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Brian Belland

Brian Belland

Associate Professor of Instructional Technology and Learning Sciences

Contact Information

Phone: (435) 797-2535
Email: brian.belland@usu.edu

Office Hours: By Appointment

Brian earned his Ph.D. in Educational Technology in 2008 from Purdue University. He also holds an M. A. in French from Ohio State. He has taught instructional technology/learning sciences, French, and engineering education at Ohio State, Purdue, and Utah State. His research focuses on the use of technology to scaffold middle school students' argumentation abilities, and is supported by a 2010 National Science Foundation CAREER grant (to read more about that project, please click here: Belland NSF CAREER Web Page and a NSF REESE grant (to read more about that project, please click here Belland NSF REESE Web Page). (Link to Vitae)

Research Interests

problem-based learning
scaffolding
online learning
service learning
science education

Education

Ph. D., Educational Technology, Purdue University, West Lafayette, IN, 2008 Dissertation: Supporting Middle School Students’ Construction of Evidence- Based Arguments: Impact of and Student Interactions with Computer-Based Argumentation Scaffolds

M. A., French, The Ohio State University, Columbus, OH, 2001

B. A., French, The College of Wooster, Wooster, OH, 1999

Selected Publications

Belland, B. R. (In Press). Instructional scaffolding in STEM education: Strategies and efficacy evidence. Cham, Switzerland: Springer. 

Kuo, Y. C. & Belland, B. R. (In press). An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Educational Technology Research & Development. Available online: http://doi.org/10.1007/s11423-016-9442-9 [ISI-indexed journal; 2014 5-year impact factor: 1.425; acceptance rate: 8%].

Belland, B. R., *Burdo, R., & *Gu, J. (2015). A blended professional development program to help a teacher learn to provide one-to-one scaffolding. Journal of Science Teacher Education, 26(3), 263-289. Available online: http://dx.doi.org/10.1007/s10972-015-9419-2 [Scopus-indexed journal; 2013 Scimago Journal Rank: 1.128; Cited by 1].

Belland, B. R., *Gu, J., **Armbrust, S., & **Cook, B. (2015). Scaffolding argumentation about water quality: A mixed method study in a rural middle school. Educational Technology Research & Development, 63(3), 325-353. Available online: http://dx.doi.org/10.1007/s11423-015-9373-x [ISI-indexed journal; 2013 5-year impact factor: 1.535; acceptance rate: 8%].

Belland, B. R., Walker, A. E., *Olsen, M. W., & Leary, H. (2015). A pilot meta-analysis of computer-based scaffolding in STEM education. Educational Technology and Society, 18(1), 183-197.  Available online: http://www.ifets.info/journals/18_1/16.pdf [ISI-indexed journal; 2014 5-year Impact Factor: 1.38; Cited by 2].

Belland, B. R. (2014).Scaffolding: Definition, current debates, and future directions. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th Ed.; pp. 505-518). New York, NY, USA: Springer. 

*Kuo, Y. C., Belland, B. R., Schroeder, K. E. E., & Walker, A. E. (2014). K-12 teachers’ perceptions of and their satisfaction with interaction type in blended learning environments. Distance Education, 35(3), 360-381. Available online: http://dx.doi.org/10.1080/01587919.2015.955265 [ISI-indexed journal; 2014 5-year Impact Factor: 0.991; Cited by 5].

*Kuo, Y. C. Walker, A. E., Belland, B. R., Schroder, K. E. E., & Kuo, Y. T. (2014). A case study of integrating Interwise: Interaction, Internet self-efficacy, and satisfaction in synchronous online learning environments. The International Review of Research in Open and Distance Learning, 15(1), 161-181.Available online: http://www.irrodl.org/index.php/irrodl/article/view/1664/2814 [ISI-indexed journal; 2014 5-year Impact Factor: 1.003; Cited by 10]

*Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. Available online: http://dx.doi.org/10.1016/j.iheduc.2013.10.001 [ISI-indexed journal; 2014 5-year Impact Factor: 2.903; Cited by 40].
**Winning paper of the 2014 Association of Educational Communications and Technology Division of Distance Learning Crystal Award – Quantitative Focused Article

Belland, B. R., & *Drake, J. (2013). Toward a framework on how affordances and motives can drive different uses of scaffolds: Theory, evidence, and design implications. Educational Technology Research & Development, 61, 903-925. Available online: http://dx.doi.org/10.1007/s11423-013-9313-6 [ISI-indexed journal; 2013 5-year impact factor: 1.535; Cited by 5]

Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 48(4), 243-270. Available online: http://dx.doi.org/10.1080/00461520.2013.838920 [ISI-indexed journal; 2014 5-year Impact Factor: 5.137; Acceptance rate: 13.6%; Cited by 29].

*Kuo, Y., Walker, A. E., Belland, B. R. & Schroder, K. E. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distance Learning, 14(1), 17-39. Available online: http://www.irrodl.org/index.php/irrodl/article/view/1338 [ISI-indexed journal; 2013 Impact Factor: 0.748; Cited by 57]

Fee, S. B., & Belland, B. R. (Eds.; 2012). The role of criticism in understanding problem solving: Honoring the work of John C. Belland. New York, NY, USA: Springer. 

*Gardner, J. L., & Belland, B. R. (2012). A conceptual framework for organizing active learning experiences in biology instruction. Journal of Science Education and Technology, 21(4), 465-475.Available online: http://dx.doi.org/10.1007/s10956-011-9338-8 [ISI-indexed journal; 2011 Impact factor: 0.865; Acceptance rate: 21-30%; Cited by 16].

Belland, B. R. (2011). Distributed cognition as a lens to understand the effects of scaffolds: The role of transfer of responsibility. Educational Psychology Review, 23, 577-600. Available online: http://dx.doi.org/10.1007/s10648-011-9176-5 [ISI-indexed journal; 2011 5-year impact factor: 4.837; Acceptance rate: 11-20%; Cited by 23].

Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2011). Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students’ creation of evidence-based arguments. Instructional Science, 39, 667-694. Available online: http://dx.doi.org/10.1007/s11251-010-9148-z [ISI-indexed journal; 2011 5-year impact factor: 2.044; Acceptance rate: 21-30%; Cited by 31]

Belland, B. R. (2010). Portraits of middle school students constructing evidence-based arguments during problem-based learning: the impact of computer-based scaffolds. Educational Technology Research and Development, 58(3), 285-309. Available online: http://dx.doi.org/10.1007/s11423-009-9139-4 [ISI-indexed journal; 2010 5-year impact factor: 1.77; Acceptance rate: 8%; Cited by 46].

Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353-364. Available online: http://dx.doi.org/10.1016/j.compedu.2008.09.004 [ISI-indexed journal; 2009 5-year impact factor: 2.868; Acceptance rate: 20%; Cited by 123]

Belland, B. R., French, B. F., & Ertmer, P. A. (2009). Validity and problem-based learning research: A review of instruments used to assess intended learning outcomes. The Interdisciplinary Journal of Problem-Based Learning, 3(1), 59-89. Available online: http://dx.doi.org/10.7771/1541-5015.1059 [Acceptance Rate: 10%; Cited by 80].

Belland, B. R., Glazewski, K. D., & Ertmer, P. A. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. Research in Middle Level Education, 32(9). Available online: https://www.amle.org/portals/0/pdf/rmle/rmle_vol32_no9.pdf [Acceptance rate: 22%; Cited by 37].

Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology Research and Development, 56, 401-422. Available online: http://dx.doi.org/10.1007/s11423-007-9074-1 [ISI-indexed journal; 2008 5-year impact factor: 1.77; Acceptance rate: 8%; Cited by 86]
**Winning paper of the 2007 Educational Technology Research and Development Young Scholar Award

Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., et al. (2007). Using peer feedback to enhance the quality of student online postings: An exploratory study. The Journal of Computer-Mediated Communication, 12(2), 412-433. Available online: http://dx.doi.org/10.1111/j.1083-6101.2007.00331.x [ISI-indexed journal; 2007 5-year impact factor: 3.279; Acceptance rate: 20%; Cited by 169]

Belland, B. R., Ertmer, P. A., & Simons, K. D. (2006). Perceptions of the value of problem-based learning among students with special needs and their teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(2), 1-18. Available online: http://dx.doi.org/10.7771/1541-5015.1024 [Acceptance rate: 10%; Cited by 30]

Recent Referred Presentations

**Andreassen, L., *Kim, N. J., *Lefler, M. R., Belland, B. R., & Walker, A. E. (Accepted). Meta-analysis comparison of effectiveness of computer-based scaffolding in complex problem solving: Individual vs. group delivery. Paper accepted for presentation at the 2016 Annual Meeting of the American Educational Research Association, Washington, DC, USA.

Belland, B. R., *Gu, J., *Weiss, D. M., & *Kim, N. J. (Accepted). An examination of credit recovery students’ use of computer-based scaffolding in a problem-based, scientific inquiry unit. Paper accepted for presentation at the 2016 Annual Meeting of the American Educational Research Association, Washington, DC, USA.

*Kim, N. J., & Belland, B. R. (Accepted). Enhancing high school students' information literacy through computer-based scaffolding in problem-based learning for science learning. Paper accepted for presentation at the American Educational Research Association 2016 Annual Convention, Washington, DC, USA.

Walker, A. E., Belland, B. R., *Kim, N. J., *Lefler, M. R., **Whitney, B., & **Andreassen, L. (Accepted). Using Bayesian network meta-analysis to synthesize research on computer-based scaffolding in STEM education. Paper accepted for presentation at the 2016 Annual Meeting of the American Educational Research Association, Washington, DC, USA.

Kim, N., Belland, B. R., & Walker, A. E.(2015, November).Effectiveness of computer-based scaffolding in problem-centered instructional models for STEM education: Bayesian meta-analysis. Paper presented at the 2015 AECT International Convention, Indianapolis, IN, USA.

Weiss, D. M. & Belland, B. R. (2015, November). Promoting group process autonomy in a high school problem-based learning unit. Paper presented at the 2015 AECT International Convention, Indianapolis, IN, USA.

Belland, B. R., *Kim, N., *Lefler, M., & Walker, A. E. (2015, April). Synthesizing results from empirical research on computer-based scaffolding in STEM education: A meta-analysis. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, USA.

Belland, B. R., *Gu, J., *Kim, N., **Turner, D. J., & *Weiss, D. M. (2015, April). The relationship between problem-based learning, epistemic beliefs, and argumentation in middle school science. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, USA.

*Gu, J., Belland, B. R., *Weiss, D. M., *Kim, N., & **Piland, J. (2015, April). Middle school students’ science interest and epistemic beliefs in a technology-enhanced, problem-based, scientific inquiry unit. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, USA.

*Gu, J., & Belland, B. R. (2015, April). Prompting adolescents’ epistemic beliefs in a field-based science program: An exploratory, mixed methods study. Paper presented at the Annual Meeting of the National Association of Research on Science Teaching, Chicago, IL, USA.

*Kim, N. & Belland, B. R. (2014, November). Optimal challenge in problem-based learning. Paper presented at the 2014 Association for Educational Communications and Technology International Convention, Jacksonville, FL, USA.

*Lefler, M. R., Belland, B. R., Walker, A. E., & *Kim, N. (2014, November). From the ground up: A comprehensive theoretical framework for computer-based scaffolding. Paper presented at the 2014 Association for Educational Communications and Technology International Convention, Jacksonville, FL, USA.

*Weiss, D. M. & Belland, B. R. (2014, November). Professional development for novice PBL instructors. Paper presented at the 2014 Association for Educational Communications and Technology International Convention, Jacksonville, FL, USA.

Belland, B. R., Walker, A. E., *Kim, N. J., & *Lefler, M. R. (2014, July). A preliminary meta-analysis on the influence of scaffolding characteristics and study and assessment quality on cognitive outcomes in STEM education. Poster presented at the 2014 Annual Meeting of the Cognitive Science Society, Québec City, Québec, Canada.

Belland, B. R., *Gu, J., *Kim, N. J., **Turner, D. J., & *Weiss, D. M. (2014, April). How middle school students investigated water quality, evaluated evidence, and constructed arguments: An ethnomethodological study. Paper presented at the 2014 American Educational Research Association Annual Meeting, Philadelphia, PA, USA.



Belland, B. R.
 *Gu, J., **Armbrust, S., & **Cook, B. (2013, April). Scaffolding middle school students' arguments about water quality: A mixed method study. Paper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.

*Gu, J., & Belland, B. R. (2013, April). The role of epistemic beliefs in argumentation and science inquiry: A conceptual framework. Poster presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.

Belland, B. R., *Gu, J., & *Burdo, R. (2012, November). Computer-based scaffolding’s role in developing middle school students’ ability to argue about socioscientific issues. Paper presented at the 2012 AECT International Convention, Louisville, KY.

*Gu, J., & Belland, B. R. (2012, November). A scaffolding framework to promote the transfer of argumentation ability. Paper presented at the 2012 AECT International Convention, Louisville, KY

Belland, B. R., Burdo, R., & Gu, J. (2012, April). Supporting teacher professional development in PBL via distance learning technologies. Paper presented at the 2012 AERA Annual Convention, Vancouver, British Columbia, Canada.

Belland, B. R., Walker, A., *Olsen, W., & Leary, H. (2012, April). Impact of scaffolding characteristics and study quality on learner outcomes in STEM education: A meta-analysis. Paper presented at the 2012 AERA Annual Convention, Vancouver, British Columbia, Canada.

*Drake, J., & Belland, B. R. (2012, April). Enculturating middle school students into the scientific community using scaffolds to promote dialectical argumentation. Paper accepted for presentation at the 2012 AERA Annual Convention, Vancouver, British Columbia, Canada.

Belland, B. R., *Drake, J., & *Liu, Z. (2011, November). Design and evaluation of scaffolds to support middle school students’ construction of evidence-based arguments. Paper presented at the 2011 AECT International Convention, Jacksonville, FL.

West, R., Inan, F., & Belland, B. R. (2011, November). Building up your CV: From Ph. D. student to tenure track faculty. Paper presented at the 2011 AECT International Convention, Jacksonville, FL.

Belland, B. R., *Drake, J., & *Liu, Z. (2011, July). The role of affordances and motives in explaining how and why students use computer-based scaffolds. Paper presented at the 2011 IEEE International Conference on Advanced Learning Technologies, Athens, GA.

*Thomas, J. M., & Belland, B. R. (2011, April). Challenges for elderly populations learning to use information and communications technologies. Poster presented at the 2011 Meeting of the American Educational Research Association, New Orleans, LA.

*Kuo, Y., Walker, A., Eastmond, N., Belland, B. R., & Schroeder, K. (2011, April). Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in distance education courses. Paper presented at the 2011 Meeting of the American Educational Research Association, New Orleans, LA.

Belland, B. R. (2010, December). Year 1 of CAREER: Supporting middle school students' construction of evidence-based arguments. Poster presented at the 2010 National Science Foundation DR-K12 PI Meeting.

Napper, V., Belland, B. R., McBride, R. H., & *Gronseth, S. (2010, October). How the AECT code of ethics guides instructional design for cyber learning environments. Paper presented at the 2010 AECT International Convention, Anaheim, CA.

Napper, V., *Gronseth, S., & Belland, B. R. (2010, October). Exploring the code of ethics: Cases and discussion. Paper presented at the 2010 AECT International Convention, Anaheim, CA.

*Gardner, J., Belland, B. R., *Jeon, T., *Clark, R., & Podgorski, G. (2010, October). Testing the effectiveness of teaching microevolution using first principles of instruction. Paper presented at the 2010 AECT International Convention, Anaheim, CA.

Belland, B. R., Walker, A., *Leary, H., *Kuo, Y., & Can, G. (2010, May). A meta-analysis of problem-based learning corrected for attenuation and accounting for internal threats. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, Denver, CO.

Belland, B. R., Kim, C., & Hannafin, M. (2010, May). A conceptual framework for increasing middle school students' science motivation. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, Denver, CO.

Belland, B. R. (2010, May). Being successful with an academic job search in instructional technology. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, Denver, CO.

Awards and Honors

Research Awards

2010   National Science Foundation CAREER Award

2009   American Educational Research Association Instructional Technology Special Interest Group Best Paper Award

2007/8  Frank B. DeBruicker Graduate Award: Awarded to 2 doctoral students in educational technology at Purdue per year for excellence in research.

2007    Educational Technology Research and Development Young Scholar Award

2007/8   American Educational Research Association SIG-PBL Student Researcher Award

Teaching Awards

2011   Exemplary Online Course Award for INST 6310 - Foundations of Educational Technology ( Utah State University Regional Campuses and Distance Education)

2011   Exemplary Online Course Award for INST 6505 - Foundations of Instructional Technology and Learning Sciences (Utah State University Regional Campuses and Distance Education)

2007   Purdue University Graduate Student Award for Outstanding Teaching

2007    College of Education (Purdue University ) Outstanding Graduate Instructor Award Awarded to one of the College’s TAs per year for excellence in teaching

2006    Department of Curriculum and Instruction (Purdue University) Outstanding Graduate Teaching Assistant Award, Awarded to one of the Department’s TAs per year for excellence in teaching (there are approximately 55 TAs in the Department)

Service Awards

2011   Byron R. Burnham Leadership Award (Department of Instructional Technology and Learning Sciences, Utah State University)

2010   Educational Technology Research & Development, Outstanding Research Reviewer

2007   Interdisciplinary Journal of Problem-Based Learning Student Reviewer of the Year

Projects

Scaffolding middle school students' construction of evidence-based arguments
Validity in Problem-based Learning Research
Problem-based Learning among Students with Special Needs

Grants

Year Grant Name Funding Agency Amount
2013-2016 Impact of scaffolding characteristics and study quality on learner outcomes in STEM education: A meta-analysis National Science Foundation $297,434
2013-2014 Research Experiences for Undergraduates Supplement for CAREER: Supporting Middle School Students' Construction of Evidence-based Arguments National Science Foundation $10,070
2012-2013 Research Experiences for Undergraduates Supplement for CAREER: Supporting Middle School Students' Construction of Evidence-based Arguments National Science Foundation $14,750
2010-2016 CAREER: Supporting Middle School Students' Construction of Evidence-based Arguments National Science Foundation $555,443
2011 Research Catalyst: Laying the Foundation for a Scaffolding Metaanalysis USU Vice President of Research $20,000
2008-2009 Supporting Middle School Students' Construction of Evidence-based Arguments: A GEM Application to Support the Development of an NSF CAREER Application Utah State University Vice President of Research $5000
2007 Summer Research Grant Purdue Research Foundation $2500 plus tuition and fees for 2007 summer session

Teaching

Advising

Integration of research and teaching is more than just a buzz-phrase to me. Research can inform teaching, and vice versa. I believe in working with individual students to learn their goals, and helping them get the experiences they need to reach those goals.

With Master's students, this often involves applying lessons learned through research and teaching to help students navigate the complexities of IRB submissions and integrating technology to improve learning and performance. It also involves putting students in contact with professionals in the area and beyond who can help them pursue their goals.

With PhD students, this often involves making sure that they gain skill in research, teaching and service. In research, I bring beginning students onto collaborative research projects initially in a supportive role, and gradually let them carve out an area of the project about which they are passionate and want to take the lead on. For service, I have agreements with many leading journals to allow me to mentor PhD students in reviewing manuscripts. For teaching, PhD students serve as mentors to undergraduate research assistants.

Courses

INST 6310: Foundations of Instructional Technology and Learning Sciences(Online and face-to-face course; MS, MLTID, and Med programs)

INST 6730: Technology and its Role in the Transformation of Education (Online course; MEd program)

INST 6870, 7870: Instructional Scaffolding Seminar (Face-to-face course; PhD and MS programs)

EDUC 6550: Research for Teachers (Online course; College wide research methodology course for master's degree-seeking teachers)