Search results for author:"Suzanne+Hayes"
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World Conference on Educational Media and Technology 2004 (2004) pp. 628–630
A college initiative to enrich its 400 online courses with digital library resources, graphics, multimedia learning objects, and web links created reusability and maintenance challenges. This paper describes our current collaboration efforts with...
Topics: Learning Objects
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 instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach
The International Review of Research in Open and Distributed Learning Vol. 11, No. 3 (Oct 13, 2010) pp. 127–154
With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework ...
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...
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...
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...
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...
A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014
Online Learning Journal Vol. 21, No. 1 (Mar 21, 2017)
After presenting a brief overview of the key elements that underpin Etienne Wenger\u2019s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant...