizing the student experience
Exploring students’ perceptions of identity and helper heuristics in the online classroom discussion board
Although applied to numerous communication contexts, affordance approaches have yet to receive sustained attention in the instructional literature. The ongoing migration to online pedagogy suggests a need to examine the impact of technological affordances and communication in Learning Management Systems. To that end, an experimental study investigated the responses of undergraduate students to a course management page, in which the presence or ab…
Instructor misbehavior and student outcomes
As online courses gain popularity in higher education, researchers need to examine how problematic communication behaviors like instructor misbehaviors impact instructional learning goals (i.e., affect and perceived cognitive learning) in order to help provide positive affect and quality online instruction. This study relied particularly on 193 undergraduate online survey responses considering student experiences with online instruction and exten…
Academic, social, and cultural learning in the French #bac2018 Twitter hashtag
Memorable messages in times of uncertainty
In times of uncertainty, the messages we receive can be long-lasting and influential. This study sought to understand what memorable messages students recalled receiving from their instructors at the start of the COVID-19 pandemic and what kind of impact those messages had on them. Based on open-ended responses, students (N = 297) recalled emotional support messages most frequently, followed by motivational, solidarity/unifying, compliment/praise…
Technology acceptance model
Given the opportunities new technologies afford students and instructors, this mixed methods, longitudinal study examined factors impacting college students’ behavioral intentions for adopting virtual reality (VR) headsets and 360° video for public speaking rehearsals. Using the technology acceptance model, quantitative findings suggest that both the perceived usefulness of these technologies for rehearsing final speech assignments and VR anxiety…
Mixed findings in directly replicated experimental studies on fake news
Fake news mimics the look of legitimate news articles even if it does not mimic the standards of journalistic reporting. An increase in fake news has developed along with heightened concern about the veracity of news information, which has been highly politicized as fake news. These problems suggest whether standards of journalistic reporting can overcome the mimicry of real news, and whether the public can correctly identify real news. Here we a…
The Cognitive Learning Measure
Instructional communication scholars have long been interested in creating and testing alternative approaches to measuring cognitive learning. One of the existing measures, the Cognitive Learning Measure (Frisby & Martin, 2010), has not yet been fully validated. This series of three studies examined the factorial and concurrent validity of the scale. Results revealed that a three-factor measurement model was a better fit to the data than the orig…
Mastitis among lactating women
Mastitis among lactating women
The Cognitive Learning Measure
Instructional communication scholars have long been interested in creating and testing alternative approaches to measuring cognitive learning. One of the existing measures, the Cognitive Learning Measure (Frisby & Martin, 2010), has not yet been fully validated. This series of three studies examined the factorial and concurrent validity of the scale. Results revealed that a three-factor measurement model was a better fit to the data than the orig…
Instructor misbehavior and student outcomes
As online courses gain popularity in higher education, researchers need to examine how problematic communication behaviors like instructor misbehaviors impact instructional learning goals (i.e., affect and perceived cognitive learning) in order to help provide positive affect and quality online instruction. This study relied particularly on 193 undergraduate online survey responses considering student experiences with online instruction and exten…
Academic, social, and cultural learning in the French #bac2018 Twitter hashtag
Memorable messages in times of uncertainty
In times of uncertainty, the messages we receive can be long-lasting and influential. This study sought to understand what memorable messages students recalled receiving from their instructors at the start of the COVID-19 pandemic and what kind of impact those messages had on them. Based on open-ended responses, students (N = 297) recalled emotional support messages most frequently, followed by motivational, solidarity/unifying, compliment/praise…
Technology acceptance model
Given the opportunities new technologies afford students and instructors, this mixed methods, longitudinal study examined factors impacting college students’ behavioral intentions for adopting virtual reality (VR) headsets and 360° video for public speaking rehearsals. Using the technology acceptance model, quantitative findings suggest that both the perceived usefulness of these technologies for rehearsing final speech assignments and VR anxiety…
Mixed findings in directly replicated experimental studies on fake news
Fake news mimics the look of legitimate news articles even if it does not mimic the standards of journalistic reporting. An increase in fake news has developed along with heightened concern about the veracity of news information, which has been highly politicized as fake news. These problems suggest whether standards of journalistic reporting can overcome the mimicry of real news, and whether the public can correctly identify real news. Here we a…
Exploring connections in the online learning environment
Online learning can be a lonely experience. Social presence and interaction are a few proposed ways to combat students’ feelings of loneliness from peers and their instructor. Given that online course popularity and opportunities continue to grow, it is necessary to examine possible ways to alleviate perceptions of loneliness, especially given its negative outcomes on students’ learning experiences. Thus, the purpose of this study was to explore …
Maximizing the student experience
Exploring students’ perceptions of identity and helper heuristics in the online classroom discussion board
Although applied to numerous communication contexts, affordance approaches have yet to receive sustained attention in the instructional literature. The ongoing migration to online pedagogy suggests a need to examine the impact of technological affordances and communication in Learning Management Systems. To that end, an experimental study investigated the responses of undergraduate students to a course management page, in which the presence or ab…
Highlighting the intersectional experiences of students of color
Instructor (mis)behavior research has traditionally been empirically dominated by White student samples, limiting the voice of underrepresented student populations. The present study extends scholarship on instructor (mis)behaviors by magnifying the voices of students of color with an intersectional lens. Utilizing surveys, participants (N = 154) provided open-ended descriptions of instructor (mis)behaviors and quantitative ratings of (mis)behavi…
Extending the understanding of online discussions
Previous research applied an affordance approach to the literature in instruction and pedagogy. Because of the continued trend in online instruction and course management, there exists a need to study the impact of technological affordances and communication in learning management systems. The current study replicates and extends research investigating the responses of undergraduate students to discussion comments on a course management page, in …
Webcams and technostress
Technological advances and COVID-19 have led to expedited technology use and online learning in higher education. Increased technology use and online learning have led individuals to either adapt or experience technostress. Higher education is a ripe context for technostress to occur, especially for students, since many courses are being offered in a hybrid and/or synchronous online format due to COVID-19. Students have often been required and/or…
Identifying student motivations for webcam use in online courses
COVID-19 led college and university faculty to quickly shift courses online. With this shift came concerns regarding educational quality; thus, many faculty opted or were encouraged to offer synchronous and/or hybrid online courses in Fall 2020 and Spring 2021. This led faculty to consider relying on webcams to engage students. Anecdotal and scholarly perspectives overwhelming called for faculty to not require webcams in synchronous and/or hybrid…
Examining perceptions and outcomes of AI versus human course assistant discussions in the online classroom
As technologies such as artificial intelligence (AI) and other forms of machine communication become more popular and readily available, the opportunities for use in an online class increase. This replication and extension sought to understand and test the use of AI versus human communication in an online learning space—specifically the learning management system (LMS) discussion board. More specifically, the differences in student perceptions an…
“Made classes easier than a coloring sheet”
Student use of GenAI is growing and so are the faculty concerns. With research providing mixed suggestions and approaches, this study sought to understand the student perspective on ethical uses, their own motives and perceived benefits of GenAI use, the risks involved, and their perceptions of susceptibility and severity related to unethical use (i.e., plagiarism/cheating). Results revealed the complexity of student considerations regarding the …
Revisiting Identity Cues and Helpfulness Heuristics in Online Learning
Previous research has consistently demonstrated that offering help in online communication is beneficial, regardless of the helper’s identity. However, studies in the context of online learning, specifically within learning management systems (LMS) discussion boards, highlight the need to reevaluate the impact of identity on helpfulness. The current study aims to replicate earlier findings with a more rigorous examination of the variables and man…
A trend examination of course policy and message framing for student GenAI
Discussion around the implications and usage of ChatGPT and other GenAI in the classroom are generally met with suggestions to implement a clear course policy in the syllabus. However, there are a variety of instructor approaches to crafting syllabus policies and framing messages around the use of GenAI tools. This qualitative trend study sought to understand students’ perceptions of syllabus policies and instructor message framing on the use of …
Longevity of high school teacher messaging during crisis
The purpose of this study sought to replicate work examining student recollections of educators’ memorable messages during a time of crisis (i.e., COVID-19 pandemic). Given the inherent role of persistence over time in the impact of memorable messages, we sought to examine if and how the messages that high school instructors communicated continued to influence students during their time in college. Our findings replicated and extended previous wo…
Generative AI in college coursework
This longitudinal study investigates students’ beliefs and behaviors regarding generative artificial intelligence (GenAI) utilization for college coursework and the role of instructors’ course policies and messaging in students’ decision-making. Guided by the theory of planned behavior (TPB), we note areas of change and stability in students’ GenAI perceptions and practices within and across semesters using short-term longitudinal data collection…
Quickening the shift from disruption to opportunity
Ongoing conversations about artificial intelligence (AI) in education often focus on student use and abuse of the tool, the potential disruptive nature of AI, and the possibility of educator replac
Graduate education in the GenAI era
At a recently attended Council of Graduate Schools Summer Institute and New Deans Workshop, a vendor for a software that hosts electronic dissertations presented on the new generative artificial in
Psychology (15 works) · Computer Science (13 works) · Communication in Education and Healthcare (12 works) · Online and Blended Learning (9 works) · Perception (9 works) · Social Psychology (8 works) · Mathematics education (7 works) · Computer-mediated communication (6 works) · Higher education (6 works) · Impact of Technology on Adolescents (6 works)