Search results for author:"Kathryn Jablokow"
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Characterizing communication networks in a web-based classroom: Cognitive styles and linguistic behavior of self-organizing groups in online discussions
Computers & Education Vol. 59, No. 2 (September 2012) pp. 222–235
In this study, we explore the cognitive style profiles and linguistic patterns of self-organizing groups within a web-based graduate education course to determine how cognitive preferences and individual behaviors influence the patterns of...
Exploring the relevance of single-gender group formation: What we learn from a massive open online course (MOOC)
British Journal of Educational Technology Vol. 49, No. 1 (January 2018) pp. 88–100
This paper reports the results of an exploratory study on participants’ perception of the importance of single-gender grouping in a massive open online course (MOOC) delivered through the Coursera platform. Findings reveal that female and male...
Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)
Engagement in Massive Open Online Courses (MOOCs) is based on students who self-organize their participation according to their own goals and interests. Visual materials such as videos and discussion forums are basic ways of engaging students in...
Exploring the Communication Preferences of MOOC Learners and the Value of Preference-Based Groups: Is Grouping Enough?
Qing Zhang; Kyle L. Peck; Adelina Hristova; Kathryn W. Jablokow; Vicki Hoffman; Eunsung Park; Rebecca Yvonne Bayeck
Educational Technology Research and Development Vol. 64, No. 4 (2016) pp. 809–837
Approximately 10% of learners complete Massive Open Online Courses (MOOCs); the absence of peer and professor support contributes to retention issues. MOOC leaders often form groups to supplement in-course forums and Q&A sessions, and students...