Search results for author:"Alyssa Friend Wise"
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Designing online conversations to engage local practice: A framework for the mutual development of tacit and explicit knowledge
Designing online conversations to engage local@practice: A framework for the mutual development of tacit and explicit@knowledge (2007) pp. 1–215
Conversation has long been recognized as a core vehicle for learning. In recent years, evolving web technologies have opened the door for learning conversations distributed across time and space and led to a new generation of web applications that...
"Starburst": A New Graphical Interface to Support Purposeful Attention to Others' Posts in Online Discussions
Educational Technology Research and Development Vol. 64, No. 1 (2016) pp. 87–113
Online discussions offer exciting potential for educational dialogue, but too often result in disjointed conversations with low levels of interactivity. One contributing cause is the traditional text-based interface, which presents posts in a long...
Exploring Situational Factors Shaping Access in a Laptop Program for Socially Disadvantaged Children in India: A Case Study
Educational Media International Vol. 49, No. 2 (2012) pp. 81–95
Low-cost laptop programs attempt to address gaps in access to computers in developing countries. However, the translation of computing access from intention to actuality is mediated by many situational factors. This research presents a case study of ...
Learning communities in the crowd: Characteristics of content related interactions and social relationships in MOOC discussion forums
Computers & Education Vol. 122, No. 1 (July 2018) pp. 221–242
This mixed method study used social network analysis (SNA) and inductive qualitative analysis to compare social relationships and the underlying interactions they represent in discussions related and unrelated to the learning of course content in a...
Towards More Precise Design Guidance: Specifying and Testing the Functions of Assigned Student Roles in Online Discussions
Educational Technology Research and Development Vol. 60, No. 1 (February 2012) pp. 55–82
While assigning student roles is a popular technique in online discussions, roles and the responsibilities allocated to them have not been consistently assigned. This makes it difficult to compare implementations and generate principled guidance for ...
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 3 (September 2011) pp. 445–470
This paper introduces an approach to analyzing temporal patterns of knowledge construction (KC) in online discussions, including consequences of role assignments. The paper illustrates the power of this approach for illuminating collaborative...
International Journal of Computer-Supported Collaborative Learning Vol. 12, No. 4 (2017) pp. 423–467
The field of Computer Supported Computer Learning (CSCL) is at a critical moment in its development. Internally we face issues of fragmentation and questions about what progress is being made. Externally the rise of social media and a variety of...
Broadening the Notion of Participation in Online Discussions: Examining Patterns in Learners' Online Listening Behaviors
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 2 (March 2013) pp. 323–343
While a great deal of research has studied the messages students contribute to electronic discussion forums, productive participation in online learning conversations requires more than just making posts. One important pre-condition for productive...
Connecting Online Learners with Diverse Local Practices: The Design of Effective Common Reference Points for Conversation
Distance Education Vol. 30, No. 3 (November 2009) pp. 317–338
This mixed-methods study probed the effectiveness of three kinds of objects (video, theory, metaphor) as common reference points for conversations between online learners (student teachers). Individuals' degree of detail-focus was examined as a...
Attending to Others' Posts in Asynchronous Discussions: Learners' Online "Listening" and Its Relationship to Speaking
International Journal of Computer-Supported Collaborative Learning Vol. 9, No. 2 (June 2014) pp. 185–209
Theoretical models of collaborative learning through online discussions presuppose that students generally attend to others' posts. However, a succession of studies over the last decade has shown this assumption to be unwarranted. Instead,...
Mining for gold: Identifying content-related MOOC discussion threads across domains through linguistic modeling
Internet and Higher Education Vol. 32, No. 1 (January 2017) pp. 11–28
This study addresses overload and chaos in MOOC discussion forums by developing a model to categorize threads based on whether or not they are substantially related to course content. A linguistic model was built based on manually coded starting...
A Survey of Factors Contributing to Learners' "Listening" Behaviors in Asynchronous Online Discussions
Journal of Educational Computing Research Vol. 47, No. 4 (2012) pp. 461–480
Sixty-seven undergraduates taking either a Blended Business Course (BBC) or an Online Education Course (OEC) were surveyed about factors influencing their "listening" behaviors in asynchronous online course discussions. These are the ways they...
Developing Learning Analytics Design Knowledge in the "Middle Space": The Student Tuning Model and Align Design Framework for Learning Analytics Use
Journal of Asynchronous Learning Networks Vol. 20, No. 2 (2016) pp. 155–182
This paper addresses a relatively unexplored area in the field of learning analytics: how analytics are taken up and used as part of teaching and learning processes. Initial steps are taken towards developing design knowledge for this "middle...
Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course
Internet and Higher Education Vol. 15, No. 2 (March 2012) pp. 108–117
This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how