Selected Academic Conference Presentations
2023 The 15th Asian Conference on Education
Tokyo, Japan
Paper Presentation
"Enhancing Adult Learner Interactions in Asynchronous Online Discussions: Exploring the Use of Video Timeline-Anchored Comment Tool"
Author: Xi Lin, Qi Sun
Abstract: This study presents research using Video Timeline-Anchored Comment (VTC) to increase learners’ interactions for asynchronous online discussions. This innovative human-computer interaction tool allows learners to watch video-based lectures while commenting on the content and peers’ thoughts or asking questions. Using Moore’s three types of interaction framework (i.e., student-content, student-student, and student-instructor), this qualitative study examines the use of the VTC tool to discuss video-based lectures in an asynchronous online course to discover learners’ interactions with the content, peers, and their instructor. A total of 24 instructional videos were presented through Canvas Studio—the learning management system that offers the VTC function. Data on learners’ perspectives were collected through an end-of-semester survey adapted from Brookfield’s Critical Incident Questionnaire, which yielded responses from 23 out of 30 enrolled students. Thematic analysis was conducted to identify key themes and insights from the learners’ feedback. Data analysis reveals four major themes regarding their experiences using the VTC tool: 1) Developing a sense of real-time interaction, 2) Increasing interaction and engagement, 3) Preventing monotony and becoming more attentive and concentrated, and 4) Improving understanding of content. The findings indicate that the VTC tool can motivate asynchronous online learners to interact actively with the instructor and peers and increase their cognitive presence. This tool could also create a real-time connection between online lectures and offline social networks in an asynchronous learning environment. Our study indicates that incorporating this new tool in an online learning environment could enhance and sustain adult learners’ interactions, thus promoting active learning.
LINK TO THE VIDEO
Tokyo, Japan
Paper Presentation
"Enhancing Adult Learner Interactions in Asynchronous Online Discussions: Exploring the Use of Video Timeline-Anchored Comment Tool"
Author: Xi Lin, Qi Sun
Abstract: This study presents research using Video Timeline-Anchored Comment (VTC) to increase learners’ interactions for asynchronous online discussions. This innovative human-computer interaction tool allows learners to watch video-based lectures while commenting on the content and peers’ thoughts or asking questions. Using Moore’s three types of interaction framework (i.e., student-content, student-student, and student-instructor), this qualitative study examines the use of the VTC tool to discuss video-based lectures in an asynchronous online course to discover learners’ interactions with the content, peers, and their instructor. A total of 24 instructional videos were presented through Canvas Studio—the learning management system that offers the VTC function. Data on learners’ perspectives were collected through an end-of-semester survey adapted from Brookfield’s Critical Incident Questionnaire, which yielded responses from 23 out of 30 enrolled students. Thematic analysis was conducted to identify key themes and insights from the learners’ feedback. Data analysis reveals four major themes regarding their experiences using the VTC tool: 1) Developing a sense of real-time interaction, 2) Increasing interaction and engagement, 3) Preventing monotony and becoming more attentive and concentrated, and 4) Improving understanding of content. The findings indicate that the VTC tool can motivate asynchronous online learners to interact actively with the instructor and peers and increase their cognitive presence. This tool could also create a real-time connection between online lectures and offline social networks in an asynchronous learning environment. Our study indicates that incorporating this new tool in an online learning environment could enhance and sustain adult learners’ interactions, thus promoting active learning.
LINK TO THE VIDEO
2022 The 71th American Association for Adult and Continuing Education
Presented at the Commission for Distance Learning and Technology (CDLT) Preconference
Milwaukee, Wisconsin.
Paper Presentation
"Discussion activities in asynchronous online learning: Motivating adult learners’ interactions"
Author: Xi Lin, Qi Sun
Abstract: This session aims to understand how different discussion activities (e.g., video-based text discussion, student-generated problem-based case discussion, self-created meme discussion, and debate) incorporated into the online discussion boards motivate adult learners’ online participation. This study provides insights into using multiple discussion activities in fully asynchronous online environments for interactive learning.
LINK TO THE PUBLISHED PAPER
Presented at the Commission for Distance Learning and Technology (CDLT) Preconference
Milwaukee, Wisconsin.
Paper Presentation
"Discussion activities in asynchronous online learning: Motivating adult learners’ interactions"
Author: Xi Lin, Qi Sun
Abstract: This session aims to understand how different discussion activities (e.g., video-based text discussion, student-generated problem-based case discussion, self-created meme discussion, and debate) incorporated into the online discussion boards motivate adult learners’ online participation. This study provides insights into using multiple discussion activities in fully asynchronous online environments for interactive learning.
LINK TO THE PUBLISHED PAPER
2020 The The 69th American Association for Adult and Continuing Education
Reno, Nevada
Poster Session
"Using Canvas Studio video timeline commenting in online video-based lectures"
Author: Xi Lin, Hui Shi
Abstract: Using timeline commenting function while watching online videos would engage learners and encourage them to communicate with other students. This study uses an asynchronous timeline commenting function for video-based lectures in Canvas Studio to examine students’ online learning experience. Students in two adult education distance courses were recruited.
* Best Visual Presentation Poster Award.
LINK TO POSTER PRESENTATION VIDEO
Reno, Nevada
Poster Session
"Using Canvas Studio video timeline commenting in online video-based lectures"
Author: Xi Lin, Hui Shi
Abstract: Using timeline commenting function while watching online videos would engage learners and encourage them to communicate with other students. This study uses an asynchronous timeline commenting function for video-based lectures in Canvas Studio to examine students’ online learning experience. Students in two adult education distance courses were recruited.
* Best Visual Presentation Poster Award.
LINK TO POSTER PRESENTATION VIDEO
2019 The 68th American Association for Adult and Continuing Education
St. Louis, MO.
Poster Session
"Monetization of knowledge in China: A new way for online learning?"
Author: Xi Lin, Christy Rhodes
Abstract: This session introduces monetization of knowledge (MOK), an emerging online learning approach popular in China in recent years. The use of this innovative online learning method is growing among white-collar Chinese workers and appears to play a role in satisfying the needs of lifelong learners.
* Best Visual Presentation Poster Award.
LINK TO THE PUBLISHED PAPER
St. Louis, MO.
Poster Session
"Monetization of knowledge in China: A new way for online learning?"
Author: Xi Lin, Christy Rhodes
Abstract: This session introduces monetization of knowledge (MOK), an emerging online learning approach popular in China in recent years. The use of this innovative online learning method is growing among white-collar Chinese workers and appears to play a role in satisfying the needs of lifelong learners.
* Best Visual Presentation Poster Award.
LINK TO THE PUBLISHED PAPER
2018 The 67th American Association for Adult and Continuing Education Conference
Myrtle Beach, South Carolina
Poster Session
"Career Development through Technology, Networking, and Mentoring"
Author: Xi Lin, Minerva Brauss
Abstract: Navigating the sea of cover letters, recommendation letters, vitae, phone calls, and on-campus interviews can be daunting. This study looks at factors affecting first-time job seekers post graduate school and provides an open forum for faculty, students and administrators to discuss these factors.
* Best Visual Presentation Category Poster Award.
LINK TO POSTER
Myrtle Beach, South Carolina
Poster Session
"Career Development through Technology, Networking, and Mentoring"
Author: Xi Lin, Minerva Brauss
Abstract: Navigating the sea of cover letters, recommendation letters, vitae, phone calls, and on-campus interviews can be daunting. This study looks at factors affecting first-time job seekers post graduate school and provides an open forum for faculty, students and administrators to discuss these factors.
* Best Visual Presentation Category Poster Award.
LINK TO POSTER
2017 The 66th American Association for Adult and Continuing Education Conference
Memphis, Tennessee
Poster Session
"HBCUs & PWIs by Gender & Region: Comparing Faculty in Northeastern and Southeastern Land Grant Institutions"
Author: Minerva Brauss, Xi Lin, Barbara Baker
Abstract: This study looks at the differences and similarities in the number of full-time faculty and salary at 25 southeastern and 14 northeastern doctoral granting land-grant research institutions in the United States from 1980 to 2011. The study further expands on these differences and similarities by academic levels (full, associate, and assistant professor), gender (male and female), institution type (Historically Black Colleges and Universities—HBCU, and Predominantly White Institutions—PWI) and region (northeast and southeast). Also compared is salary, a significant factor in a faculty member’s career.
* Standout Conceptual or Methodological Framework Category Poster Award.
LINK TO POSTER
Memphis, Tennessee
Poster Session
"HBCUs & PWIs by Gender & Region: Comparing Faculty in Northeastern and Southeastern Land Grant Institutions"
Author: Minerva Brauss, Xi Lin, Barbara Baker
Abstract: This study looks at the differences and similarities in the number of full-time faculty and salary at 25 southeastern and 14 northeastern doctoral granting land-grant research institutions in the United States from 1980 to 2011. The study further expands on these differences and similarities by academic levels (full, associate, and assistant professor), gender (male and female), institution type (Historically Black Colleges and Universities—HBCU, and Predominantly White Institutions—PWI) and region (northeast and southeast). Also compared is salary, a significant factor in a faculty member’s career.
* Standout Conceptual or Methodological Framework Category Poster Award.
LINK TO POSTER
2017 The 66th American Association for Adult and Continuing Education Conference
Memphis, Tennessee
Roundtable Session
"Mentoring Learning Community: A Student Research Empowerment Program for Adult Graduate Students"
Author: Leslie Cordie, Xi Lin
Abstract: Mentoring relationships between graduate students and faculty can form the foundation for a collaborative learning community. Student involvement with a scholarly learning community can contribute to the development of both the student and faculty member alike. Along with this development, educational outcomes and learning can be enhanced by student involvement in the community. Additional opportunities for students to interact and critically dialogue within the community learning can be created where students are more likely to share ideas, participate in discussions, and gain significant knowledge in the field. Therefore, this session introduces a learning community program that was initiated by graduate students and mentored by faculty members in the adult education program at Auburn University. The goals, resources, activities, students’ achievements and future development of this program will be showcased and addressed to provide an overview of professional development of both the graduate students and the faculty mentors in the adult education program. This session will share best practices with professionals in other adult education programs who desire to help their students prepare for career and professoriate roles.
LINK TO MENTORING PROGRAM PRACTICES
Memphis, Tennessee
Roundtable Session
"Mentoring Learning Community: A Student Research Empowerment Program for Adult Graduate Students"
Author: Leslie Cordie, Xi Lin
Abstract: Mentoring relationships between graduate students and faculty can form the foundation for a collaborative learning community. Student involvement with a scholarly learning community can contribute to the development of both the student and faculty member alike. Along with this development, educational outcomes and learning can be enhanced by student involvement in the community. Additional opportunities for students to interact and critically dialogue within the community learning can be created where students are more likely to share ideas, participate in discussions, and gain significant knowledge in the field. Therefore, this session introduces a learning community program that was initiated by graduate students and mentored by faculty members in the adult education program at Auburn University. The goals, resources, activities, students’ achievements and future development of this program will be showcased and addressed to provide an overview of professional development of both the graduate students and the faculty mentors in the adult education program. This session will share best practices with professionals in other adult education programs who desire to help their students prepare for career and professoriate roles.
LINK TO MENTORING PROGRAM PRACTICES
2016 The 65th American Association for Adult and Continuing Education Conference
Albuquerque, New Mexico
Poster Presentation
"Successfully Leading through the e-Learning Landscape"
Author: Xi Lin, Leslie Cordie, James Witte
Abstract: This session will introduce several perspectives of e-Learning. The first part describes the history and development of e-Learning in higher education, including the growth and the definition of e-Learning. Drives of change and demand in e-Learning will then be described through the following aspects: the demand of current student population, the cost of today’s higher education, the development of technology, and the needs of workplace skills. The following two parts will explore the leadership and the policy and legislation of higher education. These two sections will cover expectations from students, faculty, and organizations toward applying e-Learning in higher education. The rest parts will display issues and challenges of e-Learning in higher education, along with a prospect of the future of e-Learning. It is expected that this study will help institutions of higher education to better understand the benefits of adopting e-Learning practices, as well as utilizing the enormous potential of e-Learning through enhanced development of e-Leadership.
Albuquerque, New Mexico
Poster Presentation
"Successfully Leading through the e-Learning Landscape"
Author: Xi Lin, Leslie Cordie, James Witte
Abstract: This session will introduce several perspectives of e-Learning. The first part describes the history and development of e-Learning in higher education, including the growth and the definition of e-Learning. Drives of change and demand in e-Learning will then be described through the following aspects: the demand of current student population, the cost of today’s higher education, the development of technology, and the needs of workplace skills. The following two parts will explore the leadership and the policy and legislation of higher education. These two sections will cover expectations from students, faculty, and organizations toward applying e-Learning in higher education. The rest parts will display issues and challenges of e-Learning in higher education, along with a prospect of the future of e-Learning. It is expected that this study will help institutions of higher education to better understand the benefits of adopting e-Learning practices, as well as utilizing the enormous potential of e-Learning through enhanced development of e-Leadership.
2016 The 65th American Association for Adult and Continuing Education Conference
Albuquerque, New Mexico
Poster Presentation
"Academic Stress and Coping Strategies of Veteran Students"
Author: Xi Lin, Minerva Bruass, Barbara Baker, Maria Witte
Abstract: The number of veterans attending higher education institutions is increasing. Most of the previous studies aimed attention to the adjustment and transition issues from combat to college life, especially mental health of veteran students. However, limited research explored the academic stress and coping strategies of this particular student group. As a result, this session examines five academic stresses (i.e., frustration, conflict, pressure, change, self-imposed) and five coping strategies (i.e., self-help, approach, accommodation, avoidance, self-punishment) of this population based on different gender, seeking degrees, years away from schools, ranks and service status, and levels of education. It is expected that this session will help higher education professionals better understand veteran students, as well as help them improve their learning and achieve their academic goals.
* The 2nd Place Outstanding Poster Award
Albuquerque, New Mexico
Poster Presentation
"Academic Stress and Coping Strategies of Veteran Students"
Author: Xi Lin, Minerva Bruass, Barbara Baker, Maria Witte
Abstract: The number of veterans attending higher education institutions is increasing. Most of the previous studies aimed attention to the adjustment and transition issues from combat to college life, especially mental health of veteran students. However, limited research explored the academic stress and coping strategies of this particular student group. As a result, this session examines five academic stresses (i.e., frustration, conflict, pressure, change, self-imposed) and five coping strategies (i.e., self-help, approach, accommodation, avoidance, self-punishment) of this population based on different gender, seeking degrees, years away from schools, ranks and service status, and levels of education. It is expected that this session will help higher education professionals better understand veteran students, as well as help them improve their learning and achieve their academic goals.
* The 2nd Place Outstanding Poster Award
2016 39th Eastern Educational Research Association
Hilton Head, SC
Conference Paper/Paper Presentation
"Should I Stay or should I Go?: Institutional Factors influencing International Student"
Author: Minerva Brauss, Xi Lin, Barbara Baker
Abstract: As the number of international students come to the United States for higher education increases rapidly, whether these educated professionals will stay or leave the U.S. is becoming a significant question. The Institute of International Education reported that there are 974,926 international students studying at U.S. colleges and universities, and the majority of these students are in Business and Management (26.5%), followed by Engineering (19.7%), Math and Computer Science (12.4%) (The Institute of International Education, 2015). Moreover, almost one third of science and engineering majors, especially in computer science and physics, post-graduate students in the United States are foreign-born (National Science Board, 2014). Hazen and Alberts (2006) stated that “These large numbers not only have far-reaching implications for the American education system, but also for immigration, since many international students choose to remain in the US after completing their degrees” (p. 201). As a result, if the number declines, the capacity for innovation in the United States may be impeded (Stuen, Mobarak, & Maskus, 2012; Wadhwa, & Salkever, 2012). Therefore, it is necessary to investigate factors that not only drive international students to come to study in the United States, but also those that affect their determination of staying in the U.S. or returning to their home countries after graduation.
Hilton Head, SC
Conference Paper/Paper Presentation
"Should I Stay or should I Go?: Institutional Factors influencing International Student"
Author: Minerva Brauss, Xi Lin, Barbara Baker
Abstract: As the number of international students come to the United States for higher education increases rapidly, whether these educated professionals will stay or leave the U.S. is becoming a significant question. The Institute of International Education reported that there are 974,926 international students studying at U.S. colleges and universities, and the majority of these students are in Business and Management (26.5%), followed by Engineering (19.7%), Math and Computer Science (12.4%) (The Institute of International Education, 2015). Moreover, almost one third of science and engineering majors, especially in computer science and physics, post-graduate students in the United States are foreign-born (National Science Board, 2014). Hazen and Alberts (2006) stated that “These large numbers not only have far-reaching implications for the American education system, but also for immigration, since many international students choose to remain in the US after completing their degrees” (p. 201). As a result, if the number declines, the capacity for innovation in the United States may be impeded (Stuen, Mobarak, & Maskus, 2012; Wadhwa, & Salkever, 2012). Therefore, it is necessary to investigate factors that not only drive international students to come to study in the United States, but also those that affect their determination of staying in the U.S. or returning to their home countries after graduation.
This is Research: Student Symposium 2015
Auburn, AL
Conference Poster/Poster Presentation
"Motivational differences between international and American adult learners entering graduate school"
Author: Xi Lin, Chih-hsuan Wang, Maria Witte
Abstract: A growing body of research has identified the motivational factors of adult learners who participate in educational activates. Most of the early studies utilized American adult learners (AAL) as participants, while limited research has been done on motivational factors that drive international adult learners (IAL) to pursue graduate programs in American institutions. Therefore, the present study examined motivational factors that drive both IAL and AAL to return to graduate school as well as compared differences between the two groups based on gender and motivational factors. Data (N=362) was collected through an online anonymous Educational Participation Scale (EPS) questionnaire, which tested 7 motivational factors (communication improvement, social contact, educational preparation, professional advancement, family together, social stimulation, and cognitive interest). Results show that IAL tend to have a stronger motivational orientation in deciding to return to pursue graduate degrees. In addition, compared with male AAL, the professional advancement motivational factor has a greater power in encouraging female AAL to re-enter graduate school.
Auburn, AL
Conference Poster/Poster Presentation
"Motivational differences between international and American adult learners entering graduate school"
Author: Xi Lin, Chih-hsuan Wang, Maria Witte
Abstract: A growing body of research has identified the motivational factors of adult learners who participate in educational activates. Most of the early studies utilized American adult learners (AAL) as participants, while limited research has been done on motivational factors that drive international adult learners (IAL) to pursue graduate programs in American institutions. Therefore, the present study examined motivational factors that drive both IAL and AAL to return to graduate school as well as compared differences between the two groups based on gender and motivational factors. Data (N=362) was collected through an online anonymous Educational Participation Scale (EPS) questionnaire, which tested 7 motivational factors (communication improvement, social contact, educational preparation, professional advancement, family together, social stimulation, and cognitive interest). Results show that IAL tend to have a stronger motivational orientation in deciding to return to pursue graduate degrees. In addition, compared with male AAL, the professional advancement motivational factor has a greater power in encouraging female AAL to re-enter graduate school.
2015 Eastern Educational Research Association Conference
Sarasota, FL Conference Paper/Paper Presentation "Factors that affect Returning to graduate school for International and American Adult learners" Author: Xi Lin, Chih-hsuan Wang, Maria Witte Abstract: A growing body of research has identified the motivational factors of adult learners who participate in educational activates. Most of the early studies utilized American adult learners (AAL) as participants, while limited research has been done on motivational factors that drive international adult learners (IAL) to pursue graduate programs in American institutions. Therefore, the present study examined motivational factors that drive both IAL and AAL to return to graduate school as well as compared differences between the two groups based on gender and motivational factors. |
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2014 American Association for Adult and Continuing Education
Charleston, South Carolina
Conference Paper/Poster Presentation
"International Students in Higher Education: Educational and Social Experiences"
Author: Xi Lin, Minerva Brauss, Barbara Baker
Abstract: The number of international students is rapidly increasing and there is a growing concern on the needs and resources available for this group. This session provides a glimpse on the educational and social experiences (i.e relationships, services and facilities, gender issues) international students encounter in US, particularly in higher education.
* The 2nd Place Outstanding Poster Award
Charleston, South Carolina
Conference Paper/Poster Presentation
"International Students in Higher Education: Educational and Social Experiences"
Author: Xi Lin, Minerva Brauss, Barbara Baker
Abstract: The number of international students is rapidly increasing and there is a growing concern on the needs and resources available for this group. This session provides a glimpse on the educational and social experiences (i.e relationships, services and facilities, gender issues) international students encounter in US, particularly in higher education.
* The 2nd Place Outstanding Poster Award