Search results for author:"Karen Swan"
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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...
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...
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 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...
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,...
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...
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 ...
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...
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...
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...