Search results for author:"Philip C. Abrami"
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Motivation To Learn via Computer Conferencing: Exploring How Task-Specific Motivation and CC Expectations are Related to Student Acceptance of Learning via CC
Journal of Educational Computing Research Vol. 27, No. 3 (2002) pp. 249–64
Investigated the relationship between university student motivation and student acceptance of learning via computer conferencing (CC). Considered frequency of contributing online messages; satisfaction with CC; grades; effort; goal orientation;...
International Journal of Computer-Supported Collaborative Learning Vol. 5, No. 1 (March 2010) pp. 103–116
This paper explores a labelling feature designed to support higher-level online dialogue. It investigates whether students use labels less often during a structured online dialogue than during an unstructured one, and looks at students' reactions to ...
Research in Higher Education Vol. 41, No. 5 (2000) pp. 593–621
Examination of student (n=79) motivation to learn via computer conferencing (CC) found that students who believe CC will help them learn the course material (outcome expectations) and believe they are capable of learning how to use CC (self-efficacy)...
"Developing a Perspective", "Inter-Connecting", and "Bringing It Together": Who Chooses to Use a Labelling Feature in Online Conversations in a Graduate Course?
Educational Media International Vol. 46, No. 4 (December 2009) pp. 317–334
This study explores a labelling feature that allows students to tag parts of their online messages. Data comes from four sequentially offered sessions of a graduate education course. Students engaged in two to three online activities in groups of...
The Development and Formative Evaluation of Electronic Portfolio Software to Support Student Teachers’ Reflective Practice
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1197–1205
This study explores using electronic portfolios to support student teachers’ development of competencies. Software was designed to support teachers and student teachers through the key parts of self-regulation including planning, doing, and...