School of Computing

Staff Profiles

Dr Serdar Abaci

Research Associate

Background

I am a research associate for the Open Lab, Newcastle University. In my work with digital civics, I study how the impact of technology use in education is evaluated across different contexts.

My interest in educational technology started with my college education. Since finishing my PhD in Instructional Technology at Indiana University, I have been conducting research on adoption of learning technologies in higher education. My research interests centre on effective use of feedback for learning and instruction as well as evaluation of technology use in educational settings. In recent projects, I have studied university students’ e-textbook reading behaviour as a measure of learning engagement.

Publications

  • Abaci S, Quick J. Indiana University’s Faculty-driven Inclusive Access E-text Program. In: Tracy A. Hurley, ed. Inclusive Access and E-text Programs in Higher Education. Springer, 2019. Submitted.
  • Abaci S, Morrone AS. Indiana University’s affordable e-text model and strategies to increase impact beyond savings. In: Kristi Jensen and Shane Nackerud, ed. The Evolution of Affordable Content Efforts in the Higher Education Environment: Programs, Case Studies, and Examples. 2018, pp.214-224.
  • Abaci S, Pershing JA. Research and theory as necessary tools for organizational training and performance improvement practitioners. TechTrends 2017, 61(1), 19-25.
  • Abaci S, Quick JD, Morrone AS. Student engagement with e-texts: What the data tell us. Educause Review 2017.
  • Abaci S, Morrone AS, Dennis AR. Instructor engagement with e-texts. Educause Review 2015, 50(1).
  • Dennis AR, Abaci S, Morrone AS, Plaskoff J, McNamara KO. Effects of e-textbook instructor annotations on learner performance. Journal of Computing in Higher Education 2016, 28(2), 221–235.
  • Goodrum DA, Abaci S, Morrone AS. Learning technologies badges for faculty professional development. In: Muilenburg LY; Berge ZL, ed. Digital badges in education: Trends, issues, and cases. New York, USA: Routledge, 2016, pp.249-260.
  • Ottenbreit-Leftwich A, Brush T, Strycker J, Gronseth S, Roman T, Abaci S, van Leusen P, Shin S, Easterling W, Plucker J. Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning. Computers & Education 2012, 59(2), 399-411.
  • Chao-Ying JP, Long H, Abaci S. Power Analysis Software for Educational Researchers. The Journal of Experimental Education 2012, 80(2), 113-136.