Sarah McCorkle, Ph.D.

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Research

McCorkle, S. (2022). A Development-Focused Approach to the Peer Review of Online Teaching: Using OSCQR with Genuine Peers. OAKTrust, Texas A&M University. https://hdl.handle.net/1969.1/198173

Abstract: The peer review of teaching has primarily focused on departmental classroom observations for promotion and tenure decisions. The observation of one’s teaching can also serve as a valuable opportunity for self-reflection, acquiring feedback from peers, and introducing research-based intervention strategies and new teaching techniques. While these observation and review activities are common in the brick-and-mortar classroom, there appears to be a peer review gap between the physical campus classrooms and the learning management system housing online courses. Rubrics for the evaluation of online course design have attempted to fill this need, as an administrator may choose to use the results of online course quality rubrics, like Quality Matters (QM), as a substitution for classroom observation or peer review of teaching. The QM process is evaluative, producing a score to indicate whether or not the course design as presented in the learning management system has met the outlined standards. However, QM does not address course delivery, teaching, or student outcomes. An approach to online course quality review that addresses both the design of the course and one’s teaching (synchronously and asynchronously) would be most beneficial to our college’s faculty. Existing research on development-focused peer review of teaching will be used to inform our approach.

McCorkle, S., Juntune, J. Ramos, S.J., Ramos, H., Whiteside, E. & Kao, S. (2022, June). How to Keep Your Students’ Work Off Study Sites The Teaching Professor. https://www.teachingprofessor.com/author/tp-mccorkle-et-al/

Abstract: Student assignments and course materials turning up on the internet is an ongoing problem for instructors as it facilitates cheating. After finding our quiz questions in decks of “flash cards” on Chegg and our students’ assignments on Course Hero, we began investigating creative solutions. While we are unlikely to stop a determined student from contributing their materials to a study site, we can deter students from contributing material by making the act of contributing inconvenient, time consuming, and high effort. If students are not composing their assignments in conventional formats, such as Word documents, they will not have an assignment on their computer to easily contribute to a study site in the future. Operating under this assumption, we set out to redesign our course assignments using three interactive, cloud-hosted Web 2.0 tools.

McCorkle, S., & Strycker, J. (2021). Rethinking the One Button Studio: An Alternative Solution. International Journal of Designs for Learning, 12(3), 21–30. https://doi.org/10.14434/ijdl.v12i3.30847

Abstract: This design case focuses on the development of an alternative to Penn State’s One Button Studio, but with a do-it-yourself mentality and a substantially smaller budget. The development of our one button video kiosk began as a class project but is part of a larger design-based research project. Video production is not something that all faculty, staff, or students are comfortable with. Our one button video kiosk is intended to minimize barriers and concerns with such productions by helping users produce video content as quickly and easily as possible. The case focuses on the design, development, and initial testing of the kiosk. By freely sharing these details, it is the hope of the authors that readers will join the conversation by sharing their revisions or new designs for such kiosks or alternative solutions.

McCorkle, S. (2021). Exploring Faculty Barriers in a New Active Learning Classroom: A Divide and Conquer Approach to Support. Journal of Learning Spaces, 10(2), 14-23. http://libjournal.uncg.edu/jls/article/view/2106

Abstract: This qualitative study uses an emergent design to explore the experiences of faculty teaching in a newly renovated, large-capacity Active Learning Classroom (ALC). The present study takes first- and second-order barriers (Ertmer, 1999) into consideration for a specific type of technology-integrated classroom, the ALC, and looks at faculty barriers to implementing active learning and utilizing active learning spaces. By acknowledging barriers and identifying those which are extrinsic and intrinsic, faculty and faculty support staff can begin to address barriers more effectively.

McCorkle, S., & Whitener, P. (2020). The Lightboard: Expectations and Experiences. International Journal of Designs for Learning, 11(1), 75–84. https://doi.org/10.14434/ijdl.v11i1.24642

Abstract: This case study describes a small-scale Lightboard pilot and a full-scale Lightboard build with accompanying studio at a small, private liberal arts college in the southern United States. This article will provide an overview of the Lightboard landscape in higher education, offer considerations for the construction of a Lightboard, and share the authors’ experiences and outcomes. In writing this article, the authors’ goal is to present an attainable use case for the construction of a Lightboard by introducing a simplistic pilot design that was well received by faculty and administrators.

McCorkle, S. (2018, November). Six Ways to Use Video to Promote Learning and Engagement. The Teaching Professor. https://www.teachingprofessor.com/author/saramccorkle608/

Abstract: Whether you teach online or face-to-face, video is a great way to welcome students to your course, set the tone for the week ahead, and summarize major points at the end of the week in the form of a wrap-up. While regular weekly video presence provides an opportunity for you to connect with students outside of the classroom, the notion of producing weekly introductions, weekly wrap-ups, a course introduction video, and instructional content videos can at first seem overwhelming and time consuming. But once you understand the differences in video types and purposes, you will see that videos can be added to courses without significant extra time and effort.

McCorkle, S. (2010). The Preservice Teacher’s Web 2.0 Tool Kit. The Ohio Journal of Teacher Education, 23(2), 25-28. [View full text]

Abstract: Today the Internet hosts an abundance of technology services that were once limited to costly software packages that offered no collaboration and very little interactivity. The emergence of Web2.0, a play on software version numbers indicating revisions and improvements, now allows those with limited technical ability to combine videos, photos, and audio in ways that were unimaginable a decade ago. And even with what appears to be limitless possibilities in digital expression and information sharing, the most exciting news is in the price tag: nearly all of these sites and services are free or relatively inexpensive.