Jessalyn I Vallade
Biographic Data
| ID | 9612498 |
|---|---|
| NAME | Jessalyn I Vallade |
| GIVEN NAMES | Jessalyn I |
| FAMILY NAME | Vallade |
| SIGNATURE | VALLADE J I |
| AFFILIATIONS | University of Kentucky |
| ORCID | 0000-0001-8972-4344 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
“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 …
Stigma as a barrier to medication for opioid use disorders in rural communities
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…
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…
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
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…
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…
Instructor accounts and sincere amends following integrity- and competence-based misbehavior
The purpose of this study was to investigate instructor messages following perceived misbehavior, as well as students’ desired communication. Specifically, this study extends literature on accounts and sincere amends into the college classroom. Student descriptions of actual and desired instructor responses suggest that instructors most often disregard misbehaviors, while students most often desire apologies and/or offers of compensation. Student…
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…
No prominent works on this page.
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…
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…
Instructor accounts and sincere amends following integrity- and competence-based misbehavior
The purpose of this study was to investigate instructor messages following perceived misbehavior, as well as students’ desired communication. Specifically, this study extends literature on accounts and sincere amends into the college classroom. Student descriptions of actual and desired instructor responses suggest that instructors most often disregard misbehaviors, while students most often desire apologies and/or offers of compensation. Student…
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…
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
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…
“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 …
Stigma as a barrier to medication for opioid use disorders in rural communities
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…
Psychology (9 works) · Communication in Education and Healthcare (8 works) · Social Psychology (6 works) · Computer Science (5 works) · Online and Blended Learning (5 works) · Perception (4 works) · Higher education (3 works) · Impact of Technology on Adolescents (3 works) · Workplace Violence and Bullying (3 works) · Computer-mediated communication (2 works)