Search results for author:"Constance E. Wanstreet"
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Quarterly Review of Distance Education Vol. 7, No. 4 (2006) pp. 399–411
This article reviews research related to the construct of interaction in the educational technology and distance education literature. The review is limited to higher education and includes theories and empirical research that inform the construct...
American Journal of Distance Education Vol. 25, No. 3 (2011) pp. 162–177
This study investigated the small-group, learner-led discussion process in synchronous discussions. Transcripts from online chats and face-to-face discussions were analyzed within the context of the Community of Inquiry framework to examine the...
Quarterly Review of Distance Education Vol. 10, No. 3 (2009) pp. 305–311
This naturalistic inquiry explored the theory of transactional distance by investigating how a novice adult learner experiences an online environment. Three themes that are related to how the novice learner reduces the transactional distance space...
American Journal of Distance Education Vol. 19, No. 2 (2005) pp. 105–118
The purpose of this study was to explore changes in satisfaction with perceived knowledge gained as a function of learner satisfaction with course structure, learner satisfaction with interaction, and technical expertise in a variety of distance...
Internet and Higher Education Vol. 16, No. 1 (January 2013) pp. 78–84
This exploratory study examined the effect of a coaching and feedback intervention in teaching presence and social presence on higher-order thinking in an online community of inquiry. Coaching occurred before each chat, and feedback was provided...
Online Journal of Distance Learning Administration Vol. 12, No. 3 (2009)
This study analyzed the content of college and university Web site home pages to determine the frequency of marketing messages that might persuade adult learners to enroll at the institution. The findings suggest that colleges and universities in...
David S. Stein; Constance E. Wanstreet; Hilda R. Glazer; Cheryl L. Engle; Ruth A. Harris; Susan M. Johnston; Mona R. Simons; Lynn A. Trinko
Internet and Higher Education Vol. 10, No. 2 (2007) pp. 103–115
This study investigated the process by which shared understanding develops in a chat learning space. It used a practical inquiry model to assess the development of cognitive presence. The study also explored how the pattern of conversation in...
David E. Stein; Cheryl L. Engle, M.A.; Hilda R. Glazer, Ed.D.; Ruth A. Harris, M.Ed., M.A.; Susan M. Johnston, M.S.Ed.; Mona R. Simons, M.A.; Lynn A. Trinko, M.Ed.; Constance E. Wanstreet, M.S., M.A.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2382–2387
This study examines how higher-order learning occurs in a blended environment, through the analysis of chat discussions, as a way of reflecting the dynamic relationship between cognitive presence and critical thinking in a community of inquiry....