Search results for author:"Sedef Uzuner Smith"
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Doctoral students? Perceptions of learning in a blended research methods course: Three telling cases
Doctoral students? Perceptions of learning in a blended research<p>methods course: Three telling cases (2010) pp. 1–247
As Walker, Golde, Jones, Bueschel, and Hutchings (2008) state, research is "the sine qua non of the doctorate" (p. 4). Therefore, equipping students with the knowledge and skills to conduct research is a key priority in doctoral education. Blended...
Studies in Continuing Education Vol. 33, No. 3 (2011) pp. 301–319
In this mixed-methods study, we investigated how doctoral students used asynchronous online discussions that were added to a face-to-face research methods course. We focused specifically on what sociocognitive tools the students used and what they...
Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning
Journal of Asynchronous Learning Networks Vol. 19, No. 3 (2015) pp. 15–31
As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue...
Internet and Higher Education Vol. 23, No. 1 (October 2014) pp. 9–17
Constructs requiring additional conceptualization within the Community of Inquiry framework for online learning include the self- and co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the...
Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework
Peter Shea; Suzanne Hayes; Sedef Uzuner Smith; Jason Vickers; Temi Bidjerano; Alexandra Pickett; Mary Gozza-Cohen; Jane Wilde; Shoubang Jian
Internet and Higher Education Vol. 15, No. 2 (March 2012) pp. 89–95
This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to...
Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
Peter Shea; Suzanne Hayes; Sedef Uzuner Smith; Jason Vickers; Temi Bidjerano; Mary Gozza-Cohen; Shou-Bang Jian; Alexandra Pickett; Jane Wilde; Chi-Hua Tseng
The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 427–461
This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as learning presence. We use...