Implementing Remote Developmental Research: A Case Study of a Randomized Controlled Trial Language Intervention During COVID-19

Intervention studies with developmental samples are difficult to implement, in particular when targeting demographically diverse communities. Online studies have the potential to examine the efficacy of highly scalable interventions aimed at enhancing development, and to address some of the barriers faced by underrepresented communities for participating in developmental research. During the COVID-19 pandemic, we executed a fully remote randomized controlled trial (RCT) language intervention with third and fourth grade students (N = 255; age range 8.19–10.72 years, mean = 9.41, SD = 0.52) from diverse backgrounds across the United States. Using this as a case study, we discuss both challenges and solutions to conducting an intensive online intervention through the various phases of the study, including recruitment, data collection, and fidelity of intervention implementation. We provide comprehensive suggestions and takeaways, and conclude by summarizing some important tradeoffs for researchers interested in carrying out such studies.

“Guiding My Success”

This chapter seeks to bridge the disconnect between those who study the development of emerging adults and those who work with them in the context of higher education. It provides an overview of the developmental research on emerging adults and focuses on how to leverage their development for success. It examines closely how the traits of emerging adults (self-focus, instability, identity explorations, feeling in-between, and a sense of possibilities) can be viewed as strengths and provide an opportunity to successfully transition into adult roles. The chapter emphasizes taking a long view when educating students and explains the importance of doing so. Finally, next steps and recommendations are articulated in hopes of fostering a holistic view of supporting students.

Designing EVE (English Vocabulary Exercises) by using Hot Potatoes as supplementary material for teaching vocabulary to elementary level students

This research was conducted in order to create EVE, an electronic game that can be used to teach and learn vocabularies. The objectives of this research is to see whether EVE can be used to teach vocabulary to elementary school students as a supplementary teaching media. This research takes the form of developmental research. This developmental research was performed in order to create new teaching materials. The research method consists of four phases: analyzing, designing, developing, and implementing also known as ADDI method. Several vocabulary materials from different books and sources were combined with the Hot Potatoes application for teaching vocabularies to complete the designed product. The EVE was created for approximately 50 minutes in teaching and learning period. The completed research was implemented with 11 elementary students from different schools. To sum it up, the researcher found that EVE is usable for teaching vocabulary to elementary level students especially in gaining students’ interest and motivate students to learn vocabulary in more pleasing way.

DEVELOPMENT, VALIDITY AND RELIABILITY OF PLACE-BASED PROCESS GENRE MODULE (PBPGM)

The present study is a Type 1 design and developmental research (DDR) study that aims to analyse the situation, design, develop and evaluate an instructional Place-Based Process Genre Module (PBPGM). Upon completing the needs analysis, design and development of the module, it underwent a pilot test. The validity and reliability were then conducted. A panel of experts were involved in determining the validity of the module's content, sessions, and activities. A group of 30 ESL learners were involved in determining its reliability. All content, sessions and activities were rated above 70%, and all sessions and activities were rated over alpha value of 0.70 indicating that PBPGM was valid and reliable to be experimented with.

Implementing Remote Developmental Research: A Case Study of an RCT Language Intervention During COVID-19

Intervention studies with developmental samples are difficult to implement, in particular when targeting demographically diverse communities. Online studies have the potential to examine the efficacy of highly scalable interventions aimed at enhancing development, and to address some of the barriers faced by underrepresented communities for participating in developmental research. During the COVID-19 pandemic, we executed a fully remote randomized controlled trial (RCT) language intervention with third and fourth-grade students (N = 255; age range 8.19-10.72 years, mean = 9.41, SD = 0.52) from diverse backgrounds across the United States. Using this as a case study, we discuss both challenges and solutions to conducting an intensive online intervention through the various phases of the study, including recruitment, data collection, and fidelity of intervention implementation. We provide comprehensive suggestions and takeaways and conclude by summarizing some important tradeoffs for researchers interested in carrying out such studies.

Best Practices for Addressing Missing Data through Multiple Imputation

A common challenge in developmental research is the amount of incomplete and missing data that occurs from respondents failing to complete tasks or questionnaires, as well as from disengaging from the study (i.e., attrition). This missingness can lead to biases in parameter estimates and, hence, in the interpretation of findings. These biases can be addressed through statistical techniques that adjust for missing data, such as multiple imputation. Although this technique is highly effective, it has not been widely adopted by developmental scientists given barriers such as lack of training or misconceptions about imputation methods and instead utilizing default methods within software like listwise deletion. This manuscript is intended to provide practical guidelines for developmental researchers to follow when examining their data for missingness, making decisions about how to handle that missingness, and reporting the extent of missing data biases and specific multiple imputation procedures in publications.

Moderated Online Data-Collection for Developmental Research: Methods and Replications

Online data collection methods are expanding the ease and access of developmental research for researchers and participants alike. While its popularity among developmental scientists has soared during the COVID-19 pandemic, its potential goes beyond just a means for safe, socially distanced data collection. In particular, advances in video conferencing software has enabled researchers to engage in face-to-face interactions with participants from nearly any location at any time. Due to the novelty of these methods, however, many researchers still remain uncertain about the differences in available approaches as well as the validity of online methods more broadly. In this article, we aim to address both issues with a focus on moderated (synchronous) data collected using video-conferencing software (e.g., Zoom). First, we review existing approaches for designing and executing moderated online studies with young children. We also present concrete examples of studies that implemented choice and verbal measures (Studies 1 and 2) and looking time (Studies 3 and 4) across both in-person and online moderated data collection methods. Direct comparison of the two methods within each study as well as a meta-analysis of all studies suggest that the results from the two methods are comparable, providing empirical support for the validity of moderated online data collection. Finally, we discuss current limitations of online data collection and possible solutions, as well as its potential to increase the accessibility, diversity, and replicability of developmental science.

Pengembangan Buku Ajar Apresiasi Sastra Berbasis Sastra Lisan Suku Mbojo Berorientasi pada Model CIRC untuk Meningkatkan Kompetensi Mahasiswa

Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) merupakan salah satu model pembelajaran kooperatif terpadu membaca dan menulis, dimana mahasiswa di bagi menjadi beberapa kelompok untuk meningkatkan kemampuan pemahaman dalam membaca, menulis, memahami kosakata, dan seni berbahasa. Dengan memanfaatkan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) bertujuan untuk memberikan kebebasan pada mahasiswa untuk melakukan langkah-langkah berpikir kreatif, ilmiah dengan cara mengumpulkan data dari hasil pembelajaran, kemudian mahasiswa dapat menafsirkan, menganalisis, dan akhirnya sampai pada suatu kesimpulan, sehingga diharapkan prestasi belajar mahasiswa menjadi meningkat. Penelitian ini merupakan penelitian pengembangan (developmental research), dengan mengembangkan perangkat pembelajaran yang meliputi: Buku Ajar, RPS, Worksheet serta instrument kemampuan berpikir kreatif mahasiswa yang mengacu pada model 4-D (Define, Design, Develop, dan Deisemination). Berdasarkan hasil analisis deskriptif, Pengembangan Buku Ajar Apresiasi Sastra Berbasis Sastra Lisan Suku Mbojo Berorientasi pada Model CIRC untuk Meningkatkan Kompetensi Mahasiswa diketegorikan “baik”.

Designing Virtual, Moderated Studies of Early Childhood Development

With increased public access to the Internet and digital tools, web-based research has gained prevalence over the past decades. However, digital adaptations for developmental research involving children have received relatively little attention. In 2020, as the COVID-19 pandemic led to reduced social contact, causing many developmental university research laboratories to close, the scientific community began to investigate online research methods that would allow continued work. Limited resources and documentation of factors that are essential for developmental research (e.g., caregiver involvement, informed assent, controlling environmental distractions at home for children) make the transition from in-person to online research especially difficult for developmental scientists. Recognizing this, we aim to contribute to the field by describing three separate moderated virtual behavioral assessments in children ranging from 4 to 13years of age that were highly successful. The three studies encompass speech production, speech perception, and reading fluency. However varied the domains we chose, the different age groups targeted by each study and different methodological approaches, the success of our virtual adaptations shared certain commonalities with regard to how to achieve informed consent, how to plan parental involvement, how to design studies that attract and hold children’s attention and valid data collection procedures. Our combined work suggests principles for future facilitation of online developmental work. Considerations derived from these studies can serve as documented points of departure that inform and encourage additional virtual adaptations in this field.