Areas of Interest
Development of effective distance learning and adventure learning environments
technology integration in K-12 settings
My research involves the design, development and evaluation of online learning environments, technology integration in K-12 preservice and inservice settings, and the innovative use of technology to support teaching and learning. Most recently, my research and projects have focused on hybrid online adventure learning environments (http://www.polarhusky.com), online scaffolding environments, and online community-building environments. I have also continued my research in content, cohort-specific technology integration within preservice teacher education programs.
Moreover, I am very excited about the addition of a new certificate in online distance learning available within our program area. The certificate focuses on how to effectively design, develop, deliver, and assess learning environment to facilitate successful online learning and consists of four courses that can be used towards a master’s degree or a Ph.D. within learning technologies. Finally, I have a passion for teaching. I truly enjoy teaching how technology can be used to enhance learning and the important role it has within the classroom and workplace
- CI 5331 Foundations of Learning Technologies
- CI 5336 Planning for Multimedia Design and Development
- CI 5321 Foundations of Distance Education
- CI 5323 Online Learning Communities
- CI 5325 Designing and Developing Online Distance Learning
- CI 5327 Designing Online Adventure Learning
- EDHD 5007 Technology for Teaching and Learning
Doering, A. & Veletsianos, G. (in press). Hybrid Online Education in the K-12 Classroom: Identifying Integration Models using Adventure Learning. Journal of Research of Technology in Education.
Doering, A., Miller, C., and Veletsianos, G. (in press). Adventure Learning: Educational, social, and technological affordances for collaborative hybrid distance education. Quarterly Review of Distance Education.
Doering, A., & Veletsianos, G. (in press) An Investigation of the use of real-time, authentic geospatial data in the K-12 classroom. Journal of Geography.
Doering, A., Beach, R., O’Brien. (2007). Infusing multi-modal tools and literacies into an English education program. English Education, 40(1), 41-60.
Veletsianos, G., Scharber, C., & Doering, A. (in press). What Color Panties Are You Wearing? Conversations between 9th Grade Social Studies Students and a Female Pedagogical Agent. Interacting with Computers, Special Issue on Abuse and Misuse of Social Agents.
Doering, A., Veletsianos, G., & Yerasimou, T. (in press). Conversational agents and their longitudinal affordances on communication and learning. Journal of Interactive Learning Research.
Doering, A., & Veletsianos, G. (2007). Multi-Scaffolding Learning Environment: An Analysis of Scaffolding and Its Impact on Cognitive Load and Problem-Solving Ability. Journal of Educational Computing Research, 37(2), 107-129.
Doering, A. (2007). Adventure learning: Situating learning in an authentic context. Innovate 3(6).
Riedel, E., Dexter, S. L., Scharber, C., & Doering, A. (2006). Experimental evidence on the effectiveness of automated essay scoring in teacher education cases. Journal of Educational Computing Research 35(3), 267-287.
Doering, A. (2006). Adventure learning: Transformative hybrid online education. Distance Education 27(2), 197-215.
Dexter, S., Doering, A., & Riedel, E. (2006). Content area specific technology integration: A model and resources for educating teachers. Journal of Technology and Teacher Education, 14(2), 325-346.
Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: Are we thinking with technology?Journal of Computing in Teacher Education, 35(3), 342-361.
Doering, A., Dexter, S., & Johnson, M. (2003). Impact of asynchronous discussion on a preservice teacher education practicum experience. Tech Trends, 41(1), 52-55.
Doering, A., & Beach, R. (2002). Preservice English teachers acquiring literacy practices through technology tools in a practicum experience. Language, Learning and Technology, 6(3), 127-146.