Faculty Profile

Regina Kaplan-Rakowski

Title
Lecturer
Department
Learning Technologies
College
College of Information

    

Education

PhD, Southern Illinois University, 2016.
Major: Instructional Technology and Design
Dissertation Title: The effect of stereoscopic three-dimensional images on recall of second language vocabulary
MA, Southern Illinois University, 2006.
Major: Foreign Languages and Literatures
Degree Specialization: French
Dissertation Title: The Keyword Method used for foreign language vocabulary teaching
MEd, Pedagogical University, 2001.
Major: European Studies
Dissertation Title: The attitude of the USA towards the admission of Poland to the North Atlantic Treaty Organization and to the European Union
BEd, Pedagogical University, 1996.
Major: Teaching English as a Second Language
Dissertation Title: The teaching of the Present Perfect Tense to high school students

Current Scheduled Teaching*

No current or future courses scheduled.

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

LTEC 5703.020, Artificial Intelligence Technologies for Learning and Performance, Spring 2022 SPOT
LTEC 5211.020, Instructional Systems Design II, Spring 2022 SPOT
LTEC 5040.020, Online Design and Pedagogy, Spring 8W1 2022 SPOT
LTEC 5580.020, Readings Seminar in Learning Technologies, Spring 8W2 2022 SPOT
LTEC 5610.020, Analysis of Research in Learning Technologies, Fall 8W2 2021 Syllabus SPOT
LTEC 4210.020, Digital Multimedia in Education and Training, Fall 2021 Syllabus SPOT
LTEC 5111.020, Introduction to Video Technology, Fall 2021 Syllabus SPOT
LTEC 5040.020, Online Design and Pedagogy, Fall 8W1 2021 SPOT
LTEC 5040.026, Online Design and Pedagogy, Fall 8W1 2021 SPOT
LTEC 5580.020, Readings Seminar in Learning Technologies, Fall 8W2 2021 Syllabus SPOT
LTEC 5580.026, Readings Seminar in Learning Technologies, Fall 8W2 2021 SPOT
LTEC 5211.020, Instructional Systems Design II, Spring 2021 Syllabus SPOT
LTEC 5580.020, Readings Seminar in Learning Technologies, Spring 8W2 2021 Syllabus SPOT
LTEC 5260.020, Computer Graphics for Mediated Communications, Fall 2020 Syllabus SPOT
LTEC 3220.020, Computer Graphics in Education and Training, Fall 2020 Syllabus SPOT
LTEC 4210.020, Digital Multimedia in Education and Training, Fall 2020 Syllabus SPOT
LTEC 5111.020, Introduction to Video Technology, Fall 2020 Syllabus SPOT
LTEC 5510.020, Technology Based Learning Environments, Fall 2020 Syllabus SPOT
LTEC 5510.080, Technology Based Learning Environments, Fall 2020 Syllabus SPOT
LTEC 3260.020, Web Authoring, Fall 2020 Syllabus SPOT
LTEC 5420.020, Web Authoring, Fall 2020 Syllabus SPOT
LTEC 5420.026, Web Authoring, Fall 2020 Syllabus SPOT
LTEC 5420.080, Web Authoring, Fall 2020 Syllabus SPOT
LTEC 5610.020, Analysis of Research in Learning Technologies, Spring 8W2 2020
LTEC 5610.080, Analysis of Research in Learning Technologies, Spring 8W2 2020
LTEC 5210.020, Instructional Systems Design I, Spring 2020
LTEC 5210.080, Instructional Systems Design I, Spring 2020
LTEC 5211.020, Instructional Systems Design II, Spring 2020
LTEC 5220.020, Multimedia in Technology Applications, Spring 2020
LTEC 5220.080, Multimedia in Technology Applications, Spring 2020
LTEC 4210.020, Digital Multimedia in Education and Training, Fall 2019 Syllabus SPOT
LTEC 5210.020, Instructional Systems Design I, Fall 2019 SPOT
LTEC 5210.080, Instructional Systems Design I, Fall 2019 SPOT
LTEC 5111.020, Introduction to Video Technology, Fall 2019 SPOT
LTEC 5111.026, Introduction to Video Technology, Fall 2019 SPOT
LTEC 5200.020, New Technologies of Instruction, Fall 8W1 2019 SPOT
LTEC 5200.080, New Technologies of Instruction, Fall 8W1 2019 SPOT
LTEC 5200.086, New Technologies of Instruction, Fall 8W1 2019 SPOT
LTEC 3260.020, Web Authoring, Fall 2019 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book
Ferdig, R., Baumgartner, E., Hartshore, R., Kaplan-Rakowski, R., Kaplan-Rakowski, R. (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field.. 851. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/
Book Chapter
Kucher, T., Kaplan-Rakowski, R., Lin, L. (2022). Supporting social and emotional well-being with artificial intelligence. Springer. https://link.springer.com/chapter/10.1007/978-3-030-84729-6_8#:~:text=AI%2Dbased%20systems%20such%20as,with%20social%20and%20emotional%20development.
Kaplan-Rakowski, R., Gruber, A. (2021). One-on-one foreign language speaking practice in high-immersion virtual reality. Contextual Foreign Language Learning: Real Language Learning on the Continuum from Virtuality to Reality. 187-202. Springer.
Gruber, A., Kaplan-Rakowski, R. (2020). User experience of virtual reality public speaking practice. IGI Global. Hershey, PA: Information Science Reference.
Kaplan-Rakowski, R., Meseberg, K. (2019). Immersive Media and their Future. Educational Media and Technology Yearbook: (Vol. 42). Springer, New York, NY.. 42, 143-153. Champaign: Springer.
Kaplan-Rakowski, R. (2011). Foreign language instruction in a virtual environment: An examination of potential activities.
Kaplan-Rakowski, R., Rakowski, D. (2011). Educational technologies for the neomillenial generation.
Kaplan-Rakowski, R. (2011). Teaching foreign languages in a virtual world: Lesson plans.
Kaplan-Rakowski, R., Loh, C. (2010). Modding and rezzing in games and virtual environments for education.
Conference Proceeding
Papin, K., Kaplan-Rakowski, R. (2020). An exploratory analysis of the impact of learners’ first language on vocabulary recall using immersive technologies.
Kaplan-Rakowski, R., Gruber, A. (2019). Low-immersion versus high-immersion virtual reality: Definitions, classification, and examples with a foreign language focus. Innovation in language learning.
Kaplan-Rakowski, R., Wojdynski, T. (2018). Students’ attitudes towards high-immersion virtual reality assisted language learning.
Kaplan-Rakowski, R., Loranc-Paszylk, B. (2017). Students’ views on the helpfulness of multimedia components of digital flashcards in mobile-assisted vocabulary learning.
Journal Article
Bartolic, S., Guppy, N., Archibald, A., Kaplan-Rakowski, R., Boud, D., Heap, T. (2022). COVID-19, Student Vulnerabilities, and Confidence in Learning: Evidence from Higher Education.. Higher Education. Routeledge.
Papin, K., Kaplan-Rakowski, R. (2022). A Study of Vocabulary Learning Using Annotated 360° Pictures. Journal of Computer Assisted Learning. Taylor & Francis.
Kaplan-Rakowski, R., Johnson, K. R., Wojdynski, T. (2021). The impact of virtual reality meditation on college students’ test performance.. Smart Learning Environments.
Kaplan-Rakowski, R., Lin, L. (2021). Learning Vocabulary Using 2D Pictures is More Effective Than Using Immersive 3D Stereoscopic Pictures. International Journal of Human-Computer Interaction. Taylor & Francis Online.
An, Y., Kaplan-Rakowski, R., Yang, J., Connan, J., Kinard, W., Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic.. Educational Technology Research and Development. Springer.
Ferdig, R. E., Baumgartner, E., Mouza, C., Kaplan-Rakowski, R., Hartshorne, R. (2021). Rapid publishing in a time of COVID-19: How a pandemic might change our thoughts on academic writing.. Contemporary Issues in Technology and Teacher Education.
Kaplan-Rakowski, R. (2021). Addressing students’ emotional needs during the COVID-19 pandemic: A perspective on text versus video feedback in online environments.. Educational Technology Research and Development. 133–136.
Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., Ferdig, R. E. (2020). Special issue editorial: Preservice and inservice professional development during the COVID-19 pandemic.. Journal of Technology and Teacher Education. 28(2), 137-147. https://www.learntechlib.org/primary/p/216910/
Kaplan-Rakowski, R. (2019). The Effect of Stereoscopic Three-Dimensional Images on Vocabulary Learning.
Kaplan-Rakowski, R. (2019). The effect of stereoscopic three-dimensional images on vocabulary learning.. Contemporary Educational Psychology. 10(4), 324-337. https://dergipark.org.tr/tr/pub/cet/issue/49530/634172
Kaplan-Rakowski, R., Loranc-Paszylk, B. (2019). The impact of verbal and nonverbal auditory resources on explicit foreign language vocabulary learning. System. 85(5), . Pergamon. https://www.sciencedirect.com/science/article/abs/pii/S0346251X18310388

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Kaplan-Rakowski, R. (Co-Principal), Gruber, A. (Principal), "Improving the integration of foreign students through innovative learning and teaching formats," Sponsored by Stifterverband, European Commission, International, $16663 Funded. (January 01, 2020 – Present).
Kaplan-Rakowski, R., "Exploring mixed reality technologies for teaching and learning," Sponsored by College of Information, University of North Texas, $4900 Funded. (November 14, 2020November 13, 2021).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
CLOSE