Search results for author:"Karen Swan"
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World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3290–3297
The purpose of the research reported in this paper was to investigate whether the use of interactive whiteboards in English language arts and/or mathematics lessons improved student learning in those areas as measured by student scores on state...
WebNet World Conference on the WWW and Internet 2000 (2000) pp. 513–518
This paper looks at factors affecting the success of asynchronous online learning through an investigation of relationships between student perceptions and course design factors in one of the largest asynchronous learning networks in the country....
The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 5646–5649
A nested mixed methods design was utilized to assess the impact of asynchronous audio feedback in an online course. Data analysis revealed that 1. students perceived audio feedback to be more effective than text-based feedback for conveying nuance,...
Karen Swan; Jennifer Richardson; Philip Ice; Peter Shea; Martha Cleveland-Innes; Sebastian Diaz; Randy Garrison
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 5812–5820
The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provides a theoretical model of online learning processes that has been used by many scholars in the field of online education. However, research utilizing...
Journal of Educational Multimedia and Hypermedia Vol. 17, No. 3 (July 2008) pp. 363–385
This paper reports on a third grade class's use of technology during a science unit on forces and motion. The investigation documents the unique ways in which children can construct knowledge and create multimedia representations of their learning...
Situated Professional Development and Technology Integration: The Capital Area Technology and Inquiry in Education (CATIE) Mentoring Program
Journal of Technology and Teacher Education Vol. 10, No. 2 (2002) pp. 169–190
This article explores the theoretical basis for a mentoring model of professional development concerned with the integration of computing technologies into classroom teaching and learning. It describes seven factors that affect professional...
WebNet World Conference on the WWW and Internet 2000 (2000) pp. 800–802
The purpose of this study is to develop and implement a coding scheme for analyzing an online discussion for social presence indicators and levels of learning engagement involved in the discussion. Specifically, the coding scheme for affective...
World Conference on Educational Media and Technology 2002 (2002) pp. 1921–1923
This presentation will report on the Technology Integration Project's work to date documenting the use of technology in middle school English language arts classrooms. The purpose of this ongoing national study is to explore the ways in ...
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2225–2232
This paper reviews the literature on the learning effectiveness of asynchronous online environments. It attempts to look beyond the commonly accepted findings of no significant differences in learning outcomes between online and traditional courses ...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3310–3319
This research explores how the use of student response systems (SRS) effects elementary and middle school students' engagement in and learning from classroom lessons. A pilot study, which compared third graders' engagement in lessons involving the...
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 3336–3343
This paper reports on preliminary findings from an ongoing study of teaching and learning in a ubiquitous computing classroom which employs multiple measures and mixed methods to document changes in teaching and learning therein. It particularly...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 2649–2656
The purpose of this study was to empirically test the common-sense notion that the quality of online course discussions can be shaped by how discussion is assessed. A quasi-experimental design was used to compare discussion activity among 8 sections ...
Topics: Educational Technology
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1474–1479
This paper describes a case study that examined how technology was integrated to a situated collaborative learning activity in a ubiquitous computing classroom. The students' task was to produce an animated movie to demonstrate Newton's Laws of...
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 836–843
This mixed methods study explores how social presence is developed in online course discussions. The study combines quantitative analyses of survey results from students enrolled in four online graduate courses, and qualitative comparisons of...
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 278–283
This paper draws from both an examination of the formal characteristics of online environments and the authors' experiences offering educational technology courses within such environments to discuss the potential of asynchronous distance education...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 379–384
This paper reports on a situative professional development project that utilizes classroom teachers as technology mentors to their building peers. Case study findings of participating teacher teams will be shared to demonstrate project effectiveness ...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 2039–2042
This paper discusses navigation strategies affecting the interactivity of a graduate level course's asynchronous online discussion with a focus on the development of a learning community and knowledge building. This qualitative analysis reports on...
The Role of Social Presence in Online Courses: How Does it Relate to Students’ Perceived Learning and Satisfaction?
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1545–1546
Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course (Moore, Masterson, Christophel, and Shea, 1996). Teacher immediacy behaviors and the presence of others...
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 2712–2719
This paper describes an ongoing situated professional development program in which teachers bring their intact classes for an extended stay in a ubiquitous computing environment equipped with a variety of state-of-the-art computing devices. The...
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 617–622
Diffusion and adoption of educational technology into schools around the country remains a critical issue. If technology is to be for instruction, in-service training and curriculum activities must be developed for teachers. This study uses the...
World Conference on Educational Media and Technology 2002 (2002) pp. 1915–1920
This presentation will describe a qualitative study investigating the CATIE model of situated professional development for technology integration in schools. We call the CATIE model "situated" because it places educational technology experts in...
World Conference on Educational Media and Technology 2002 (2002) pp. 1910–1914
This panel will explore issues of learning through online discussion. It will ask the questions "Can students learn from online discussions, and if so under what conditions?" and "What might count as evidence of learning through online discussion?
World Conference on Educational Media and Technology 2000 (2000) pp. 1107–1111
This paper describes the development and exploration of a model for professional development concerned with the integration of computing technologies into classroom teaching and learning. Grounded in situative theories of knowledge and learning, the ...
World Conference on Educational Media and Technology 2000 (2000) pp. 1488–1489
The educational community is finding itself on the edge of a new era, online learning. Online learning has been shown to be more cost-effective and convenient than traditional educational environments as well as providing opportunity for more...
World Conference on Educational Media and Technology 2000 (2000) pp. 1112–1117
This paper explores the notion that the desired outcome of current technology initiatives is technology integration across the curriculum. It argues that technology integration across the curriculum can best be understood in terms of an expanded...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 2035–2038
This paper will describe the Online Learning Forum (OLF), a k-12 professional development program. This RPInteractive professional development model provides teachers with the opportunity to learn new technologies, work collaboratively, communicate...
World Conference on Educational Media and Technology 2003 (2003) pp. 716–717
Palm Education Pioneers: Examining the Potential of the Handheld Computer is a CD-ROM produced by the Research Center for Educational Technology at Kent State University in Ohio. Discover the value of this tool that highlights three veteran...
Topics: Educational Technology
World Conference on Educational Media and Technology 2000 (2000) pp. 1486–1487
This paper reviews the design, implementation, and testing of Project Links' WWW- based modules developed at Rensselaer Polytechnic Institute (RPI) to support the integration of mathematics, science and engineering concepts in undergraduate...
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1018–1026
The purpose of this paper is to report on ongoing research to design and validate an instrument that characterizes the pedagogical approaches taken in MOOCs (Massively Open Online Courses), and to use that instrument to characterize and distinguish...
Global Learn 2016 (Apr 28, 2016) pp. 367–390
The research reported in this paper used a researcher developed tool to categorize the pedagogical approaches used in MOOCs. The Assessing MOOC Pedagogies (AMP) tool characterized MOOC pedagogical approaches on ten dimensions. Preliminary testing...
Global Learn 2016 (Apr 28, 2016) pp. 553–560
The research reported in this presentation engages recent research on the success of undergraduate students who take online classes and explores similar comparisons using 656,258 student records collected through the Predictive Analytics Reporting ...
Topics: online learning environments
INTRODUCTION TO THE SPECIAL ISSUE SPOTLIGHTING PAPERS FROM THE AERA SPECIAL INTEREST GROUP ON ONLINE TEACHING AND LEARNING
Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)
The American Educational Research Association (AERA) is the premier association of educational research professionals. AERA supports 12 divisions and 150 Special Interest Groups (SIGs). One of the latter is the Special Interest Group on Online...
Global Learn 2016 (Apr 28, 2016) pp. 477–483
For over twenty years researchers and practitioners have explored different frameworks and theories, in order to improve upon and better understand students’ learning experiences and needs in online environments. Social presence has emerged as a key ...