The document reports on preliminary results from a survey by Caywood and Keeler in 2013 that found an increase in communication, collaboration, and sharing through online tools. The investigation into the effects of online collaboration is still ongoing. The document provides references from numerous other studies conducted between 2003 and 2013 on topics related to online collaboration, asynchronous discussion groups, social media and education, and building online learning communities.
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
This presentation introduces a study investigating the effectiveness of information communication technologies (ICTs) on teachers’ global awareness. This project connects two groups of teachers (New York and Taipei) through ICTs.
Web Science 2016 - Using Social Network Analysis to predict online contributi...Jenna Mittelmeier
Although collaborative web-based tools are often used in blended environments such as education, little research has analysed the predictive power of face-to-face social connections on measurable user behaviours in online collaboration, particularly in diverse settings. In this paper, we use Social Network Analysis to compare users’ pre-existing social networks with the quantity of their contributions to an online chat-based collaborative activity in a higher education classroom. In addition, we consider whether the amount of diversity present in one’s social network leads to more online contributions in an anonymous cross-cultural collaborative setting. Our findings indicate that pre-existing social connections can predict how much users contribute to online education-related collaborative activities with diverse group members, even more so than academic performance. Furthermore, our findings suggest that future Web Science research should consider how the more traditionally ‘qualitative’ socio-cultural influences affect user participation and use of online collaborative tools.
Paper: http://oro.open.ac.uk/46221/
Student engagement e connectivity and creating relationships v1Ashford University
This study examined the following concepts:
Student Engagement
E-connectivity
Creating relationships
The goal was to gain a better understanding of faculty/student relationships in the online environment.
Kaleidoscope conference slides - Academic networkingKaty Jordan
Jordan, K. (2013) Reshaping the Higher Education network? Analysis of academic social networking sites. Presentation given at the Kaleidoscope Conference, Faculty of Education, University of Cambridge, 31st May 2013.
THE EFFECTS OF COMMUNICATION NETWORKS ON STUDENTS’ ACADEMIC PERFORMANCE: THE ...IJITE
Social networks, as the most important communication tools, have had a profound impact on social aspects of community user interactions and they are used widely in various fields, such as education. Student interaction through different communication networks can affect individual learning and leads to improved academic performance. In this study, a combined approach of social network analysis and educational data mining (decision tree method) was used to study the impact of communication networks, behavior networks
and the combination of these two networks on students’ academic performance considering the role of factors such as computer self-efficacy, age, gender and university. The results of this study, which included 139 students, indicate gender is highly prioritised in all three models. Moreover, according to the results all three models had enough confidence level that among them communication networks with higher
confidence, accuracy and precision had significant impacts on the prediction of academic performance.
AECT 2016 - Evaluation and Approval Constructs For K-12 Online and Blended Co...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Evaluation and approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
This presentation introduces a study investigating the effectiveness of information communication technologies (ICTs) on teachers’ global awareness. This project connects two groups of teachers (New York and Taipei) through ICTs.
Web Science 2016 - Using Social Network Analysis to predict online contributi...Jenna Mittelmeier
Although collaborative web-based tools are often used in blended environments such as education, little research has analysed the predictive power of face-to-face social connections on measurable user behaviours in online collaboration, particularly in diverse settings. In this paper, we use Social Network Analysis to compare users’ pre-existing social networks with the quantity of their contributions to an online chat-based collaborative activity in a higher education classroom. In addition, we consider whether the amount of diversity present in one’s social network leads to more online contributions in an anonymous cross-cultural collaborative setting. Our findings indicate that pre-existing social connections can predict how much users contribute to online education-related collaborative activities with diverse group members, even more so than academic performance. Furthermore, our findings suggest that future Web Science research should consider how the more traditionally ‘qualitative’ socio-cultural influences affect user participation and use of online collaborative tools.
Paper: http://oro.open.ac.uk/46221/
Student engagement e connectivity and creating relationships v1Ashford University
This study examined the following concepts:
Student Engagement
E-connectivity
Creating relationships
The goal was to gain a better understanding of faculty/student relationships in the online environment.
Kaleidoscope conference slides - Academic networkingKaty Jordan
Jordan, K. (2013) Reshaping the Higher Education network? Analysis of academic social networking sites. Presentation given at the Kaleidoscope Conference, Faculty of Education, University of Cambridge, 31st May 2013.
THE EFFECTS OF COMMUNICATION NETWORKS ON STUDENTS’ ACADEMIC PERFORMANCE: THE ...IJITE
Social networks, as the most important communication tools, have had a profound impact on social aspects of community user interactions and they are used widely in various fields, such as education. Student interaction through different communication networks can affect individual learning and leads to improved academic performance. In this study, a combined approach of social network analysis and educational data mining (decision tree method) was used to study the impact of communication networks, behavior networks
and the combination of these two networks on students’ academic performance considering the role of factors such as computer self-efficacy, age, gender and university. The results of this study, which included 139 students, indicate gender is highly prioritised in all three models. Moreover, according to the results all three models had enough confidence level that among them communication networks with higher
confidence, accuracy and precision had significant impacts on the prediction of academic performance.
AECT 2016 - Evaluation and Approval Constructs For K-12 Online and Blended Co...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Evaluation and approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
2007 Event at Minneapolis Hilton - Big Ink worked with members of the Hartford planning team and their design firm and created coordinating graphics for the event
REFERENCESAl Fiky, A. (2011). Blended Learning Educational kailynochseu
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Gra ...
Computers & Education 55 (2010) 1721–1731
Contents lists available at ScienceDirect
Computers & Education
journal homepage: www.elsevier.com/locate/compedu
Learning presence: Towards a theory of self-efficacy, self-regulation, and the
development of a communities of inquiry in online and blended learning
environments
Peter Shea a,*, Temi Bidjerano b
a University at Albany, State University of New York, Albany, NY 12222, United States
b Furman University, Greenville, SC 29613, United States
a r t i c l e i n f o
Article history:
Received 13 April 2010
Received in revised form
20 July 2010
Accepted 21 July 2010
Keywords:
Online learning
Community of inquiry framework
Learning presence
Teaching presence
Social presence
Cognitive presence
Self-efficacy
* Corresponding author.
E-mail addresses: [email protected] (P. Sh
0360-1315/$ – see front matter � 2010 Elsevier Ltd. A
doi:10.1016/j.compedu.2010.07.017
a b s t r a c t
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000)
suggesting that the model may be enhanced through a fuller articulation of the roles of online learners.
We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-
year institutions in which we examine the relationship between learner self-efficacy measures and their
ratings of the quality of their learning in virtual environments. We conclude that a positive relationship
exists between elements of the CoI framework and between elements of a nascent theoretical construct
that we label “learning presence”. We suggest that learning presence represents elements such as self-
efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner
self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute
to a more thorough account of knowledge construction in technology-mediated environments
expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning
presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of
Inquiry in Online and Blended Learning Environments.
� 2010 Elsevier Ltd. All rights reserved.
1. Introduction
Online education continues to grow and is playing and increasingly significant role in US higher education. Recent research indicates that
more 4 million higher education learners, i.e. 25% of all college students, are enrolled in at least one online course (Allen & Seaman, 2010)
This represents an increase of more than 100% from just four years ago. In addition to this rapid growth, research is beginning to emerge
indicating that online education has transcended the “no significant difference” phenomena. For more than a decade the accepted wisdom
has been that online education and its predecessor, “distance learning” resulted in no significant difference relative to learning outcomes
achieved through classroom ins.
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
This study explores the impact of certifications through the lens of the teachers’ collegial interactions and use of these companies’ innovative products and services.
16. References
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online course in eCollaboration. Proceedings of the International Conference on e-Learning. Okanagan,
Kelowna, British Columbia, Canada.
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17. References
Dron, J, Anderson, T. and Slemens, G. (2011). Putting things in context – Designing social media for
education. Proceedings of the European Conference on e-Learning. Brighton, UK
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scholarly information with the community via social networks. The Internet and Higher Education, vol 15, no
1, pp 58-68.
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Moore (Ed.), Handbook of distance education. New York: Erlbaum, 2003.
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