Search results for author:"Stephanie Corliss"
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The effects of reflective prompts and collaborative learning in hypermedia problem-based learning environments on problem solving and metacognitive skills
The effects of reflective prompts and collaborative learning in hypermedia problem@-based@learning environments on problem solving and metacognitive skills (2005) pp. 1–154
This study was designed to determine what effects reflective prompting and collaborative learning have on students' problem solving within a computer-based environment and the development and transfer of their problem solving and metacognitive...
The Connection Between Cognitive Tool Use and Cognitive Processes In a Problem-Based Hypermedia Learning Environment
World Conference on Educational Media and Technology 2004 (2004) pp. 1869–1876
There is much interest in using cognitive tools to extend human cognitive powers. However, there is little empirical research investigating how the tools are actually used and how tools support cognitive processes. This study examines the connection ...
A Statewide University System (16 Campuses) Creates Collaborative Learning Communities in Second Life
Educational Media International Vol. 48, No. 1 (2011) pp. 43–53
For the first time in history, an entire statewide public institution of higher education is extending all of its 16 campuses into the online virtual world of Second Life and is creating one of the largest virtual collaborative learning communities...
Evaluating the validity and applicability of automated essay scoring in two massive open online courses
International Review of Research in Open and Distance Learning Vol. 15, No. 5 (Oct 06, 2014)
The use of massive open online courses (MOOCs) to expand students’ access to higher education has raised questions regarding the extent to which this course model can provide and assess authentic, higher level student learning. In response to this...
Educational Technology Research and Development Vol. 65, No. 6 (2017) pp. 1605–1625
Educators agree on the benefits of adaptive learning, but evidence-based research remains limited as the field of adaptive learning is still evolving within higher education. In this study, we investigated the impact of an adaptive learning...
Review of Educational Research Vol. 81, No. 3 (September 2011) pp. 408–448
The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers'...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2055–2060
The current study addresses how and why faculty members use technology in their teaching, and how students perceive technology to affect their learning. Data were collected in four phases: 1) interviews with faculty (n = 96) 2) e-mail surveys to...
Evaluating the Validity and Applicability of Automated Essay Scoring in Two Massive Open Online Courses
The International Review of Research in Open and Distributed Learning Vol. 15, No. 5 (Oct 06, 2014) pp. 83–98
The use of massive open online courses (MOOCs) to expand students' access to higher education has raised questions regarding the extent to which this course model can provide and assess authentic, higher level student learning. In response to...
Min Liu; Lucas Horton; Stephanie Corliss; Marilla Svinicki; Treavor Bogard; JungIn Kim; Hyeseung Maria Chang
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3644–3652
The purpose of this study is to use multiple data sources, both objective and subjective, to capture students' thinking process as they were engaged in problem-solving process, examine the cognitive tool use patterns, and understand what tools were...
Computers & Education Vol. 126, No. 1 (November 2018) pp. 433–442
Massive Open Online Courses (MOOCs) have emerged with much popularity in the last five years, yet many questions remain about whom MOOCs best serve and what constitutes learner success. Completion rates, a common metric of student success, remain...
Global Times Call for Global Measures: Investigating Automated Essay Scoring in Linguistically-Diverse MOOCs
Erin D. Reilly; Kyle M. Williams; Rose E. Stafford; Stephanie B. Corliss; Janet C. Walkow; Donna K. Kidwell
Journal of Asynchronous Learning Networks Vol. 20, No. 2 (2016) pp. 217–229
This paper utilizes a case-study design to discuss global aspects of massive open online course (MOOC) assessment. Drawing from the literature on open-course models and linguistic gatekeeping in education, we position freeform assessment in MOOCs as ...