This article presents a discourse analysis method designed to study networked cognitive communication processes in knowledge communities, such as conceptual change, higher order learning and knowledge building. The method is grounded on genetic epistemology and integrates constructivist and socio-constructivist theoretical concepts. The sentence (understood as judgment) is chosen as the...

Moving from traditional face-to-face teaching to teaching online can be a precarious process for instructors. In this qualitative study, I interviewed instructors who were engaged in online teaching, for the first time, in a graduate program at a Canadian university. All instructors had some postsecondary face-to-face teaching experience. In-depth interviews...

Detailed daily records of instructor effort in an established asynchronous online course over a three and one-half year period are analyzed. Student satisfaction data acquired from course evaluation surveys over the same period are also examined. In response to a three-fold increase in enrollment over the period, instructors realized a...

The purpose of this study is to validate an instrument to study role adjustment of students new to an online community of inquiry. The community of inquiry conceptual model for online learning was used...

This study examines how best practices in online instruction are the same as, or different from, best practices in face-to-face (F2F) instruction. The book Effectiveness and Efficiency in Higher Education for Adults ...

This study uses four different “frames” to analyze 17 online discussions that occurred in two doctoral-level classes in educational leadership. Two of the frames were developmental models: King and Kitchener’s ...

This paper reports an analysis of computer conference structures set up for a distance education course in which major components of the teaching and learning involve group discussions and collaboration via asynchronous ...

Online discussions play an important role in student learning. Currently, asynchronous learning courses and some primarily face-to-face courses at New Jersey Institute of Technology require asynchronous online discussions. Does this requirement improve the students’ perceived learning? An exploratory study designed to investigate this issue was conducted in Spring 2002. The...