Research Background and Interests
My research philosophy stems from my aims as an educator and instructional designer to improve access to teaching and learning opportunities for all stakeholders. In preparing this Research Statement, I reflected upon my research path up to this point and looked ahead to where I see myself going in the future. I identified three interconnected themes centered on the seamless use of technology in education:
- The facilitation of collaborative learning interactions.
- Increasing teachers’ perceptions of self-efficacy with the use of educational technologies.
- Reduce barriers to learning opportunities (through the use of assistive technologies and the adoption of Digital Accessibility standards).
Research History
Prior to undertaking a position with Cape Breton University, my research focused primarily on the themes of facilitation of collaborative learning and increasing teacher self-efficacy. These themes are evidenced in my work with instructional design for mobile learning, and my recent research publications.
Mobile Learning, Collaborative Interactions, and Teacher Self-Efficacy
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My previous research focused the use of mobile technologies in education. That served as a starting point for my interest in the connections between pedagogical approaches and teacher confidence with technology. This research led to the development of the Collaborative Situated Active Mobile (CSAM) learning design framework, and a survey instrument called the Mobile Teacher’s Sense of Efficacy Scale (mTSES). I worked with Ohio State University to investigate the utility of these tools in teacher professional development (Power, 2013, 2015; Power, Cristol, & Gimbert, 2014). Our findings were presented at the 13th World Conference on Mobile and Contextual Learning (mLearn 2014) in Istanbul, Turkey (Power et al., 2014) and the 14th World Conference on Mobile and Contextual Learning (mLearn 2015) in Venice, Italy (Power et al., 2015a, 2015b), and published in the International Review of Research on Open and Distributed Learning (Power et al., 2016).
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Recent Research Publications
In recent months, I have collaborated with colleagues and graduate students on several publications. Moodley, Cacellier, Power, and Côté (2020) focuses on the design and assessment of on online learning intervention for claims adjudicators in the Ontario insurance industry. Power et al. (2020) and Power (2022c) were collaborative responses with CBU graduate students to support educators shifting to online teaching because of the COVID-19 pandemic. Kay, Ruttenberg-Rozen, and Power (in press) explores an evidence-based framework for classifying and using educational apps.
In recent months, I have collaborated with colleagues and graduate students on several publications. Moodley, Cacellier, Power, and Côté (2020) focuses on the design and assessment of on online learning intervention for claims adjudicators in the Ontario insurance industry. Power et al. (2020) and Power (2022c) were collaborative responses with CBU graduate students to support educators shifting to online teaching because of the COVID-19 pandemic. Kay, Ruttenberg-Rozen, and Power (in press) explores an evidence-based framework for classifying and using educational apps.
Current Research
My current work leverages new partnerships to build upon my research themes of supporting online teaching and learning, promoting seamless learning, and promoting Digital Accessibility.
The CBU Strategic Plan 2019-2024 stresses that “Cape Breton University is committed to high-quality, accessible education; innovative research; and a vibrant, multicultural future for the Island” (Cape Breton University, 2019, p. 2). The connections between this, my current research agenda, and my overarching research themes are illustrated in Figure 1.
Figure 1
Relationships between research theme
Relationships between research theme
Facilitation of Collaborative Interaction and Promotion of Teacher Self-Efficacy
Online Teaching and Learning
Since the onset of the COVID-19 pandemic, I have been partnering with a colleague from the Faculty of Education at Ontario Tech University to investigate the responses of higher education faculty to the rapid transition to online teaching, the support mechanisms that facilitated that transition, and the impacts of the transition on the current and future teaching practices. We concluded our data collection and analysis in late 2021. In May 2022 we presented our findings at the Redefining Learning in a Digital Age conference hosted by Ontario Tech University (Power & Kay, 2022). Two papers from this research are currently in press. Power and Kay (in press, a) focuses on recommendations for supporting faculty as they integrate technology and innovative pedagogies, and Power and Kay (in press, b) examines the impacts of the COVID-19 experience on faculty’s teaching practices in online environments and upon the return to in-person classrooms.
Online Teaching and Learning
Since the onset of the COVID-19 pandemic, I have been partnering with a colleague from the Faculty of Education at Ontario Tech University to investigate the responses of higher education faculty to the rapid transition to online teaching, the support mechanisms that facilitated that transition, and the impacts of the transition on the current and future teaching practices. We concluded our data collection and analysis in late 2021. In May 2022 we presented our findings at the Redefining Learning in a Digital Age conference hosted by Ontario Tech University (Power & Kay, 2022). Two papers from this research are currently in press. Power and Kay (in press, a) focuses on recommendations for supporting faculty as they integrate technology and innovative pedagogies, and Power and Kay (in press, b) examines the impacts of the COVID-19 experience on faculty’s teaching practices in online environments and upon the return to in-person classrooms.
In March 2022, I published a chapter (Power, 2022b) on instructional design process recommendations for faculty designing, developing, and testing online learning content as part of the eCampus Ontario funded Thriving Online: A Guide for Busy Educators Open Access eBook initiative.
Seamless Learning
I am a member of an international research collaborative formed in 2018 which has developed a framework for the design of seamless learning experiences in higher education. In 2020, we published an Open Access book about the framework (Hambrock et al., 2020). The second stage of this research is investigating the implementation of seamless learning interventions at higher education institutions from North America, Europe, Asia, Africa, and Australia. While this research is ongoing, a second Open Access volume of the research collaborative’s findings is currently in press (anticipated publication in Fall 2022) (Hambrock et al, in press). The team also plans to disseminate further results at various milestones through conference presentations, and peer-reviewed journal articles.
I am a member of an international research collaborative formed in 2018 which has developed a framework for the design of seamless learning experiences in higher education. In 2020, we published an Open Access book about the framework (Hambrock et al., 2020). The second stage of this research is investigating the implementation of seamless learning interventions at higher education institutions from North America, Europe, Asia, Africa, and Australia. While this research is ongoing, a second Open Access volume of the research collaborative’s findings is currently in press (anticipated publication in Fall 2022) (Hambrock et al, in press). The team also plans to disseminate further results at various milestones through conference presentations, and peer-reviewed journal articles.
Peer Collaboration in Online Learning
Power et al. (2020) and Power (2022c) are examples of how I have incorporated peer-to-peer collaboration into my teaching practice to facilitate rich learning and the production of meaningful learning artifacts. In the Spring 2022 term, I joined a team of researchers from Ontario Tech University to begin examining the benefits of using the online platform Kritik (2022) to streamline peer-to-peer interactions when authoring and providing peer feedback on graduate-level academic writing activities. Our aim is to analyze the peer feedback process itself, as well as students’ perceptions of the benefits and drawbacks of the use of such digital platforms, beginning in Fall 2022.
Power et al. (2020) and Power (2022c) are examples of how I have incorporated peer-to-peer collaboration into my teaching practice to facilitate rich learning and the production of meaningful learning artifacts. In the Spring 2022 term, I joined a team of researchers from Ontario Tech University to begin examining the benefits of using the online platform Kritik (2022) to streamline peer-to-peer interactions when authoring and providing peer feedback on graduate-level academic writing activities. Our aim is to analyze the peer feedback process itself, as well as students’ perceptions of the benefits and drawbacks of the use of such digital platforms, beginning in Fall 2022.
Reduction of Barriers to Learning
Digital Accessibility and Assistive Technology
Over the past two years, I have collaborated with Dyslexia Canada and Drs Sandra Jack-Malik, Janet Kuhnke, and Christina Phillips from the School of Education and Health at Cape Breton University. We have facilitated a series of open access presentations on supporting children and adults who have Dyslexia. We are continuing with the development of a research agenda linked to the creation of an elective course that will initially be offered the students at CBU, and that will eventually be offered as a faculty professional development opportunity, and as an open-access public learning opportunity. Research themes under consideration center on the efficacy of technology-based interventions to support children and adults with Dyslexia for which there is anecdotal evidence of benefit.
Digital Accessibility and Assistive Technology
Over the past two years, I have collaborated with Dyslexia Canada and Drs Sandra Jack-Malik, Janet Kuhnke, and Christina Phillips from the School of Education and Health at Cape Breton University. We have facilitated a series of open access presentations on supporting children and adults who have Dyslexia. We are continuing with the development of a research agenda linked to the creation of an elective course that will initially be offered the students at CBU, and that will eventually be offered as a faculty professional development opportunity, and as an open-access public learning opportunity. Research themes under consideration center on the efficacy of technology-based interventions to support children and adults with Dyslexia for which there is anecdotal evidence of benefit.
In March 2022, I published a chapter (Power, 2022a) on Digital Accessibility considerations and best-practices for designing online learning modules as part of the eCampus Ontario funded Thriving Online: A Guide for Busy Educators Open Access eBook initiative.
Future Research Directions
My current research agenda clearly touches on all three of my major research themes. While other opportunities will arise to advance all of these themes, I have identified two initiatives that are closely linked to the reduction of barriers to learning, and the promotion of collaborative learner interactions. These research directions are closely linked to recent program initiatives and the expressed aims of Cape Breton University.
Reduction of Barriers to Learner and Facilitation of Collaboration
Online Teaching and Learning
As a result of the restrictions imposed in Nova Scotia in response to the COVID-19 pandemic, the 2020-2021 CBU Bachelor of Education program cohort has the distinction of being the first in Canada to complete the coursework components of a B.Ed. program entirely online. The 2020-2021 cohort from the Bachelor of Education program at Ontario Tech University may have a similar distinction in the coming months. Future research will explore the responses of students in such cohorts to the online delivery of their programs, and the effects of this on their preparation to undertake teaching positions upon graduation. The comparison of the efficacy of a B.Ed. program delivered online to the traditional in-person delivery model would be of benefit to policy makers and to future program development efforts.
Online Teaching and Learning
As a result of the restrictions imposed in Nova Scotia in response to the COVID-19 pandemic, the 2020-2021 CBU Bachelor of Education program cohort has the distinction of being the first in Canada to complete the coursework components of a B.Ed. program entirely online. The 2020-2021 cohort from the Bachelor of Education program at Ontario Tech University may have a similar distinction in the coming months. Future research will explore the responses of students in such cohorts to the online delivery of their programs, and the effects of this on their preparation to undertake teaching positions upon graduation. The comparison of the efficacy of a B.Ed. program delivered online to the traditional in-person delivery model would be of benefit to policy makers and to future program development efforts.
Micro-Credentials and the Future of Online Learning at CBU
Cape Breton University has expressed a keen interest in exploring models for delivering online learning opportunities to wider audiences, including the use of micro-credentials. Our emerging training and research partnership with Dyslexia Canada offers an ideal opportunity to explore the effectiveness of different instructional design, technology integration, and learner enrolment and participation models for a higher education course. Results from this would be of interest to policy makers and program design teams at CBU, as well at other higher education institutions.
Cape Breton University has expressed a keen interest in exploring models for delivering online learning opportunities to wider audiences, including the use of micro-credentials. Our emerging training and research partnership with Dyslexia Canada offers an ideal opportunity to explore the effectiveness of different instructional design, technology integration, and learner enrolment and participation models for a higher education course. Results from this would be of interest to policy makers and program design teams at CBU, as well at other higher education institutions.
| Statement of Research Interests and Background (Dr. Rob Power) |
References
Cape Breton University (2019). Strategic plan 2019-2024. [PDF file]. https://www.cbu.ca/wp-content/uploads/2018/10/Strategic-Plan-Document.pdf
Hambrock, H., de Villiers, F., Rusman, E., MacCullum, K., & Arrieya Arrifin, S. (2020). Seamless learning in higher education (R. Power, Editor). [eBook]. International Association for Mobile Learning. https://seamlesslearning.pressbooks.com/
Kay, R., Ruttenberg-Rozen, R., & Power, R. (in press). Exploring an evidence-based framework for classifying and using educational apps: A review of the literature. Computers & Education.
Kritik Education (2022). Kritik: Authentic peer-to-peer interaction for a new era of education. https://www.kritik.io/
Moodley, K., Cacellier, C., Power, R., & Côté, P. (2020). Evidence-based claims adjudication of traffic injury claims in Ontario: Shifting the focus from cost to care. Journal of Insurance Medicine, 48(2), 154-164. https://journalofinsurancemedicine.org/doi/10.17849/insm-48-2-1-11.1
Power, R. (2012). QR Cache: Connecting mLearning practice with theory. In M. Specht, M. Sharples, & J. Miltisilta (Eds.). Proceedings of the 11th Annual World Conference on Mobile and Contextual Learning (mLearn 2012) held in Helsinki, Finland, 16-18 October 2012 (pp. 346-349). http://ceur-ws.org/Vol-955/doctoral/power.pdf
Power, R. (2012, October). QR Cache: Linking mLearning theory to practice in Qatar. Qatar Foundation Annual Research Forum Proceedings, 2012(CSP31). doi: 10.5339/qfarf.2012.CSP31.
Power, R. (2013). Collaborative situated active mobile (CSAM) learning strategies: A new perspective on effective mobile learning. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2). http://lthe.zu.ac.ae/index.php/lthehome/article/view/137
Power, R. (2015). A framework for promoting teacher self-efficacy with mobile reusable learning objects (Doctoral dissertation, Athabasca University). http://hdl.handle.net/10791/63
Power, R. (2022a). Accessibility in Online Learning. In R. H. Kay & W.J. Hunter (Eds.), Thriving Online: A Guide for Busy Educators (pp. 101-108). Ontario Tech University. https://doi.org/10.51357/ERZM7438
Power, R. (2022b). Creating Online Learning Modules. In R. H. Kay & W.J. Hunter (Eds.), Thriving Online: A Guide for Busy Educators (pp. 164.173). Ontario Tech University. https://doi.org/10.51357/JKGQ6434
Power, R. (Ed.), (2022c). Integration of Instructional Design and Technology, Vol 2. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-5-1. https://idandtech.pressbooks.com/
Power, R., Cristol, D., Gimbert, B., Bartoletti, R., & Kilgore, W. (2016). Using the mTSES to evaluate and optimize mLearning professional development. The International Review of Research in Open and Distributed Learning, 17(4). http://www.irrodl.org/index.php/irrodl/article/view/2459
Power, R., Cristol, D., & Gimbert, B. (2014). Exploring tools to promote teacher efficacy with mLearning. In M. Kalz, Y. Bayyurt, & M. Specht (Eds.), Mobile as a mainstream - Towards future challenges in mobile learning: Communications in Computer and Information Science Volume 479, pp. 61-68. http://link.springer.com/chapter/10.1007/978-3-319-13416-1_7
Power, R., Cristol, D., Gimbert, B., Bartoletti, R., & Kilgore, W. (2015, October 23). Assessing teacher self-efficacy in mLearning professional development. Paper presentation at the 14th World Conference on Mobile and Contextual Learning (mLearn 2015), 17-24 October, 2015, Venice, Italy. https://youtu.be/JN4K8XevefM
Power, R., Gallant, G., Gallant, J., Girouard, J., Hildebrandt, K, MacLeod, J., McCarthy, T., Mugford, J., Pinhorn, C., & Pitts, M. (2020). Integration of instructional design and technology to support rapid change. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-3-7. https://idandrapidchange.pressbooks.com/
Power, R., & Kay, R. (in press, a). Higher Education Faculty Supports for the Transition to Online Teaching during the COVID-19 Pandemic. International Review of Research in Open and Distributed Learning.
Power, R., & Kay, R. (in press, b). Impacts of the Transition to Online Teaching on Higher Education Teaching Practices. International Journal of E-Learning & Distance Education.
Power, R., & Kay, R. (2022, May 25). Tipping the Scale Toward Innovative Technology Use for Teachers. Redefining Learning in a Digital Age, 24-26 May 2022, Oshawa, ON, Canada.
Power, R., & Murphy, E. (2004). Broadband in teaching and learning Newfoundland and Labrador. The Morning Watch (Winter 2004). http://www.mun.ca/educ/faculty/mwatch/win04/murphypower.htm
Hambrock, H., de Villiers, F., Rusman, E., MacCullum, K., & Arrieya Arrifin, S. (2020). Seamless learning in higher education (R. Power, Editor). [eBook]. International Association for Mobile Learning. https://seamlesslearning.pressbooks.com/
Kay, R., Ruttenberg-Rozen, R., & Power, R. (in press). Exploring an evidence-based framework for classifying and using educational apps: A review of the literature. Computers & Education.
Kritik Education (2022). Kritik: Authentic peer-to-peer interaction for a new era of education. https://www.kritik.io/
Moodley, K., Cacellier, C., Power, R., & Côté, P. (2020). Evidence-based claims adjudication of traffic injury claims in Ontario: Shifting the focus from cost to care. Journal of Insurance Medicine, 48(2), 154-164. https://journalofinsurancemedicine.org/doi/10.17849/insm-48-2-1-11.1
Power, R. (2012). QR Cache: Connecting mLearning practice with theory. In M. Specht, M. Sharples, & J. Miltisilta (Eds.). Proceedings of the 11th Annual World Conference on Mobile and Contextual Learning (mLearn 2012) held in Helsinki, Finland, 16-18 October 2012 (pp. 346-349). http://ceur-ws.org/Vol-955/doctoral/power.pdf
Power, R. (2012, October). QR Cache: Linking mLearning theory to practice in Qatar. Qatar Foundation Annual Research Forum Proceedings, 2012(CSP31). doi: 10.5339/qfarf.2012.CSP31.
Power, R. (2013). Collaborative situated active mobile (CSAM) learning strategies: A new perspective on effective mobile learning. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2). http://lthe.zu.ac.ae/index.php/lthehome/article/view/137
Power, R. (2015). A framework for promoting teacher self-efficacy with mobile reusable learning objects (Doctoral dissertation, Athabasca University). http://hdl.handle.net/10791/63
Power, R. (2022a). Accessibility in Online Learning. In R. H. Kay & W.J. Hunter (Eds.), Thriving Online: A Guide for Busy Educators (pp. 101-108). Ontario Tech University. https://doi.org/10.51357/ERZM7438
Power, R. (2022b). Creating Online Learning Modules. In R. H. Kay & W.J. Hunter (Eds.), Thriving Online: A Guide for Busy Educators (pp. 164.173). Ontario Tech University. https://doi.org/10.51357/JKGQ6434
Power, R. (Ed.), (2022c). Integration of Instructional Design and Technology, Vol 2. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-5-1. https://idandtech.pressbooks.com/
Power, R., Cristol, D., Gimbert, B., Bartoletti, R., & Kilgore, W. (2016). Using the mTSES to evaluate and optimize mLearning professional development. The International Review of Research in Open and Distributed Learning, 17(4). http://www.irrodl.org/index.php/irrodl/article/view/2459
Power, R., Cristol, D., & Gimbert, B. (2014). Exploring tools to promote teacher efficacy with mLearning. In M. Kalz, Y. Bayyurt, & M. Specht (Eds.), Mobile as a mainstream - Towards future challenges in mobile learning: Communications in Computer and Information Science Volume 479, pp. 61-68. http://link.springer.com/chapter/10.1007/978-3-319-13416-1_7
Power, R., Cristol, D., Gimbert, B., Bartoletti, R., & Kilgore, W. (2015, October 23). Assessing teacher self-efficacy in mLearning professional development. Paper presentation at the 14th World Conference on Mobile and Contextual Learning (mLearn 2015), 17-24 October, 2015, Venice, Italy. https://youtu.be/JN4K8XevefM
Power, R., Gallant, G., Gallant, J., Girouard, J., Hildebrandt, K, MacLeod, J., McCarthy, T., Mugford, J., Pinhorn, C., & Pitts, M. (2020). Integration of instructional design and technology to support rapid change. [eBook]. Power Learning Solutions. ISBN 978-1-9993825-3-7. https://idandrapidchange.pressbooks.com/
Power, R., & Kay, R. (in press, a). Higher Education Faculty Supports for the Transition to Online Teaching during the COVID-19 Pandemic. International Review of Research in Open and Distributed Learning.
Power, R., & Kay, R. (in press, b). Impacts of the Transition to Online Teaching on Higher Education Teaching Practices. International Journal of E-Learning & Distance Education.
Power, R., & Kay, R. (2022, May 25). Tipping the Scale Toward Innovative Technology Use for Teachers. Redefining Learning in a Digital Age, 24-26 May 2022, Oshawa, ON, Canada.
Power, R., & Murphy, E. (2004). Broadband in teaching and learning Newfoundland and Labrador. The Morning Watch (Winter 2004). http://www.mun.ca/educ/faculty/mwatch/win04/murphypower.htm
Pedagogy, Education & Technology Lab
The Pedagogy, Education & Technology Lab (PETL) is a collaborative space for research and resource development for pedagogy, education, and technology use and integration. The founding members of PETL include Dr. Robin Kay (Ontario Tech University), Dr. Rob Power (Cape Breton University), and Dr. Robyn Ruttenberg-Rosen (Ontario Tech University).
