Dr. Mark Grabe
Professor – Department of Psychology,
Professor – Instructional Design and Technology
University of North Dakota
Scholary Interests:
My present scholarly activities include work on the following projects:
K-12 Student Multimedia Authoring
Cyberbullying in K-12
Development and Evaluation of an On-Line Study Environment for Large Introductory Courses – computer supported metacognition, study efficiency and time to learn, collaborative note taking.
Recent Publications:
Grabe, M. & Grabe, C. (2013). Integrating meaningful learning (6ed.). Cindy and I have separated from our long-time publisher in order to offer our textbook as a hybrid Kindle ebook and online resources. The online resources are available at no cost to those associated with an educational institution.
Holfeld, B., & Grabe, M. (2012). Middle school students’ perceptions of and responses to cyberbullying. Special issue (Digital Pathologies), Journal of Educational Computing Research, 46(4), 395-413.
Holfeld, B. & Grabe, M. (2012). An examination of the history, prevalence, characteristics, and reporting of cyberbullying in the United States. In Q. Li, D. Cross & P.K. Smith (Eds.). Cyberbullying in the global playground: Research from international perspectives. Blackwell.
Grabe, M., & Flannery, K. (2009/2010). A preliminary exploration of on-line study question performance and response certitude as predictors of future examination performance. Journal of Educational Technology Systems, 38(4), 457-472.
Grabe, M., Flannery, K., & Christopherson, K. (2008). Voluntary use of online study questions as a function of previous minimal use requirements and learner aptitude. Internet and Higher Education. 11, 145-151.
Grabe, M. & Christopherson, K. (2008). Optional student use of online lecture resources: Resource preference, performance and lecture attendance. Journal of Computer Assisted Learning. 24, 1-10.
Grabe, M. & Grabe, C. (2007). Integrating technology for meaningful learning (5 ed). Boston: Houghton-Mifflin.
Grabe, M. & Grabe, C. (2006). Justifying student multimedia authoring. Educational Technology Guide, Issue 15, 70-71,73.
Grabe, M. & Christopherson, K. (2005). Evaluating The Advantages and Disadvantages of Providing Lecture Notes: The Role Of Internet Technology As Both A Delivery System and Research Tool. Internet and Higher Education. 8, 291-298.
Grabe, M., Christopherson, K., & Douglas, J. (2004-2005). Providing Introductory Psychology students access to online lecture notes: The relationship of note use to performance and class attendance. Journal of Educational Technology Systems, 33, 295-308.
Grabe, M. (2005). Voluntary use of online lecture notes: Correlates of note use and note use as an alternative to class attendance. Computers and Education, 44, 409-421.
Grimstad, K. & Grabe, M. (2004). Are online study questions beneficial? Teaching of Psychology, 31, 143-146.
Related Links:
Education and Technology Blog – Mark Grabe offers comments on education, technology and other topics.
Meaningful Learning and the Participatory Web – a site focused on the educational applications of what are popularly described as Web 2.0 applications.
Integrating Technology for Meaningful Learning – our book web site
Instructional Design and Technology graduate program. I am involved as a faculty member.
Integrating Technology for Meaningful Learning web site.
Course Web links:
IDT 540 – Digital Media and the Internet in Schools
PSY 501 – Graduate Educational Psychology
