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The International Review of Research in Open and Distributed Learning Vol. 12, No. 3 (Jan 11, 2011) pp. 80–97
This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences...
World Conference on Educational Media and Technology 1999 (1999) pp. 22–30
This paper overviews the programming and facilities at a large research University that is designed to assist faculty in maximizing their effective use of educational technologies. Different programs developed by a university-wide "new media...
Topics: Educational Technology
How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces From a cMOOC
The International Review of Research in Open and Distributed Learning Vol. 19, No. 1 (Feb 23, 2018)
In this research paper, the authors analyse the collected data output during a 36 week cMOOC. Six-week data streams from blogs, Twitter, a Facebook group, and video conferences were tracked from the daily newsletter and the MOOCs’ hashtag (#Change...
Are the most highly cited articles the ones that are the most downloaded? A bibliometric study of IRRODL
The International Review of Research in Open and Distributed Learning Vol. 16, No. 3 (Jun 19, 2015)
Publication of research, innovation, challenges and successes is of critical importance to the evolution of more effective distance education programming. Publication in peer reviewed journal format is the most prestigious and the most widespread...
Italian Journal of Educational Technology Vol. 25, No. 3 (Jan 11, 2018) pp. 5–19
Learning Management Systems (LMS) have become ubiquitous tools in support of bothclassroom and distance education programming. They bring significant advantages that digitize andautomate many of the functions and pedagogical activities of...
International Review of Research in Open and Distance Learning Vol. 4, No. 2 (Oct 01, 2003)
No topic raises more contentious debate among educators than the role of interaction as a crucial component of the education process. This debate is fueled by surface problems of definition and vested interests of professional educators, but is more ...
International Review of Research in Open and Distance Learning Vol. 14, No. 5 (Oct 31, 2013)
Within the overall framework of design-based research, this paper reports on a study that focused on evaluating an online training course for online instructors. This intervention was designed as a possible solution to the problem facing some higher ...
International Review of Research in Open and Distance Learning Vol. 3, No. 2 (Oct 01, 2002)
This study explored the capacity of Web-based, group communication systems to support case-based teaching and learning. Eleven graduate students studying at a distance were divided into three groups to collaborate on a case study using either a...
International Review of Research in Open and Distance Learning Vol. 15, No. 2 (Apr 01, 2014)
Interaction has always been highly valued in education, especially in distance education (Moore, 1989; Anderson, 2003; Chen, 2004a; Woo & Reeves, 2007; Wang, 2013; Conrad, in press). It has been associated with motivation (Mahle, 2011; Wen-chi,...
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 31, No. 2 (Jun 15, 2005)
Design-based research is proposed as a strategy to address the need for innovation in educational contexts. The article argues the case for increased and more effective research and development in education, and then presents a discussion of design...
Open Praxis Vol. 7, No. 1 (Feb 13, 2015) pp. 7–23
In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these...
International Review of Research in Open and Distance Learning Vol. 11, No. 3 (Oct 13, 2010)
No Place to Learn: Why Universities Aren't Working, 2002. Tom Pocklington and Allan Tupper. Vancouver: UBC Press. 220 pages. ISBN: 0774808780
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 29, No. 1 (Feb 15, 2003)