Search results for author:"Paul Gorsky"
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International Review of Research in Open and Distance Learning Vol. 8, No. 3 (Dec 05, 2007)
Quarterly Review of Distance Education Vol. 6, No. 1 (2005) pp. 1–11
This investigation reviews published empirical studies that attempted to support or to validate transactional distance theory (Moore, 1993). It was found that either data only partially supported the theory or, that if they apparently did so, the...
Studies in Higher Education Vol. 31, No. 6 (December 2006) pp. 735–752
Instructional systems, both distance education and campus-based, may be viewed in terms of intrapersonal and interpersonal "instructional dialogues," that mediate and facilitate learning respectively, and "instructional resources" that enable such...
Instructional Science: An International Journal of the Learning Sciences Vol. 22, No. 2 (1994) pp. 75–90
Describes a study of high school students that investigated students' responses to an anomaly generated by the juxtaposition of opposing explanatory frameworks and examined the nature and impact of cognitive conflict as students moved from...
Journal of Computers in Mathematics and Science Teaching Vol. 32, No. 1 (January 2013) pp. 89–120
In schools, learning spatial geometry is usually dependent upon a student's ability to visualize three dimensional geometric configurations from two dimensional drawings. Such a process, however, often creates visual obstacles which are unique to...
Research in Science & Technological Education Vol. 15, No. 2 (1997) pp. 133–47
Presents a study to determine whether biology students in preservice training to become high school teachers hold correct scientific views that will eventually allow them to plan and implement instructional strategies which in turn will lead their...
International Review of Research in Open and Distance Learning Vol. 10, No. 3 (May 27, 2009)
Upon completion of a graduate level course at the Open University of Israel, one instructor received very high student ratings while the other received very low ratings. We utilized this exceptional situation to perform ad hoc analyses of their...
Journal of Educational Multimedia and Hypermedia Vol. 14, No. 2 (April 2005) pp. 169–198
This paper examines the impact of several variables on media choice among 51 distance education course coordinators at the Open University of Israel. Hypotheses were drawn from Media Richness Theory (Daft & Lengel, 1984), Social Influence Theory ...
Open Learning Vol. 25, No. 1 (February 2010) pp. 25–35
We investigated the collaborative writing actions carried out by 60 Open University of Israel graduate students as they built a wiki glossary of key course concepts. These actions were analysed using a taxonomy of collaborative writing actions (i.e. ...
Use of Instructional Dialogue by University Students in a Difficult Distance Education Physics Course
The Journal of Distance Education / Revue de l'ducation Distance Vol. 21, No. 3 (2007) pp. 1–22
This study investigated the kinds of dialogic behavior engaged in by students while studying a difficult physics course at the Open University, UK. Research objectives were twofold: (1) to document what dialogue types, mediated through which...
Studies in Higher Education Vol. 31, No. 1 (February 2006) pp. 71–87
This investigation explores the kinds of study strategies used by campus-based university students in terms of the dialogues they engaged in while learning physics and chemistry in both large and small classes. Research objectives were threefold: (1)...
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 1 (January 2005) pp. 31–47
This research examined how students at the Open University of Israel studied from video recordings of lectures. At the semester's end, seven history students were interviewed in order to trace their experiences, learning strategies and preferences....
The Journal of Distance Education / Revue de l'ducation Distance Vol. 19, No. 1 (2004) pp. 1–19
A distance education system may be viewed in terms of intrapersonal and interpersonal instructional dialogues that mediate the learning and instructional resources that enable such dialogues. Instructional resources include self-instruction texts,...
Journal of Asynchronous Learning Networks Vol. 16, No. 4 (June 2012) pp. 55–69
This study compares dialogic behavior in asynchronous course forums from blended learning environments with "non"-mandatory student participation at a campus-based college and at a distance education, Open University. The goal is to document...
Open Learning Vol. 19, No. 3 (November 2004) pp. 265–277
This study investigated the kinds of dialogues utilized by Open University students while studying an intermediate level physics course. Research objectives were twofold: to document what dialogue types, mediated through which resources, were (1)...
World Conference on Educational Media and Technology 2004 (2004) pp. 3568–3574
Distance education systems may analyzed in terms of instructional dialogues that mediate learning and instructional resources that enable dialogues. This study investigated the dialogues engaged in by Open University students and the resources they...
Internet and Higher Education Vol. 6, No. 3 (2003) pp. 227–240
In this study, the authors examined the effect of group size on students' behavior in asynchronous, nonmandatory instructional discussion groups. The focus in this study is on four main questions: (a) Does group size affect the proportion of learner–...
International Review of Research in Open and Distance Learning Vol. 11, No. 2 (Aug 04, 2011) pp. 49–72
The objective of this study was to determine the relationship between disciplinary difference (exact and natural sciences versus humanities) and the dialogic behavior that occurred in Open University course forums. Dialogic behavior was measured in...
Toward a CoI population parameter: The impact of unit (sentence vs. message) on the results of quantitative content analysis
International Review of Research in Open and Distance Learning Vol. 13, No. 1 (Jan 17, 2012) pp. 17–37
The goal of this study is to further corroborate a hypothesized population parameter for the frequencies of social presence versus the sum of teaching presence and cognitive presence as defined by the community of inquiry model in higher education...