Search results for author:"Evren Eryilmaz"
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(2011) pp. 1–127
In this dissertation I examine the design of an anchored discussion system to facilitate online learning conversations. I conducted a sequence of three quantitative studies. The first study compared two forms of an open source anchored discussion...
Computers & Education Vol. 75, No. 1 (June 2014) pp. 112–126
In this research we explore aspects of learning, social interaction and community across online learning, also known as distance learning, in higher education. We measure the impact of online social networking (OSN) software versus traditional...
Introducing a Twitter Discussion Board to Support Learning in Online and Blended Learning Environments
Education and Information Technologies Vol. 20, No. 2 (June 2015) pp. 265–283
In this research we present a new design component for online learning communities (OLC); one that integrates Twitter with an online discussion board (ODB). We introduce our design across two sections of upper-division information systems courses at ...
Leveraging a personalized system to improve self-directed learning in online educational environments
Computers & Education Vol. 70, No. 1 (January 2014) pp. 150–160
Many students who participate in online courses experience frustration and failure because they are not prepared for the demanding and isolated learning experience. A traditional learning theory known as self-directed learning (SDL) is a foundation...
Design and evaluation of instructor-based and peer-oriented attention guidance functionalities in an open source anchored discussion system
Computers & Education Vol. 71, No. 1 (February 2014) pp. 303–321
Social interactions to supplement learning and asynchronous tools to facilitate exchange of quality ideas have gained much attention in information systems education. While various systems exist, students have difficulty with deep processing of...
International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 1 (March 2013) pp. 113–144
This article reports a theory-driven experimental study that evaluates the effects of an annotation functionality on online social interaction and individual learning outcomes. The central hypothesis of this study is that directly addressing a part...