Search results for author:"Jennifer C. Richardson"
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An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument
Journal of Asynchronous Learning Networks Vol. 19, No. 5 (2015) pp. 120–141
The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and...
American Journal of Distance Education Vol. 20, No. 1 (2006) pp. 23–37
This study investigated the degree to which students cognitively engage with their online courses. Cognitive engagement was defined as the integration and utilization of students' motivations and strategies in the course of their learning. Given...
Investigating students' level of critical thinking across instructional strategies in online discussions
Internet and Higher Education Vol. 13, No. 1 (January 2010) pp. 52–59
Online discussion questions, which reflect differing instructional strategies, can take many forms and it is important for designers and instructors to understand how the various strategies can impact students' critical thinking levels. For the...
Internet and Higher Education Vol. 23, No. 1 (October 2014) pp. 39–47
This study has the aim of investigating the factor structure of an adapted version of the Community of Inquiry survey developed by Arbaugh et al. (2008). For this purpose, both exploratory and confirmatory analyses were employed in addition to a...
Examining reliability and validity of a Korean version of the Community of Inquiry instrument using exploratory and confirmatory factor analysis
Internet and Higher Education Vol. 25, No. 1 (April 2015) pp. 45–52
This study examines the reliability and validity of a Korean version of the Community of Inquiry (CoI) instrument for online learning. The measurement consists of 34 items to evaluate social, teaching, and cognitive presence and was translated from...
Exploring the effects of students' social networking experience on social presence and perceptions of using SNSs for educational purposes
Internet and Higher Education Vol. 29, No. 1 (April 2016) pp. 31–39
As online learning has increased a number of researchers have focused on the need to integrate techniques to strengthen students' social presence ties in online learning. Social networking sites (SNSs) have been suggested as an effective tool to...
Internet and Higher Education Vol. 21, No. 1 (April 2014) pp. 68–73
The purpose of the present study is to investigate the relationships between and among teaching, social, and cognitive presence. To this end, Spearman's rank correlation and partial correlation analyses were employed. The results referred to (a)...
The International Review of Research in Open and Distributed Learning Vol. 16, No. 1 (Feb 11, 2015) pp. 142–167
Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12...
Journal of Educational Computing Research Vol. 31, No. 4 (Jan 01, 2004) pp. 423–435
The purpose of this case study was to examine a teacher education system relative to the degree of performance support for the use of technology to support learning. Performance support was measured by the presence of factors such as clear...
Journal of Asynchronous Learning Networks Vol. 15, No. 3 (June 2011) pp. 68–80
The intent of this study was to learn about students' perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods approach...
Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors
Journal of Asynchronous Learning Networks Vol. 16, No. 4 (June 2012) pp. 83–98
A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examines perceptions of six experienced online instructors to determine factors they believe increase interaction among their ...
Impact of Cultural Differences on Students' Participation, Communication, and Learning in an Online Environment
Journal of Educational Computing Research Vol. 43, No. 2 (2010) pp. 165–182
Being aware of cultural differences and knowing how to deal with related differences is critical for the success of online learning and training that involves learners from multiple countries and cultures. This study examines the perceived...
TechTrends: Linking Research and Practice to Improve Learning Vol. 56, No. 5 (September 2012) pp. 17–24
This paper discusses the history of Internet-based videoconferencing (IVC) within the teacher education program at a large Midwestern university. It explains ways this technology has been used to expand interactions with students and professionals...
Problem-Based Learning and Argumentation: Testing a Scaffolding Framework to Support Middle School Students' Creation of Evidence-Based Arguments
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 5 (September 2011) pp. 667–694
Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments ...
A Scaffolding Framework to Support the Construction of Evidence-Based Arguments among Middle School Students
Educational Technology Research and Development Vol. 56, No. 4 (August 2008) pp. 401–422
Problem-based learning (PBL) is an instructional approach in which students in small groups engage in an authentic, ill-structured problem, and must (1) define, generate and pursue learning issues to understand the problem, (2) develop a possible...
The Digital Age Literacy Professional Development Initiative: Factors Influencing Teachers' Implementation of Skills and Strategies
Teacher Education and Practice Vol. 20, No. 3 (2007) pp. 239–262
This research examines factors that influenced teachers' decisions to participate in professional development activities and, subsequently, to implement ideas gained through their participation. Twenty-four teachers who were employed by an urban...
The Development of a Content Analysis Model for Assessing Students' Cognitive Learning in Asynchronous Online Discussions
Educational Technology Research and Development Vol. 59, No. 1 (February 2011) pp. 43–70
The purpose of this study was to develop and validate a content analysis model for assessing students' cognitive learning in asynchronous online discussions. It adopted a fully mixed methods design, in which qualitative and quantitative methods were ...
Jennifer C. Richardson; Adrie A. Koehler; Erin D. Besser; Secil Caskurlu; JiEun Lim; Chad M. Mueller
The International Review of Research in Open and Distributed Learning Vol. 16, No. 3 (Jun 19, 2015) pp. 256–297
As online learning opportunities continue to grow it is important to continually consider instructor practices. Using case study methodology this study conceptualizes instructor presence, the intersection of social and teaching presence as defined...
Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample
J.B. Arbaugh; Martha Cleveland-Innes; Sebastian R. Diaz; D. Randy Garrison; Philip Ice; Jennifer C. Richardson; Karen P. Swan
Internet and Higher Education Vol. 11, No. 3 (2008) pp. 133–136
This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the...
Peggy A. Ertmer; Jennifer C. Richardson; James D. Lehman; Timothy J. Newby; Xi Cheng; Christopher Mong; Ayesha Sadaf
Journal of Educational Computing Research Vol. 43, No. 1 (2010) pp. 67–88
This study examined students' perceptions of peer feedback and learning in a large, undergraduate course that incorporated supplementary online discussions. Peer feedback (PF) was facilitated via an automated rating system, within Blackboard...
Zehra Akyol; J Ben Arbaugh; Marti Cleveland-Innes; D Randy Garrison; Phil Ice; Jennifer C. Richardson; Karen Swan
The Journal of Distance Education / Revue de l'ducation Distance Vol. 23, No. 2 (2009) pp. 123–135
The Community of Inquiry (CoI) framework has become a prominent model of teaching and learning in online and blended learning environments. Considerable research has been conducted which employs the framework with promising results, resulting in...