@article{spencer_nietfeld_cao_difrancesca_2023, title={Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom}, volume={91}, ISSN={["1940-0683"]}, DOI={10.1080/00220973.2021.1897773}, abstractNote={Abstract Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL components in isolation yet the field is lacking in understanding their coordination. This study examined the relationship between metacognitive monitoring and causal attributions in a classroom setting over the duration of an academic semester. Undergraduates (N = 193) enrolled in an educational psychology course provided monitoring judgments before and after four tests and also rated their attributional responses after each test. A number of interesting findings emerged. Attributions were not found to be significant predictors of subsequent judgments of monitoring accuracy. Monitoring accuracy measured with an absolute accuracy index yielded minimal significant relationships with attributional dimensions yet a prediction bias index was found to be associated with locus of causality, stability, and personal control and postdiction bias with external control, stability, and personal control. Finally, internal attributions led to higher performance, supporting prior literature, however more stable attributions were also related to higher performance, a finding not supported by prior literature. Findings and implications are discussed with regard to the facilitation of effective academic self-regulation.}, number={1}, journal={JOURNAL OF EXPERIMENTAL EDUCATION}, author={Spencer, Dan and Nietfeld, John L. and Cao, Li and Difrancesca, Daniell}, year={2023}, month={Jan}, pages={46–61} }
 @article{singletary_sanchez_spencer_fogleman_chetwynd_2023, title={Immersive Videos Improve Student Self-Efficacy in Clinical Lactation}, volume={32}, ISSN={["1548-8519"]}, DOI={10.1891/JPE-2022-0013}, abstractNote={The current study examined the use of immersive technology as a way to improve access to high-quality interpersonal breastfeeding interactions in an undergraduate clinical lactation course. In particular, we investigated the impact of immersive consultation videos and related activities on student self-efficacy, motivational beliefs, and perceived skill level. Results indicate that usability was high, with participants rating videos, interactives, and activities positively. Students did report a significant increase in self-efficacy and their perceived ability to meet the course learning objectives; no significant changes in the level of interest or perceived skill were found. Our results demonstrate that high-quality immersive videos can be an important learning tool for teaching clinical skills when access to direct patient care is limited or absent.}, number={3}, journal={JOURNAL OF PERINATAL EDUCATION}, author={Singletary, Nicola and Sanchez, Rebecca and Spencer, Dan and Fogleman, April Danielle and Chetwynd, Ellen}, year={2023}, pages={162–174} }
 @article{difrancesca_spencer_2022, title={The new normal: How virtual learning can benefit K-12 students}, ISSN={["1543-0421"]}, DOI={10.1080/00405841.2022.2107345}, abstractNote={ABSTRACT Although we can be proud of the way that K-12 educators and students battled the COVID-19 online learning storm, the experience may not provide the most representative version of what “online learning” can be. Many teachers, students, and parents were left with a distaste for this experience even though the emergency shift varied extensively from true virtual learning. It is important to consider how to best facilitate the movement toward true online education as the situations we have experienced during the pandemic are not going to end. Many schools are regularly implementing virtual learning for circumstances that would traditionally cause a break in learning, such as snow days. In order to take advantage of all that virtual learning can offer, it is key to explore some of the most effective virtual learning practices.}, journal={THEORY INTO PRACTICE}, author={DiFrancesca, Daniell and Spencer, Dan}, year={2022}, month={Aug} }
 @article{spencer_temple_2021, title={Examining Students' Online Course Perceptions and Comparing Student Performance Outcomes in Online and Face-to-Face Classrooms}, volume={25}, ISSN={["2472-5730"]}, DOI={10.24059/olj.v25i2.2227}, abstractNote={Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors’ skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid status and whether or not courses were taken to fulfill general education or major requirements, suggesting a more complex effect of instructional format across student subpopulations. The variability in the results observed in the current study warrant further exploration before definitive conclusions on the impact of instructional format on student outcomes and perceptions can be made.}, number={2}, journal={ONLINE LEARNING}, author={Spencer, Dan and Temple, Traci}, year={2021}, month={Jun}, pages={233–261} }
 @article{curry_spencer_pesout_pigford_2020, title={Utility value interventions in a college biology lab: The impact on motivation}, volume={57}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21592}, abstractNote={Abstract Science writing, such as lab reports, allows students to form a meaningful understanding of scientific concepts. However, students often view scientific writing as unimportant and utilize surface level approaches when completing writing assignments. The current study implemented three experimental interventions (directly‐communicated, self‐generated, and hybrid) aligned with prior literature and designed to improve the utility value of lab reports in college settings. Participants ( n = 1,002) were recruited from 43 lab sections of an introductory biology course at a large southeastern university. Measures of subjective task value (utility value, attainment value, cost, and intrinsic value) were collected pre‐, mid‐, and post‐intervention. The self‐generated and hybrid groups exhibited higher self‐reported utility value by posttest compared to the control group. Requiring students to generate their own utility value toward a task, followed by a written reflection, increases students' maintained and situational interest for biology laboratory reports.}, number={2}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Curry, Kevin W., Jr. and Spencer, Dan and Pesout, Ondra and Pigford, Kimberly}, year={2020}, month={Feb}, pages={232–252} }