Kyle M. Williams

The Ohio State University — United States

Social Sciences · Social Sciences

10h-index559citations24works3.02yr avg
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Research Topics

Online and Blended Learning(8), Student Assessment and Feedback(5), Innovative Teaching and Learning Methods(4), Education and Critical Thinking Development(4), Communication in Education and Healthcare(4)

Publications24 total

SAFE SPACES AND FREE SPEECH ON CAMPUS: A GUIDED TOUR OF CAMPUS CONTEXTS
Educational Theory·2025· 1 citedOpen Access
Taking a stance in the process of learning: Developing perspectival understandings through knowledge co-construction during synchronous computer-mediated classroom discussion
International Journal of Computer-Supported Collaborative Learning·2024· 5 cited
Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness
Assessing Writing·2023· 4 cited
Making feedback constructive: the interplay of undergraduates' motivation with perceptions of feedback specificity and friendliness
Educational Psychology·2021· 43 cited
Humor in multimodal language use: Students’ Response to a dialogic, social-networking online assignment
Linguistics and Education·2021· 6 cited
On the Move: Storying the Authentic Leadership Development of Millennial Gay Men
2019Open Access
Examining student characteristics, goals, and engagement in Massive Open Online Courses
Computers & Education·2018· 73 cited
When feedback signals failure but offers hope for improvement: A process model of constructive criticism
Thinking Skills and Creativity·2018· 91 cited
Does being interested mean the same thing as being intrinsically motivated for one’s learning? : distinguishing the construct of interest from intrinsic motivation, intrinsic value, and mastery orientation
Texas ScholarWorks (Texas Digital Library)·2018· 1 citedOpen Access
“Inside out”: Appraisals for achievement emotions from constructive, positive, and negative feedback on writing
Motivation and Emotion·2017· 46 cited
Exploring Possible Selves Through Sharing Stories Online: Case Studies of Preservice Teachers in Bilingual Classrooms
Journal of Teacher Education·2017· 24 cited
Students as pinners: A multimodal analysis of a course activity involving curation on a social networking site
The Internet and Higher Education·2017· 17 cited
“I wonder if …”
Literacy Research Theory Method and Practice·2016· 5 cited
Factors Associated with Faculty Use of Student Data for Instructional Improvement
International Journal for the Scholarship of Teaching and Learning·2016· 9 citedOpen Access
Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback
Learning and Individual Differences·2016· 78 cited
Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator
Teaching and Teacher Education·2016· 26 cited
Finishing What You Start: Predicting Goals and Completion in Massive Open Online Courses.
AERA Online Paper Repository·2016
When students want to stand out: Discourse moves in online classroom discussion that reflect students' needs for distinctiveness
Computers in Human Behavior·2015· 10 cited
Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions
Computers & Education·2014· 63 cited
Evaluating the validity and applicability of automated essay scoring in two massive open online courses
The International Review of Research in Open and Distributed Learning·2014· 55 citedOpen Access
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Frequent Co-authors

Diane L. Schallert(14), Zachary Williamson(7), Carlton J. Fong(6), Shengjie Lin(5), Eunjeong Choi(5), Rachel Gaines(5), Young Won Kim(4), Jayce R. Warner(3), Rose E Stafford(3), Stephanie B. Corliss(3), Erin D. Reilly(3), Anke J. Z. Sanders(3), Li‐Tang Yu(3), Kwangok Song(3), Linghui Chen(2), Jeongbin Hannah Park(2), Eunjin Seo(2), Marissa C. Knox(2), Alina Pruitt(2), Jane S. Vogler(1)