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Key Aspects of Cyberlearning Resources with Compelling Results

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Educational Research and Methods (ERM) Poster Session

Tagged Division

Educational Research and Methods

Page Count


Page Numbers

23.839.1 - 23.839.14



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Paper Authors


Jeremi S London Purdue University, West Lafayette

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Jeremi S. London is a graduate student at Purdue University. She is pursing a Ph.D. in Engineering Education. In 2008, she earned a Bachelor of Science in Industrial Engineering from Purdue, and a Master of Science in Industrial Engineering from Purdue in 2013. Her research interests include: the use of cyberlearning in science, technology, engineering, and mathematics (STEM) education; assessing the impact of cyberlearning; and exploring ways computer simulations can be used to understand complex education systems. In addition to conducting mixed methods research in formal academic settings, she has worked in various Industrial Engineering roles at Anheuser-Busch, Inc., and General Electric-Healthcare. She continues to conduct education policy research as part of her internship role in the Division of Undergraduate Education at the National Science Foundation.

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Key Aspects of Cyberlearning Resources with Compelling ResultsThanks to resources like Scratch, PhET, and the Mobile Studio, cyberlearning is facilitating thedevelopment of 21st century skills. With these tools, learners are creating and sharing interactivemedia, manipulating computer simulations to understand physics in the world around them, andtweeting about the fascinating outputs generated by their personalized circuit boards. This is justa subset of the infinite possibilities cyberlearning affords, and Program Officers (PO) in theDivision of Undergraduate Education (DUE) at the National Science Foundation (NSF) areinterested in exploring more. Such interest was the impetus for this study.NSF defines cyberlearning as “the use of networked computing and communicationstechnologies to support learning (NSF Taskforce on Cyberlearning, 2008, p.5). The positiveoutcomes of existing cyberlearning resources hint at the promise cyberlearning holds fromsatisfying DUE’s mission to promote excellence in undergraduate science, technology,engineering, and mathematics (STEM) education. As part of moving forward, however, there is aneed to understand elements of the existing resources that have already achieved positiveoutcomes. Thus, the purpose of this study is to identify and highlight key elements of existingcyberlearning resources with compelling results.A sequential explanatory mixed methods research design (Creswell, 2011) was used to addressthis topic. Initially, a population of approximately 100 cyberlearning awards was generated fromamong over 1,000 NSF-funded projects POs have highlighted in the NSF Highlights over thepast 10 years. Selection criteria were used to identify cyberlearning awards with compellingresults to serve as exemplars. One-hour interviews were conducted with developers of the 15cyberlearning resources selected to garner insights on their approached to development,implementation, and dissemination. Interview responses were analyzed by coding, and identifythemes. Insights about their keys to the positive outcomes they have achieved will discussed inthis paper.Creswell, J.W., Plano Clark, V. (2011). Designing and Conducting Mixed Methods Research (2nded.). Thousand Oaks, CA: Sage Publications.NSF Taskforce on Cyberlearning (2008). Fostering Learning in a Networked World: TheCyberlearning Opportunities and Challenges. Retrieved from:

London, J. S. (2013, June), Key Aspects of Cyberlearning Resources with Compelling Results Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19853

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