Epistemological Foundations of Educational Design Research

Rebecca J. Hogue

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1915–1922

Educational design research is a pragmatic approach to research with the dual goals of (1) solving and educational design problem in a real-world context, and (2) contributing to scholarly knowledge. The purpose of this paper is to discuss the...

Topics: research, Instructional Design

Designing an online faculty workshop on building learning communities within online courses

Rebecca Joanne Hogue

(2005) pp. 1–86

The setting for this action research project was Algonquin College, a large community college based in Ottawa, Canada. The project examined the barriers to using learning communities within Algonquin College and provided a faculty development...

Going Paperless: Using eBooks in Faculty Development Workshops

Rebecca J. Hogue; Madeleine Montpetit; Colla J. MacDonald

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 346–351

Due to the high-rate of iPad deployment with the University of Ottawa Department of Family Medicine (DFM), the DFM Faculty Development team identified the Essential Teaching Skills (ETS) program as an opportunity to replace the paper-based...

Topics: Evaluation, Instructional Design, Content Development

Using mLearning and MOOCs to understand chaos, emergence, and complexity in education

Inge de Waard; Sean Abajian; Michael Gallagher; Rebecca Hogue; Nilgün Keskin; Apostolos Koutropoulos; Osvaldo Rodriguez

International Review of Research in Open and Distance Learning Vol. 12, No. 7 (Nov 22, 2011) pp. 94–115

In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education today. We do this through the...

Merging MOOC and mLearning for Increased Learner Interactions

Inge de Waard; Apostolos Koutropoulos; Rebecca Hogue; Sean Abajian; Nilgün Keskin; C. Rodriguez; Michael Gallagher

International Journal of Mobile and Blended Learning Vol. 4, No. 4 (October 2012) pp. 34–46

In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate learner interactions and...

What Tweets Tell us About MOOC Participation

Apostolos Koutropoulos; Sean Abajian; Inge deWaard; Rebecca Hogue; Nilgun Keskin; C. Rodriguez

International Journal of Emerging Technologies in Learning (iJET) Vol. 9, No. 1 (Feb 04, 2014) pp. 8–21

In this research paper, the authors analyze the collected Twitter data output during MobiMOOC 2011. This six-week data stream includes all tweets that contain the MOOC's hashtag (#mobiMOOC) and it has been analyzed using qualitative methodology. The ...

Emotive Vocabulary in MOOCs: Context & Participant Retention

Apostolos Koutropoulos; Michael Sean Gallagher; Sean C. Abajian; Inge de Waard; Rebecca Joanne Hogue; Nilgun Ozdamar Keskin; C Osvaldo Rodriguez

European Journal of Open, Distance and E-Learning Vol. 1 (2011)

Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers, instructors, and learners in online environments. Online discussions are as important in MOOCs as in other online courses. Online discussions that...