An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

Taeho Yu; Jennifer C. Richardson

Journal of Asynchronous Learning Networks Vol. 19, No. 5 (2015) pp. 120–141

The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and...

The Role of Students' Cognitive Engagement in Online Learning

Jennifer C. Richardson; Tim Newby

American Journal of Distance Education Vol. 20, No. 1 (2006) pp. 23–37

This study investigated the degree to which students cognitively engage with their online courses. Cognitive engagement was defined as the integration and utilization of students' motivations and strategies in the course of their learning. Given...

Investigating students' level of critical thinking across instructional strategies in online discussions

Jennifer C. Richardson; Phil Ice

Internet and Higher Education Vol. 13, No. 1 (January 2010) pp. 52–59

Online discussion questions, which reflect differing instructional strategies, can take many forms and it is important for designers and instructors to understand how the various strategies can impact students' critical thinking levels. For the...

Language: English

New exploratory and confirmatory factor analysis insights into the community of inquiry survey

Kadir Kozan; Jennifer C. Richardson

Internet and Higher Education Vol. 23, No. 1 (October 2014) pp. 39–47

This study has the aim of investigating the factor structure of an adapted version of the Community of Inquiry survey developed by Arbaugh et al. (2008). For this purpose, both exploratory and confirmatory analyses were employed in addition to a...

Language: English

Examining reliability and validity of a Korean version of the Community of Inquiry instrument using exploratory and confirmatory factor analysis

Taeho Yu; Jennifer C. Richardson

Internet and Higher Education Vol. 25, No. 1 (April 2015) pp. 45–52

This study examines the reliability and validity of a Korean version of the Community of Inquiry (CoI) instrument for online learning. The measurement consists of 34 items to evaluate social, teaching, and cognitive presence and was translated from...

Language: English

Exploring the effects of students' social networking experience on social presence and perceptions of using SNSs for educational purposes

Jieun Lim; Jennifer C. Richardson

Internet and Higher Education Vol. 29, No. 1 (April 2016) pp. 31–39

As online learning has increased a number of researchers have focused on the need to integrate techniques to strengthen students' social presence ties in online learning. Social networking sites (SNSs) have been suggested as an effective tool to...

Language: English

Interrelationships between and among social, teaching, and cognitive presence

Kadir Kozan; Jennifer C. Richardson

Internet and Higher Education Vol. 21, No. 1 (April 2014) pp. 68–73

The purpose of the present study is to investigate the relationships between and among teaching, social, and cognitive presence. To this end, Spearman's rank correlation and partial correlation analyses were employed. The results referred to (a)...

Language: English

From the Classroom to the Keyboard: How Seven Teachers Created Their Online Teacher Identities

Jennifer C. Richardson; Janet Alsup

The International Review of Research in Open and Distributed Learning Vol. 16, No. 1 (Feb 11, 2015) pp. 142–167

Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12...

Supporting Technology Integration within a Teacher Education System

Scott P. Schaffer; Jennifer C. Richardson

Journal of Educational Computing Research Vol. 31, No. 4 (Jan 01, 2004) pp. 423–435

The purpose of this case study was to examine a teacher education system relative to the degree of performance support for the use of technology to support learning. Performance support was measured by the presence of factors such as clear...

Cross-Cultural Differences in Undergraduate Students' Perceptions of Online Barriers

Larisa Olesova; Dazhi Yang; Jennifer C. Richardson

Journal of Asynchronous Learning Networks Vol. 15, No. 3 (June 2011) pp. 68–80

The intent of this study was to learn about students' perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods approach...

Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors

Cindy S. York; Jennifer C. Richardson

Journal of Asynchronous Learning Networks Vol. 16, No. 4 (June 2012) pp. 83–98

A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examines perceptions of six experienced online instructors to determine factors they believe increase interaction among their ...

Impact of Cultural Differences on Students' Participation, Communication, and Learning in an Online Environment

Dazhi Yang; Larissa Olesova; Jennifer C. Richardson

Journal of Educational Computing Research Vol. 43, No. 2 (2010) pp. 165–182

Being aware of cultural differences and knowing how to deal with related differences is critical for the success of online learning and training that involves learners from multiple countries and cultures. This study examines the perceived...

Scenarios for Teacher Education Programs

Jennifer C. Richardson; Wanda S. Fox; James D. Lehman

TechTrends: Linking Research and Practice to Improve Learning Vol. 56, No. 5 (September 2012) pp. 17–24

This paper discusses the history of Internet-based videoconferencing (IVC) within the teacher education program at a large Midwestern university. It explains ways this technology has been used to expand interactions with students and professionals...

Problem-Based Learning and Argumentation: Testing a Scaffolding Framework to Support Middle School Students' Creation of Evidence-Based Arguments

Brian R. Belland; Krista D. Glazewski; Jennifer C. Richardson

Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 5 (September 2011) pp. 667–694

Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments ...

A Scaffolding Framework to Support the Construction of Evidence-Based Arguments among Middle School Students

Brian R. Belland; Krista D. Glazewski; Jennifer C. Richardson

Educational Technology Research and Development Vol. 56, No. 4 (August 2008) pp. 401–422

Problem-based learning (PBL) is an instructional approach in which students in small groups engage in an authentic, ill-structured problem, and must (1) define, generate and pursue learning issues to understand the problem, (2) develop a possible...

The Digital Age Literacy Professional Development Initiative: Factors Influencing Teachers' Implementation of Skills and Strategies

Jennifer C. Richardson; Peggy A. Ertmer; Hans Aagard; Anne Ottenbreit; Dazhi Yang; Nayo C-G Mack

Teacher Education and Practice Vol. 20, No. 3 (2007) pp. 239–262

This research examines factors that influenced teachers' decisions to participate in professional development activities and, subsequently, to implement ideas gained through their participation. Twenty-four teachers who were employed by an urban...

The Development of a Content Analysis Model for Assessing Students' Cognitive Learning in Asynchronous Online Discussions

Dazhi Yang; Jennifer C. Richardson; Brian F. French; James D. Lehman

Educational Technology Research and Development Vol. 59, No. 1 (February 2011) pp. 43–70

The purpose of this study was to develop and validate a content analysis model for assessing students' cognitive learning in asynchronous online discussions. It adopted a fully mixed methods design, in which qualitative and quantitative methods were ...

Conceptualizing and Investigating Instructor Presence in Online Learning Environments

Jennifer C. Richardson; Adrie A. Koehler; Erin D. Besser; Secil Caskurlu; JiEun Lim; Chad M. Mueller

The International Review of Research in Open and Distributed Learning Vol. 16, No. 3 (Jun 19, 2015) pp. 256–297

As online learning opportunities continue to grow it is important to continually consider instructor practices. Using case study methodology this study conceptualizes instructor presence, the intersection of social and teaching presence as defined...

Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample

J.B. Arbaugh; Martha Cleveland-Innes; Sebastian R. Diaz; D. Randy Garrison; Philip Ice; Jennifer C. Richardson; Karen P. Swan

Internet and Higher Education Vol. 11, No. 3 (2008) pp. 133–136

This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the...

Language: English

Peer Feedback in a Large Undergraduate Blended Course: Perceptions of Value and Learning

Peggy A. Ertmer; Jennifer C. Richardson; James D. Lehman; Timothy J. Newby; Xi Cheng; Christopher Mong; Ayesha Sadaf

Journal of Educational Computing Research Vol. 43, No. 1 (2010) pp. 67–88

This study examined students' perceptions of peer feedback and learning in a large, undergraduate course that incorporated supplementary online discussions. Peer feedback (PF) was facilitated via an automated rating system, within Blackboard...

A Response to the Review of the Community of Inquiry Framework

Zehra Akyol; J Ben Arbaugh; Marti Cleveland-Innes; D Randy Garrison; Phil Ice; Jennifer C. Richardson; Karen Swan

The Journal of Distance Education / Revue de l'ducation Distance Vol. 23, No. 2 (2009) pp. 123–135

The Community of Inquiry (CoI) framework has become a prominent model of teaching and learning in online and blended learning environments. Considerable research has been conducted which employs the framework with promising results, resulting in...