Kyle R Vareberg
Biographic Data
| ID | 9612484 |
|---|---|
| NAME | Kyle R Vareberg |
| GIVEN NAMES | Kyle R |
| FAMILY NAME | Vareberg |
| SIGNATURE | VAREBERG K R |
| AFFILIATIONS | Northeastern State University |
| ORCID | 0000-0001-8921-3229 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
What’s in a name? A critique of author masking in the peer review process
The peer review process is upheld by the assumption that anonymity promotes fairness and integrity, with blinded review being the most common way to achieve this anonymity. Author masking, where authors replace their self-citations with boilerplate language to hide any connections (e.g., [Author, 2025] instead of [Smith, 2025]), is one step of blinding. Masking, however, might limit the review process more than it upholds anonymity. This paper cr…
From LOL to Learn
Previous studies on textisms (e.g., acronyms, extra punctuation, emphatic capitalization, and emojis) in student–instructor communication have highlighted their potential positive impact on building classroom relationships. However, much of this research relies on cross-sectional, quasi-experimental designs with hypothetical instructors, overlooking the dynamics of authentic interactions. By employing a social information processing framework, th…
The feedback struggle bus
Students often struggle to use, make sense of, and emotionally manage feedback. Though these behaviors are frequently linked to students’ motivation, motivation alone may not fully explain these challenges. This study explores whether resilience may function as a mediating mechanism between students’ basic learning needs and their feedback literacy, and whether this mediation may vary according to students’ levels of burnout. Drawing from constru…
Harnessing the wisdom of YouTube
Previous research links personalized learning with gains in student motivation and learning outcomes. Understanding the methods and processes students use when they engage in informal learning can help instructors facilitate personalized learning more effectively and efficiently. Toward that end, our study develops a theoretical framework for understanding the role of technological affordances in self-directed, informal learning. Using a qualitat…
A little 😀 goes a long way
This paper examines how textisms, defined as cues that facilitate interaction in text-dominant communication (e.g., emojis), as a type of immediacy cue, may increase perceived immediacy in instructor–student mediated out-of-class communication (e.g., a welcome email). Using an experiment manipulating cue number and placement and instructor gender, we examined how emojis impacted participants’ (N = 443) impressions of instructors’ closeness, credi…
Speaking up and out
Teachers routinely face dissatisfying work conditions and may express their frustrations to their peers. This study explores the extent to which causal attributions of work-related doubt, occupational commitment, and intention to quit influence teachers’ willingness to voice their concerns about their occupation. Through a survey of 210 teachers in the United States, we found that teachers with a personal control orientation were less likely to e…
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Speaking up and out
Teachers routinely face dissatisfying work conditions and may express their frustrations to their peers. This study explores the extent to which causal attributions of work-related doubt, occupational commitment, and intention to quit influence teachers’ willingness to voice their concerns about their occupation. Through a survey of 210 teachers in the United States, we found that teachers with a personal control orientation were less likely to e…
A little 😀 goes a long way
This paper examines how textisms, defined as cues that facilitate interaction in text-dominant communication (e.g., emojis), as a type of immediacy cue, may increase perceived immediacy in instructor–student mediated out-of-class communication (e.g., a welcome email). Using an experiment manipulating cue number and placement and instructor gender, we examined how emojis impacted participants’ (N = 443) impressions of instructors’ closeness, credi…
Harnessing the wisdom of YouTube
Previous research links personalized learning with gains in student motivation and learning outcomes. Understanding the methods and processes students use when they engage in informal learning can help instructors facilitate personalized learning more effectively and efficiently. Toward that end, our study develops a theoretical framework for understanding the role of technological affordances in self-directed, informal learning. Using a qualitat…
What’s in a name? A critique of author masking in the peer review process
The peer review process is upheld by the assumption that anonymity promotes fairness and integrity, with blinded review being the most common way to achieve this anonymity. Author masking, where authors replace their self-citations with boilerplate language to hide any connections (e.g., [Author, 2025] instead of [Smith, 2025]), is one step of blinding. Masking, however, might limit the review process more than it upholds anonymity. This paper cr…
From LOL to Learn
Previous studies on textisms (e.g., acronyms, extra punctuation, emphatic capitalization, and emojis) in student–instructor communication have highlighted their potential positive impact on building classroom relationships. However, much of this research relies on cross-sectional, quasi-experimental designs with hypothetical instructors, overlooking the dynamics of authentic interactions. By employing a social information processing framework, th…
The feedback struggle bus
Students often struggle to use, make sense of, and emotionally manage feedback. Though these behaviors are frequently linked to students’ motivation, motivation alone may not fully explain these challenges. This study explores whether resilience may function as a mediating mechanism between students’ basic learning needs and their feedback literacy, and whether this mediation may vary according to students’ levels of burnout. Drawing from constru…
Psychology (5 works) · Communication in Education and Healthcare (4 works) · Computer Science (4 works) · Social Psychology (3 works) · Discourse Analysis in Language Studies (2 works) · Epistemology (2 works) · Immediacy (2 works) · Online and Blended Learning (2 works) · Perception (2 works) · Academic Publishing and Open Access (1 work)