Search results for author:"Sedef Uzuner"
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International Review of Research in Open and Distance Learning Vol. 10, No. 3 (May 27, 2009)
This paper reviews past research that focused on questions of culture in distance learning. Of specific interest are the studies that examined the influence of culture on students’ learning and engagement in asynchronous learning networks (ALNs)....
Frameworks Shaping an Online Professional Development Program for K-12 Teachers of ELLs: Toward Supporting the Sharing of Ideas for Empowering Classroom Teachers Online
TESOL Journal Vol. 5, No. 3 (September 2014) pp. 444–464
In efforts to maintain America's global competitiveness in the knowledge-based economy, teacher professional development has moved to center stage. With increasing numbers of English language learners (ELLs) in U.S. schools, several states have ...
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...
The Community of Inquiry Framework Meets the SOLO Taxonomy: A Process-Product Model of Online Learning
Peter Shea; Mary Gozza-Cohen; Sedef Uzuner; Ruchi Mehta; Anna Valentinova Valtcheva; Suzanne Hayes; Jason Vickers
Educational Media International Vol. 48, No. 2 (2011) pp. 101–113
This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete...
Peter Shea; Suzanne Hayes; Jason Vickers; Mary Gozza-Cohen; Sedef Uzuner; Ruchi Mehta; Anna Valchova; Prahalad Rangan
Internet and Higher Education Vol. 13, No. 1 (January 2010) pp. 10–21
This study provides a simultaneous examination of all components of the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000; Anderson, Rourke, Garrison & Archer, 2001; and Rourke, Garrison, Anderson & Archer, 1999) and seeks to...
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...