Search results for author:"Priya Sharma"
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Using Blended Instruction to Support Reflective Dialogue: An Instructor's Reflection on Design and Practice
World Conference on Educational Media and Technology 2003 (2003) pp. 1855–1858
Reflection is an important component of learning in higher education, but is difficult to sustain. By using technologies to support reflection within the classroom, it is possible to extend the spatial and temporal boundaries of the classroom and...
Examining Patterns of Participation and Meaning Making in Student Blogs: A Case Study in Higher Education
American Journal of Distance Education Vol. 30, No. 1 (2016) pp. 2–13
This article reports on the use of blogs in an online course over multiple semesters and analyzes the participation and meaning making between course participants. The authors used a combination of social network analyses and discourse analysis to...
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
Recently, attempts have been made to use Weblog and other personal webpublishing technologies to support individual and social reflection in higher education. Due to Weblog's highly individual and reflective nature, students' experiences and...
The evolution of critical thinking and use of scaffolding in a technology-mediated environment: An exploratory study
World Conference on Educational Media and Technology 2002 (2002) pp. 1790–1795
Recently, attention has focused on developing methods for facilitating critical thinking in students. Scaffolding is a method that has been successfully used in many settings to support different learning goals. This study focused on the influence...
Moving to a distributed model of learning and facilitation: The catalytic role of personal and collaborative Webpublishing technologies
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2421–2424
Traditional instructional models within higher education are evidently insufficient to meet challenges of learning and working within the new information economy, mainly due to the primacy of the teacher in micro-managing learning goals and...
Exploring Evidence of Reflective Thinking in Student Artifacts of Blogging-Mapping Tool: A Design-Based Research Approach
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 5 (September 2011) pp. 695–719
Reflective learning can assist a learner's purposeful and conscious manipulation of ideas toward meaningful learning and knowledge integration. Blogs have been used to support reflection, but Blogs usually do not provide overt mechanisms for...
Journal of Educational Computing Research Vol. 31, No. 2 (Feb 01, 2004) pp. 181–208
This study examined the influence of scaffolding on the development of critical thinking skills in an online course on Instructional Design. Data were collected through interviews and document artifacts from five participants of the online course....
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2207–2212
Instructional design is a complex process involving the design and creation of appropriate instruction for varied contexts and audiences. Research suggests that novice instructional designers find that their formal education has left them ill...
Topics: Instructional Design
Examining Students' Reflective Thinking from Keywords Tagged to Blogs: Using Map Analysis as a Content Analysis Method
Interactive Learning Environments Vol. 21, No. 6 (2013) pp. 548–576
Reflective learning refers to a learner's purposeful and conscious manipulation of ideas toward meaningful learning. Blogs have been used to support reflective thinking, but the commonly seen blog software usually does not provide overt...
Journal of Computing in Higher Education Vol. 18, No. 2 (March 2007) pp. 3–24
In this paper, we suggest that self-organized learning can be supported through emergent and informal Web technologies and propose that these technologies can be used to encourage similar practices in higher education. Self-organized learning aims...
Journal of Computing in Higher Education Vol. 17, No. 1 (September 2005) pp. 17–42
Scaffolding has proven an especially interesting and promising area for postsecondary teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments--especially those designed to...
Journal of Asynchronous Learning Networks Vol. 12, No. 3 (December 2008) pp. 137–156
Recently, attempts have been made to use Weblogs and other personal webpublishing technologies to support individual and social reflection in higher education. Weblogs can be highly individual and reflective in nature, and students' experiences and...
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2501–2503
As instructors, our goal is to engage students in thinking that goes beyond superficial into the realms of abstract, reflective, and critical thinking. However, to meet these goals instructors must think of ways to move beyond the physical and...
Educational Technology & Society Vol. 11, No. 4 (2008) pp. 213–228
The purpose of this qualitative case study was to analyze enabling factors in the technology integration change process in a multi-section science methods course, SCIED 408 (pseudonym), from 1997 to 2003 at a large northeastern university in the...
Interactive Learning Environments Vol. 15, No. 1 (April 2007) pp. 27–46
Scaffolding has proven an especially interesting and promising area for supporting teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments. In this paper, we discuss how...
A Case Study of the Change Process of Integrating Technology into a Science Methods Course from 1997 to 2003
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1610–1615
The purpose of this qualitative case study was to provide a detailed description of the change process of technology integration into a science methods course, SCIED 458, as well as to interpret and analyze essential issues involved in the change...
Educational Technology & Society Vol. 9, No. 4 (2006) pp. 173–184
The purpose of this article is to suggest a research-based systemic plan for educational researchers, practitioners, and policymakers involved in the change process to implement successful technology integration in the context of teacher education....
The Effects of Peer-Interaction Styles in Team Blogs on Students' Cognitive Thinking and Blog Participation
Journal of Educational Computing Research Vol. 42, No. 4 (2010) pp. 459–479
Deep cognitive thinking refers to a learner's purposeful and conscious manipulation of ideas toward meaningful learning. Strategies such as journaling/blogging and peer feedback have been found to promote deep thinking. This article reports a...
Interactive Technology and Smart Education Vol. 3, No. 4 (2006) pp. 347–360
This paper describes the forms of knowledge used by players of fantasy sports, games where players create ideal sports teams and compete to accumulate points based on professional athletes' statistical performances. Messages from a discussion forum...
Internet and Higher Education Vol. 11, No. 1 (2008) pp. 18–25
Reflection is an important prerequisite to making meaning of new information, and to advance from surface to deep learning. Strategies such as journal writing and peer feedback have been found to promote reflection as well as deep thinking and...
TechTrends: Linking Research and Practice to Improve Learning Vol. 48, No. 2 (2004) pp. 54–59
Performance support systems can play an important role in corporations by managing and allowing distribution of information more easily. These systems run the gamut from simple paper job aids to sophisticated computer- and web-based software...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 3267–3274
Cognitive deep learning refers to a learner’s purposeful and conscious manipulation of ideas toward meaningful learning. Strategies such as journaling/blogging and peer feedback have been found to promote deep thinking. This presentation reports a...
Sebastian Fiedler; Gabi Reinmann; Hans Mittendorfer; Priya Sharma; Sébastian Paquet; Lilia Efimova; Oliver Wrede; Adrian Miles
World Conference on Educational Media and Technology 2004 (2004) pp. 2584–2591
Personal Webpublishing practices such as Weblog authoring have become increasingly popular for publication and collaboration on the Web. The ease of content publication and processing afforded by these systems allows individuals to transcend...