David Lewis, PhD - Publications

Publications

Here's some of my best work to date (listed chronologically). I have also listed my conference papers below. "In press" means these papers have been accepted for publication.

Brown, V., Powers, J., Toussaint, M. & Lewis, D. (2020). Subtitles in a Multimedia Learning Environment: The Interplay of Recall, Transfer, and Perceived Mental Effort for Students with Attention-Deficit Symptoms. Journal of Educational Multimedia and Hypermedia, 29(2), 133-150. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

Brown, V., Lewis, D., Toussaint, M., & Murtaugh, M. (2016). The Redundancy Effect on Retention and Transfer for Individuals with High Symptoms of ADHD. Journal of the American Academy of Special Education Professionals
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Lewis, D., & Slapak-Barski, J. (2014). "I’m not sharing my work!” An approach to community building. Quarterly Review of Distance Education. 15 (2) 9-20.
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Lee, S.J., Srinivasan, S., Trail, T., Lewis, D. & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. The Internet and Higher Education. 14(3), 158-163. doi:10.1016/j.iheduc.2011.04.001
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Support for student learning is a key element in optimizing student learning experiences in any learning environment and its importance has been widely discussed. This study looked at student support, particularly in the course context, focusing mainly on guidance provided to students within a course. Three categories of support were identified and used for the purpose of this study: instructional, peer, and technical support. A total of 110 students completed an online survey on students’ perceptions of support and course satisfaction in an undergraduate online course at a large southeastern university. The results showed perceived support was significantly related to their overall satisfaction of the online course. The findings of this study suggest that teachers should communicate what types of support are available to students and provide an easyway of accessing and taking advantage of the support.

Lewis, D., Moreno, M., & Large, J. (2009). Introductory videos: an analysis of student use patterns. Journal of the Research Center for Educational Technology, 5 (3) 68-79.
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Perrin, K., Rusnak, L., Zha, S., Lewis, D., & Srinivasan, S. (2009). Using blended learning to ensure consistency and quality in multiple course sections.Journal of the Research Center for Educational Technology, 5 (1) 42-88.
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Abdel-Moty, A., & Lewis, D. (2009). Innovative technologies for promoting online learning: reflections of a faculty member. Education Special Interest Section Quarterly, 19 (1) 1-4.
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Lewis, D., & Barron, A. (2009). Animated demonstrations: Evidence of improved performance efficiency and the worked example effect. Lecture Notes in Computer Science, 5619 247-255. doi: 10.1007/978-3-642-02806-9_29
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Lewis, D. (2008). The acquisition of procedural skills: An analysis of the worked-example effect using animated demonstrations. (Doctoral dissertation) (UMI No. AAT 3376198)
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While many educators suggest active, rather than passive learning, this is not always the best solution, especially with novices. Sweller and Cooper found learners who passively studied worked examples were significantly more efficient than those who actively solved problems (Sweller & Cooper, 1985; Cooper & Sweller, 1987) later described as the “worked example effect” (Sweller & Chandler, 1991).

The current study tested the claims of Lewis (2005) who suggested animated demonstrations act as worked examples. It compared the learner performance of groups that: studied animated demonstrations (demo); studied animated demonstrations and practiced procedures (demo+practice & demo2+practice), or practiced procedures (practice).

A MANOVA of performance time and accuracy was used to compare group performance. During week one, it was hypothesized that the demonstration learners would out-perform those in the practice condition. It was found that there was a significant difference between groups, Wilks’ Λ=0.68, F (2, 68) = 6.83, p <0.0001, η2=0.32. Post hoc comparisons with Scheffé’s test (p<0.025) revealed that the demonstration groups (demo+practice and demo2+practice groups) assembled the problem, in significantly less time than the practice group, which is positive evidence for the worked example effect (Sweller & Chandler, 1991) given animated demonstration. During week two, a similar MANOVA revealed no differences between groups.

While this study considered the learner performance from a human computer interaction (HCI) perspective, it also considered learners from a cognitive load perspective, by measuring relative condition efficiency (Paas and van Merriënboer, 1993). In addition, it developed a new measure called performance efficiency. During week one, the demonstration conditions were found to be significantly different F (2, 68) = 3.69, p=0.03, given relative condition efficiency. This is positive evidence of the variability effect. However in post hoc comparisons these instructional conditions were not found to differ. Performance efficiency was found to be significantly different, during week one, F (2, 68) = 12.95, p<0.0001, and post hoc comparisons with Scheffé’s test (p<0.05) revealed the demonstration learners were significantly more efficient, than the practice learners. During week two, groups did not differ, suggesting once learners had practiced procedures they would all perform equally well.

Conference proceedings, posters & presentations

Slapak-Barski, J., & Lewis, D. (2016, Sept). Distance Learning and the Force of Teaching Presence. Presented at the Florida Distance Learning Association 2016 Annual Conference, Orlando, FL, USA

Lewis,D., Brown,V., & Toussaint, M. (2016, March). Students' Perception of Quality across Course Development Models. In Proceedings of the Society for Information Technology and Teacher Education Conference (SITE) 2016(pp. 166-171). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Lewis,D., Brown,V., Toussaint, M., & Murtaugh, M. (2015, August). The Interplay of Recall, Transfer, and Perceive Mental Effort with Attention Deficit Symptoms on Multimedia Learning. 2nd Global Conference on Contemporary Issues in Education, GLOBE-EDU 2015, Chicago, IL, USA

Slapak-Barski, J., &Lewis, D. (2015, April). Establishing Teaching Presence in Online Instruction. Paper presented at the 2015 International Emerging Technologies Symposium: A Joint Symposium of OLC-MERLOT, Dallas, TX, USA

Slapak-Barski, J., Lewis, D., Flum, L. & Spieler, R. (2014). Multiple approaches to faculty development: How to play the game with the cards you've been dealt. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 1646-1655). Chesapeake, VA: AACE.

Tenam-Zemach, M., & Lewis, D. (2014, October). Weekly Lessons: How to Effectively Develop and Structure Your Online/Blended Course. Paper presented at the American Association for Teaching and Curriculum Annual Conference. Tampa, FL, USA.

Lewis, D., & Slapak-Barski, J. (2014). The Faculty Toolbox: A tool for promoting faculty use of Instructional Technologies. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 785-787). Chesapeake, VA: AACE.

Lewis, D. & Brown, V. (2012, November). Multimedia and ADHD learners: Are subtitles beneficial or detrimental? Paper presented at the annual meeting of the Association for Educational Communications and Technology Conference (AECT), Louisville, Kentucky, USA. (PowerPoint Presentation)

Brown, G., Lewis, D., Slapak-Barski, J. & Steiner, L. (2012, May). Diffusion of Innovations: Can Faculty Champions Become a Virtual Lab? Paper presented at the 2012 United States Distance Learning Association (USDLA) National Conference. St. Louis, MO, USA
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Lewis, D., & Tenam-Zemach, M. (2012, March). Technology-Enhanced Mentoring. Symposium conducted at the 23rd Annual Teaching Academic Survival Skills Conference (TASS) Conference. Ft. Lauderdale, Florida, USA

Tenam-Zemach, M., & Lewis, D. (2012, March). Weekly Lesson Pages: How to develop and structure your online courseSymposium conducted at the 23rd Annual Teaching Academic Survival Skills Conference (TASS) Conference. Ft. Lauderdale, Florida, USA

Lewis, D. & Brown, V. (2012, March). Individuals with ADHD and the cognitive processing of multimedia. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 4645-4649). Chesapeake, VA: AACE.

Lewis, D. (2011, November). Performance Efficiency: A Metric and Research Methodology for Task Analysis.In Simonson, Michael (Ed.) The Proceedings of the Association for Educational Communications and Technology (AECT) Annual International Convention (Vol 1, p. 147-153) Jacksonville, FL, USA.

Lewis, D. (2011, September). Best Practices for Narrated Presentations; Evidence from
E-learning Research. Florida Distance Learning Association (FDLA) Fall Conference 2011. Orlando, FL, USA.

Srinivasan, S., Lewis, D., Lopez, S., Lee, S.J., and Trail, T., (2010, November). Assuring online course quality through customized minimum course standards. Poster session presented at the American Public Health Association 138th Annual Meeting and Expo. Denver, CO, USA.

Lewis, D., Trail, T., Srinivasan, S., Rusnak, L., Lee, S. J., Lopez, S. (2010, October). Knowledge check questions: Is interactivity warranted during a narrated presentation? In J. Sanchez & K. Zhang (Eds.), Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 2596-2603). Chesapeake, VA: AACE. presentation

Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2010, October). Reconsidering student support: Students' perception of support and learning outcomes. In J. Sanchez & K. Zhang (Eds.), Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 549-553). Chesapeake, VA: AACE.

Trail, T., Lee, S.J., Srinivasan, S., Lewis, D., and Lopez, S., (2010, October). The knowledge check strategy and e-learning. Poster session presented at the EDUCAUSE Annual Conference 2010, Anaheim, CA, USA.

Lewis, D., Trail, T., Srinivasan, S., Lee, S. J., Lopez, S. (2010, June). Knowledge check questions: Best practices for use of this instructional strategy. In Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 2783-2788). Chesapeake, VA: AACE.
narrated presentation

Trail, T., Lewis, D., Srinivasan, S., Lee, S.J., Lopez, S. (2010, June). An evaluation of narrated presentation software for knowledge check implementation in e-learning. Poster session presented at the ED-MEDIA 2010 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Toronto, Ontario, Canada.

Rusnak, L., Zha, S., Lewis, D., Srinivasan, S., Perrin, K., & Cooper, M. (2010, May). Advantages to using blended learning in multiple course sections. Poster session presented at the 7th Teaching Professor Conference, Cambridge, MA, USA.

Beise, C., Barsnica, P., Lewis, D., Fox, J., Klema, C. (2010, March). Success factors and risks in a learning management systems (LMS) implementation project. Paper presented at the 2010 Society for Applied Learning Technology(SALT) Conference, Orlando, FL, USA.

Lewis, D., Zha, S., Srinivasan, S., Bryant,C., Ayers, J., Christian, J., & Lindenberger, J. (2010, January).The PSI project/training grant: an administrative strategy to increase online course offerings. Poster session presented at the EDUCAUSE ELI 2010 Annual Meeting, Austin, TX, USA. (Collaborative Course Design Model Poster, PSI Poster)

Lewis, D., Lopez, S., Srinivasan, S., & Zha, S.(2009, November). Customizing course standards to meet your institution’s needs. Poster session presented at EDUCAUSE 2009, Denver, CO, USA.

Lewis, D. & Barron, A. (2008, March). The acquisition of procedural skills: an analysis of the worked example effect using animated demonstrations. Poster presented at the annual meeting of the American Educational Research Association (AERA), New York, NY, USA.

Lewis, D. (2005, October). Demobank: a method of presenting just-in-time online learning. In Simonson, Michael & Crawford, Margaret, (Eds.) The Proceedings of the Association for Educational Communications and Technology (AECT) Annual International Convention (Vol 2, p. 371-375) Orlando, FL, USA. (ERIC Document Reproduction Service No. ED499963)

Lewis, D. (2003, October). Automating instructional design with automated pedagogical agent systems: Will there always be a need for Instructional Designers? Paper presented at the annual meeting of the Association for Educational Communications and Technology Conference (AECT), Anaheim, CA, USA.

Lewis, D. (2003, April).Pedagogical agents: A tool for the design and development of web-based instruction. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL, USA.

Alderman, M. & Lewis, D. (2001, October). CyberAdvising for orientation and beyond. Paper presented at National Academic Advising Association Annual Conference (NACADA 2001). Ottawa, Ontario, Canada

Schulo, S., Carey, L., Carey, J., Lewis, D., and White, J. (2001, November). Resource analysis for web-based distance learning: A case study of faculty perceptions of current courses and resources. Paper presented at the annual meeting of the Association for Educational Communications and Technology (AECT), Atlanta, GA, USA.

Lewis, D., White, J., Schullo, S., and Carey, L. (2000, November). An analysis of florida's distance learning policy. Paper Presented at Florida Educational Research Association (FERA) Annual Meeting. Tallahassee, FL, USA.

Churton, M., Lewis, B., Austin, D., & Lewis, D. (1999, October). Computer literate teachers: Keeping teaching staff up-to-date. Paper presented at International Conference on Technology and Education (ICTE). Tampa, FL, USA.