Search results for author:"Catherine Brooks"
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Catherine Brooks
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Catherine Brooks
CSU Long Beach
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Faculty, Community, Information Sharing, and Professional Support in the Age of Facebook
Catherine Brooks
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 722–726
This paper offers a discussion of communities of practice (CoPs), and the potential for their development on Facebook as a particular social media site. This study is an interpretive interrogation into how Facebook posts among professionals working...
Topics: New Possibilities with Information Technologies, Graduate Education & Faculty Development, Development of Future Faculty
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Feeling Anxious: Students’ Perceptions and Emotions Relative to Online Assessments in College Courses
Catherine Brooks
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 10–15
Technology-based testing tools are being utilized in a variety of college course types (e.g., online, face-to-face). Though online assessments are often designed to provide students flexibility and ease, students’ perceptions of these assessments...
Topics: Distance/Flexible Education
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Cross-cultural classroom conversation online: Preparing students for global citizenry
Catherine Brooks
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 174–179
Preparing students for participation in an increasingly globalized world is important on campuses across geographic and cultural borders. Administrators, professors, and particularly those involved in teacher education, tend to emphasize a global...
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Considering Curriculum and Pedagogy: Preparing Students for living in an eSociety through Cross-Cultural Conversation in a ‘Global Classroom’
Catherine Brooks
Global Learn 2012 (Nov 06, 2012) pp. 126–129
This paper considers globally-connected student experiences as a means for training them for an emergent eSociety. It does so by emphasizing three main points. First, this paper situates ‘eSociety’ as a relevant term to demark the social and...
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Constructivist Renderings of ‘What’s Interesting’ and other Student Insights about Online Discussions with Peers
Catherine Brooks
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2200–2204
Online communication among students can bring about shared meanings and understandings of course content. Students’ online discussions, however, sometimes resemble ‘empty’ chat that lacks intellectual depth. This study examines a set of pilot data ...
Topics: Social & Cultural Issues, Implementation Examples & Issues
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Social connection in online environments: Crossing disciplines of Information, Communication, and Education to Inform Instruction
Catherine Brooks
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1880–1883
This paper presents literature from across disciplines useful for teaching teachers about the sociality of online environments. Offering three exemplary constructs related to social processes online, this essay provides a review of literature and...
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Toward "Hybridised" Faculty Development for the Twenty-First Century: Blending Online Communities of Practice and Face-to-Face Meetings in Instructional and Professional Support Programmes
Catherine F. Brooks
Innovations in Education and Teaching International Vol. 47, No. 3 (August 2010) pp. 261–270
This manuscript begins with a synthesis of research on communities, communities of practice (CoPs), and the potential for their development in online forums, while specifically discussing the value of virtual CoPs for educational professionals in...
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"Don't Even Trip, U Did Your Part": Analysing Community in Online Student Talk
Catherine Francis Brooks
Classroom Discourse Vol. 4, No. 2 (2013) pp. 168–189
This paper analyses the online talk of students working in groups collaboratively in a hybrid university course. In particular, this study investigates how students situate themselves relationally through their use of language and how particular...
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Exploring face-to-face and online classroom discourse: A case study of social roles as performed in a college course
Catherine Francis Brooks
Exploring face@-to@-face and online classroom@discourse: A case study of social roles as performed in a college course (2008) pp. 1–232
This study examined how class participants in a college course reified or challenged normative classroom communication practices; by interrogating how a teacher and her students used language (to include patterns and discourses) in their day-to-day...
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Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact
Catherine Brooks; Stacy Young
The International Review of Research in Open and Distributed Learning Vol. 17, No. 5 (Sep 26, 2016)
This study explored how course instructional format (i.e., online, face-to-face, or hybrid) is related to the frequency and duration of out-of-class communication (OCC) between college instructors and students, to student motives for communicating...
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Underscoring the Social Nature of Classrooms by Examining the Amount of Virtual Talk across Online and Blended College Courses
Catherine F. Brooks; Amy M. Bippus
European Journal of Open, Distance and E-Learning Vol. 1 (2011)
Online communication forums allow students to collaborate and construct understandings of course material together, but little is known about students' discussion participation across online and blended (hybrid) classroom environments. This study...
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Emotion in Online College Classrooms: Examining the Influence of Perceived Teacher Communication Behaviour on Students' Emotional Experiences
Catherine F. Brooks; Stacy L. Young
Technology, Pedagogy and Education Vol. 24, No. 4 (2015) pp. 515–527
This research focused on teacher communication behaviour as an influential factor in students' educational experiences. This study examined students' perceptions of emotion (involving teachers' emotional support, students' emotional work and...
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Educating about Data Privacy: A Study of College Student Perceptions and Experiences
Catherine F. Brooks; Betsy A. Williams; Diana Daly
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1379–1384
Tensions around data collection and management are of increasing importance in this digital era. From in-home digital assistants, to wearable health gadgets, to shopping and purchasing behavior online, questions about data collection and privacy...
Topics: Graduate Education & Faculty Development, Technology Leadership, Information Literacy Education (Library & Media Science)
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Staff Nurses' Perception of Their Role in a Dedicated Education Unit Within the Intensive Care Unit
Linda Koharchik; Karen Jakub; Catherine Witsberger; Kimberly Brooks; Denise Petras; Yvonne Weideman; Madelyn Gibson Antonich
Teaching and Learning in Nursing Vol. 12, No. 1 (January 2017) pp. 17–20
The dedicated education unit (DEU), a model for clinical nursing education, is a partnership in which professional nurses are trained to participate in the clinical education of nursing students. This study evaluated the perceptions of staff nurses...
Language: English
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Balancing Broad Ideas with Context: An Evaluation of Student Accuracy in Describing Ecosystem Processes after a System-Level Intervention
Rebecca C. Jordan; Wesley R. Brooks; Cindy Hmelo-Silver; Catherine Eberbach; Suparna Sinha
Journal of Biological Education Vol. 48, No. 2 (2014) pp. 57–62
Promoting student understanding of ecosystem processes is critical to biological education. Yet, teaching complex life systems can be difficult because systems are dynamic and often behave in a non-linear manner. In this paper, we discuss assessment ...
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Exchanging photos and culture: Report on an online course in digital photography for Jamaican teachers
Jason Bader; Catherine Brooks; Yueh-Ching Chang; Steven Hickman; Heather McIntosh; Emmy Min; Brian Reilly; Justin Whiteford
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2158–2161
We created and offered an online course in digital photography for teachers in Jamaica and the U.S. as part of a face to face course -- Research on Online Teaching and Learning. Students in the face to face course helped design and moderate the...