Search results for author:"Vanessa Dennen"
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E-Learn: World Conference on E-Learning Vol. 2010, No. 1 (Oct 19, 2010)
This presentation addresses what seemingly casual bloggers who write in a diaristic format – often dismissed as not serious or wasting time – can teach the rest of us about building an online community and engaging in professional development. Data...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 794–797
This case study examines the use of Diigo, a social bookmarking tool, in an online class. The purpose of using Diigo in this class was to create a collaborative knowledge base on the course topic around which students might interact. Students...
Facilitator Presence and Identity in Online Discourse: Use of Positioning Theory as an Analytic Framework
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 4 (July 2011) pp. 527–541
In this study, positioning theory was used as a theoretical framework for analyzing facilitator presence and identity in online discussion transcripts. The study has two purposes. First, the study provides a description of naturally occurring...
From Message Posting to Learning Dialogues: Factors Affecting Learner Participation in Asynchronous Discussion
Distance Education Vol. 26, No. 1 (May 2005) pp. 127–148
Generating true learning dialogue as opposed to a collection of loosely affiliated posted messages on a class discussion board can be challenging. This paper presents the results of a cross-case analysis of nine naturalistic case studies of online...
Journal of Research on Technology in Education Vol. 40, No. 1 (2007) pp. 95–108
Instructor persona in online discussion may set the tone for a variety of course outcomes. Instructors establish persona via both presence (amount of instructor posts) and position (interaction relative to those in the student role). In this paper,...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 642–648
Facebook has increasingly been used as a pedagogical tool in the higher education classroom, attractive to many instructors because of its learner-centered, social orientation. However, using Facebook to support learning also brings ethical and...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 43–49
In this study, we contrast two different message designs for equivalent content podcasts. Specifically, we test whether the message design has an effect on student perceptions of the narrator’s expertise, the student’s motivation, and learning...
The design and facilitation of asynchronous discussion activities in Web-based courses: Implications for instructional design theory
The design and facilitation of asynchronous discussion activities in Web@-based courses: Implications for instructional design theory (2001) pp. 1–354
This study examines the asynchronous discussion activities of nine online courses taught by eight different instructors at seven universities. The classes represent social science, humanity and professional disciplines and ranged from survey-level...
Technology, Pedagogy and Education Vol. 23, No. 3 (2014) pp. 397–419
Increasingly, the education world finds itself working in an environment that is full of mobile devices and tools. Students are likely to own smartphones and tablets and instructors are faced with the challenge of integrating mobile devices into...
Cross-Cultural Dialogues in an Open Online Course: Navigating National and Organizational Cultural Differences
TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 4 (2018) pp. 383–392
This study examines the interactions of educators and instructional designers during a four-week open online professional development course about using social media in education. Discourse analysis was used to elucidate points where national and...
International Journal of Educational Telecommunications Vol. 5, No. 4 (1999) pp. 401–417
This paper reports the results of a breakout session focused on learner issues within the context of the ED-MEDIA '99 Seminar on WWW-based course-support systems. The authors summarize a large number of points that were discussed by the participants ...
Distance Education Vol. 28, No. 3 (November 2007) pp. 281–297
This article examines the online discourse that took place in representative threads from two classes, seeking to document indicators that students did or did not engage in co-construction of knowledge. Stahl's (2006) social theory of computer...
Journal of Computing in Higher Education Vol. 11, No. 1 (1999) pp. 3–28
This overview of development of Web-based college courses discusses: costs and benefits of Web tools; a 10-level Web integration continuum; a learner-centered view of Web learning; ways to embed critical thinking, creative thinking, and cooperative...
An Examination of the Usefulness of a Learning Community System and Blackboard in both Online and Face-to-Face Courses
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1136–1141
In order to improve the pedagogical and social interaction of a hybrid course, a department at a major southeastern university created an online learning community system (LCS), designed with a Facebook-style format. This system was built to...
Educational Media International Vol. 38, No. 4 (2001) pp. 241–50
Describes ways that emerging technologies foster intersubjectivity within online graduate courses by allowing for multileveled communication attentive to students' diverse needs and styles. Topics include interface design; communicative aspects of...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 2212–2219
With the increase in synchronous distance courses being offered and new rules for participation being developed in response to the new learning environments, we examined how turn-taking in the online, multi-modal, technology-mediated classroom took...
The Embedded Lesson Approach to Social Media Research: Researching Online Phenomena in an Authentic Offline Setting
TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 5 (2018) pp. 483–491
For American teenagers, social media participation has become a routine feature of everyday life, with ready access to their online networks via smartphones, tablets, and computers. Despite questions and concerns about its effects, relatively few...
The Journal of Emerging Learning Design Vol. 2, No. 1 (December 2015)
University orientations are typically passive events for students, with activities that include sitting and listening to speakers and perhaps talking to others seated nearby. In this project, the authors sought to provide a more active and...
Effective Tagging Practices for Online Learning Environments: An Exploratory Study of Approach and Accuracy
Online Learning Vol. 22, No. 3 (2018) pp. 103–120
This exploratory study examines student tagging activity within a five-week social bookmarking unit. Students in six sections of a course were tasked with locating, tagging, and then highlighting and discussing course-related materials using Diigo,...
Instructor-Learner Interaction in Online Courses: The Relative Perceived Importance of Particular Instructor Actions on Performance and Satisfaction
Distance Education Vol. 28, No. 1 (May 2007) pp. 65–79
This article examines the relative perceived importance of 19 instructor actions in online courses according to both instructors and students. The instructor actions were culled from guidelines in the online learning literature base and then...
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 4 (July 2014) pp. 505–521
In this paper, we introduce restorying, a pedagogical approach based on social constructivism that employs successive iterations of rewriting and discussing personal, student-generated, domain-relevant stories to promote conceptual application,...
Using Web-Based Cases to Enhance, Extend, and Transform Pre-Service Teacher Training: Two Years in Review
Computers in the Schools Vol. 18, No. 1 (Apr 02, 2002) pp. 189–211
This study was part of a two-year review regarding the use of Web-based case conferencing to enhance, extend, and transform the learning of preservice teachers in an introductory educational psychology course. First, Web conferencing enhanced the...
College & University Media Review Vol. 5, No. 1 (1998) pp. 57–73
This paper, based on a qualitative research study, describes the technology resources available in the Indiana University School of Education, explains the range of services provided by Education Technology Services (ETS), documents the...