Zobrazeno 1 - 10
of 75
pro vyhledávání: '"Jennifer C. Richardson"'
Publikováno v:
Frontiers in Communication, Vol 8 (2023)
Interaction is an essential element of online learning and researchers had use Social Learning Analytics (SLA) to understand the characteristics of meaningful interaction. While the potential for network analysis in education (i.e., SLA) is valuable,
Externí odkaz:
https://doaj.org/article/d652f042fd6343fdb192d77aa6c0965e
Publikováno v:
Online Learning, Vol 26, Iss 4 (2022)
Students’ extensive use of Facebook in their daily lives has led researchers to investigate the affordances of Facebook for educational purposes. To further the research into the use of Facebook to improve language teaching, we conducted a converge
Externí odkaz:
https://doaj.org/article/4146611c1a7749f0bd8db7255892ccf2
Publikováno v:
Online Learning, Vol 26, Iss 4 (2022)
The increase in online education creates a need to explore how learning outcomes, student satisfaction, and student perceptions about online courses are affected by prior online learning experiences. This study examined the role of prior online learn
Externí odkaz:
https://doaj.org/article/a7e0beb1312f4e00971a5ce8a277ef3a
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 22, Iss 3 (2021)
Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements—(a) facilitation of d
Externí odkaz:
https://doaj.org/article/4eb62239dfbe4012a7bc42fe5e5c3b24
Publikováno v:
Online Learning, Vol 24, Iss 4 (2020)
Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2020
Externí odkaz:
https://doaj.org/article/4214d5cb1bd54129a979bcaed8e9f397
Publikováno v:
Online Learning, Vol 23, Iss 4 (2019)
Discussions regarding the instructional and learning value of Massive Open Online Courses (MOOCs) include the question of whether or not MOOC learners gain much value, if any at all, and has been a continuing debate since MOOCs began. Skeptics argue
Externí odkaz:
https://doaj.org/article/27781883e8ab49c3a1cd5bd9cdeb99e3
Autor:
Jennifer C. Richardson, Karen Swan
Publikováno v:
Online Learning, Vol 7, Iss 1 (2019)
Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course. Teacher immediacy behaviors and the presence of others are especially important issues for those involved
Externí odkaz:
https://doaj.org/article/09c6659ff61d4dadb723398687742305
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 17, Iss 4 (2016)
As online learning continues to grow significantly, various efforts have been explored and implemented in order to improve the instructional experiences of students. Specifically, research indicates that how an instructor establishes his or her prese
Externí odkaz:
https://doaj.org/article/842d437ba43247f998c48bde062599c6
Autor:
Taeho Yu, Jennifer C. Richardson
Publikováno v:
Online Learning, Vol 19, Iss 5 (2015)
The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliabil
Externí odkaz:
https://doaj.org/article/36d52642f7f74744bda564df7384f0ce
Autor:
Jennifer C. Richardson, Janet Alsup
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 16, Iss 1 (2015)
Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 are
Externí odkaz:
https://doaj.org/article/1498a9cc31ef44a09bec6213257ecdc6