Search results for author:"Alexandra Pickett"
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WebNet World Conference on the WWW and Internet 1999 (1999) pp. 1393–1394
This paper describes the creation of a scaleable and replicable faculty development process at the SUNY Learning Network. This comprehensive approach includes: an online faculty resource and information gateway, an asynchronous conference for all ...
Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty
International Review of Research in Open and Distance Learning Vol. 6, No. 2 (Jul 01, 2005)
Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of...
World Conference on Educational Media and Technology 2000 (2000) pp. 1067–1072
In the fall of 1999 students in the SUNY Learning Network completed surveys regarding their level of satisfaction and perceived learning in an entirely on-line learning environment. The goals of the research were to begin to build a profile of...
WebNet World Conference on the WWW and Internet 2000 (2000) pp. 513–518
This paper looks at factors affecting the success of asynchronous online learning through an investigation of relationships between student perceptions and course design factors in one of the largest asynchronous learning networks in the country....
Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
Peter Shea; Suzanne Hayes; Sedef Uzuner Smith; Jason Vickers; Temi Bidjerano; Mary Gozza-Cohen; Shou-Bang Jian; Alexandra Pickett; Jane Wilde; Chi-Hua Tseng
The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 427–461
This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as learning presence. We use...