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The Pygmalion Effect is the positive form of self-fulfilling prophecy and shows how teacher expectations influence student performance. According to this phenomenon, higher expectations can lead to an increase in performance. In this research qualitative methodology was adopted both in data collection, and in analysis, in order to investigate the impact of the Pygmalion Effect […]
This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of […]
This started with a drivetime conversation about contemporary design with Joi Ito. We were stuck in traffic, and in our conversation, a question emerged about designers: This new generation of designers that work with complex adaptive systems. Why are they so much more humble than their predecessors who designed, you know, stuff? Journal of Design and Science
Competency-based education or CBE is, an approach to teaching and learning that awards credit on the basis of mastery of clearly defined competencies or skills (EDUCAUSE, 2014). The current increased emphasis on CBE is resulting in institutions and programs taking fresh approaches to their academic activity. The Council for Higher Education Accreditation (CHEA) sought to […]
Competency-based education (CBE) programs have spread briskly in higher education over the past several years and their trajectory continues to rise. In light of the spread of competency-based models, this article provides a brief history of CBE in the United States. The Journal of Competency-Based Education
The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student success. A predictive correlational […]
Social presence is difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students’ perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level […]
Intercultural communication is now a crucial part of our globalizing lives; however, not everyone has an opportunity to engage in an intercultural interaction with people from different cultures. Computer-based technologies are promising in creating environments for people to communicate with people from diverse cultures. This qualitative synthesis of quantitative and qualitative research therefore aimed to […]
In this paper, the author examined whether there is any correlation between students’ perceived learning styles as identified by Felder and Silverman (2002) and each of the three presences of the Garrison et al.’s Community of Inquiry (CoI) framework (2000): the teaching presence, the social presence and the cognitive presence. First, the CoI survey was […]
This study aims to design a non-simultaneous distance instruction system with affective computing, which integrates interactive agent technology with the curricular instruction of affective design. The research subjects were 78 students, and prototype assessment and final assessment were adopted to assess the interface and usability of the system. Prototype assessment consisted of heuristic assessment and […]