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Internet and Higher Education

October 2014 Volume 23, Number 1

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Table of Contents

Number of articles: 6

  1. “I see smart people!”: Using Facebook to supplement cognitive and affective learning in the university mass lecture

    Nicholas David Bowman, West Virginia University, Department of Communication Studies Armstrong Hall; Mete Akcaoglu, Georgia Southern University, College of Education

    Mass lecture courses are a mainstay in university instruction despite their limitations regarding student engagement and resultant learning outcomes. Out-of-class communications and learning... More

    pp. 1-8

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  2. Reconceptualizing the community of inquiry framework: An exploratory analysis

    Peter Shea, University at Albany — SUNY, United States, United States; Suzanne Hayes, Empire State College — SUNY, United States, United States; Sedef Uzuner-Smith, Lamar University, United States, United States; Mary Gozza-Cohen, Widener University, United States, United States; Jason Vickers, University at Albany — SUNY, United States, United States; Temi Bidjerano, Furman University, United States, United States

    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... More

    pp. 9-17

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  3. Communication patterns in massively open online courses

    Nabeel Gillani, University of Oxford, Department of Engineering Science; Rebecca Eynon, University of Oxford, Oxford Internet Institute

    Despite the hype and speculation about the role massively open online courses (MOOCs) may play in higher education, empirical research that explores the realities of interacting and learning in... More

    pp. 18-26

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  4. Effects of role assignment in concept mapping mediated small group learning

    Bo Cheng & Minhong Wang, KM&EL Lab, Faculty of Education, The University of Hong Kong, Hong Kong; Neil Mercer, Faculty of Education, The University of Cambridge, UK

    Group interaction is a key component of group-based learning. However, its implementation in educational practice is inefficient. Previous studies have discussed the use of concept mapping as a... More

    pp. 27-38

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  5. New exploratory and confirmatory factor analysis insights into the community of inquiry survey

    Kadir Kozan & Jennifer C. Richardson

    This study has the aim of investigating the factor structure of an adapted version of the Community of Inquiry survey developed by Arbaugh et al. (2008). For this purpose, both exploratory and... More

    pp. 39-47

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  6. Using online tools for communication and collaboration: Understanding educators' experiences in an online course

    Erica C. Boling, Erica Holan, Brent Horbatt, Mary Hough, Jennifer Jean-Louis, Chesta Khurana, Hindi Krinsky & Christina Spiezio

    This case study explored educators' experiences in an online course to better understand how course design and pedagogical delivery can support student learning. Using the Cognitive Apprenticeship ... More

    pp. 48-55

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