Archive for the ‘Theory Development’ Category

From digital commons to the data-fied urge: Theorising evolving trends in the intersections of digital culture and open education

This paper aims to unravel the interlacing of learning theories and media theories in order to map out how the link between digital culture and open education has been argued in related research and scholarship. Taking into account evolving trends and trajectories in the fields of digital networked technology and education since the 1990s, it […]

The Online Student Connectedness Survey: Evidence of Initial Construct Validity

The Online Student Connectedness Survey (OSCS) was introduced to the academic community in 2012 as an instrument designed to measure feelings of connectedness between students participating in online degree and certification programs. The purpose of this study was to examine data from the instrument for initial evidence of validity and reliability and to establish a […]

Imagining online research design: Is it connective case study or virtual ethnography?

Conducting research online that focuses on various writing genres with adolescent authors demands imagination and improvisation as their composition meanders across multiple communities, forums, and expressive modes, while it simultaneously ignores boundaries and creates new spaces. Research of online contexts is crucial as technology plays an increasing role in education policy (CCSSO/NGA, 2010). As unique […]

Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships

In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they en­gage in an online coaching discourse to form a […]

Adapting Structuration Theory as a Comprehensive Theory for Distance Education: The Astide Model

Distance Education (DE) theorists have argued about the requirement for a theory to be comprehensive in a way that can explicate many of the activities associated with DE. Currently, Transactional Distance Theory (TDT) (Moore, 1993) and the Theory of Instructional Dialogue (IDT) (Caspi & Gorsky, 2006) are the most prominent theories, yet they still do […]