Outstanding Empirical Journal Article Award

Sponsored by AECT's Research & Theory Division

Purpose

Articles nominated must have been published within the last two years in a regularly published journal relevant to our field, and should be relevant to the broad field of instructional design. Additionally, articles nominated should bring insights to empirical research in instructional design. Anyone may submit a nomination; however, to be eligible, a nominee must be a member of AECT in good standing at the time of nomination. Winners of AECT’s Research and Theory Outstanding Empirical Journal Article Award will be awarded during the Research and Theory Awards ceremony to be held during AECT's Annual International Convention.

Procedures

Self-nominations are allowed.

To nominate an article submit the following:

• Cover letter with a short rationale statement of the nomination and complete bibliographic citation for the article

• PDF version of the journal article in the format that was published

Please submit nominations electronically to the AECT Research and Theory Division Awards Nomination Form.

Note: PDF copies of published manuscripts will be accepted as long as they retain the original published format. (Do not send a PDF file of a submitted manuscript, page proofs, etc.) Manuscripts that do not conform to these guidelines will not be considered.

Deadline

April 18

Past Recipients

2024

• Anne Fenise et al. "Engaged Learning During Distraction: A Case Study of Successful Working Moms in Distance Education" (Journal of Computing in Higher Education)

2023

• Kei Tomita - "Visual Design as a Holistic Experience: How Students’ Emotional Responses to the Visual design of Instructional Materials are Formed" (Educational Technology Research and Development)

2022

• Haesol Bae, Krista Glazewski, Thomas Brush, & Kyungbin Kwon - "Fostering Transfer of Responsibility in the Middle School PBL Classroom: An Investigation of Soft Scaffolding" (Instructional Science)

2021

• Theodore J. Kopcha, Ceren Ocak, & Yingxiao Qian - "Analyzing Children’s Computational Thinking through Embodied Interaction with Technology: A Multimodal Perspective" (Educational Technology Research and Development)

2020

• Min Kyu Kim & Tuba Ayer Ketenci  - "Learner participation profiles in an asynchronous online collaboration context" (The Internet and Higher Education)

2019

• Andrew A. Tawfik,  Victor Law, Xun Ge, Wanli Xing, & Kyung Kim - "The effect of sustained vs. faded scaffolding on students’ argumentation in ill-structured problem solving" (Computers in Human Behavior)

2018

• Brian R. Belland, Andrew E. Walker,  & Nam Ju Kim - "A bayesian network meta-analysis to synthesize the influence of contexts of scaffolding use on cognitive outcomes in STEM education" (Review of Educational Research)

2017

• Brian R. Belland, Andrew E. Walker, Nam Ju Kim, & Mason Lefler - "Synthesizing results from empirical research on computer-based scaffolding in STEM education: A meta-analysis" (Review of Educational Research)

2016

• So Mi Kim & Michael Hannafin - "The effects of source representation and goal instructions on college students’ information evaluation behavior change" (Computers in Human Behavior)

2015

• Peter J. Rich & Richard E. West - "Rigor, impact and prestige: A proposed framework for evaluating scholarly publications” (Innovative Higher Education)

2014

• Dirk Ifenthaler - 

2013

• Guolin Lai & Brendan Calanda - "Examining the effects of computer-based scaffolds on novice teachers’ reflective journal writing" (Educational Technology Research and Development)

2012

• Min Kyu Kim - "Cross-validation study of methods & technologies to assess mental models in a complex problem solving situation" (Computers in Human Behavior)

2011

• Koehler, N., Thompson, A., & Phye, G. - "A design study of a multimedia instructional grammar program with embedded tracking" (Instructional Science)

2010

• No Recipient

2009

• (Need to update)

2008

• Roger Azevedo, Jennifer G. Cromley, Fielding I. Winters, Daniel C. Moos & Jeffrey A. Greene  - "Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia" (Instructional Science)