Cognitive presence is a core construct of the Community of Inquiry (CoI) framework. It is considered crucial for deep and meaningful online-based learning. CoI-based real-time dashboards visualizing students' cognitive presence may help instructors to monitor and support students' learning progress. Such real-time classifiers are often based on…

Background: Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on…

Analyzing how participants learn from each other during online forums on discussion boards or social media platforms is often challenging. One of the predominant methods of analyzing such learning is through qualitative content analysis or interaction analysis. The Interaction Analysis Model (IAM), developed by Gunawardena, Lowe and Anderson which…

Over the past 20 years, a broad and diverse research literature has emerged to address how students learn to argue through dialogue in educational contexts. However, the variety of approaches used to study this phenomenon makes it challenging to find coherence in what may otherwise seem to be disparate fields of study. In this integrative review,…

Recognizing that online teaching and learning is placed within an environment where neither the teacher nor the student has complete-control is the first step to actioning capabilities towards a humanized environment. The tool that is typically used in higher education, the learning management system (LMS), has a design that constrains learning…

This research focussed on the use of formative assessment in Finnish initial teacher education. Pre-service teachers' perceptions of using formative assessment to promote learning were explored. A convenience sample (N = 60) was taken from two pre-service teacher cohorts in which two methods of formative assessment were used during a period of…

Productive peer talk moves have a fundamental role in structuring group discussions and promoting peer interactions. However, there is a lack of comprehensive technical support for developing young learners' skills in using productive peer talk moves. To address this, we designed iTalk-iSee, a participatory visual learning analytical tool that…

Background: As immersive virtual reality (IVR) is increasingly being used by teachers worldwide, it becomes pressing to investigate how this technology can foster learning processes. Several authors have pointed to this need, as results on the effectiveness of IVR for learning are still inconclusive. Objectives: To address this gap, we first…

Constructive interactions and knowledge integration activities are methods commonly used for learning; however, establishing successful coordination becomes a hurdle in computer-mediated collaborations. The development of systems to facilitate communication activities in such situations has been attempted, but models are still required for…

The COVID-19 pandemic presented significant challenges for both students and educators, particularly because of the virtualization of classes and the consequent lack of practical sessions following the closure of laboratories and experimental fields in universities. The absence of interaction among students and practical classes led to a…

Examining how people learn in various learning environments is at the core of the science of learning. The more we understand how students learn from different dimensions and aspects, the better equipped we are to support their learning. This study aims to expand our understanding of how learning occurs within the context of an asynchronous online…

This research used qualitative netnography to examine the use of Duolingo German discussion boards among users of varying levels of engagement. The sample contained six participants of various levels of engagement. The criteria for selecting participants were based on usage counts in the discussion board community. This study aimed to examine…

Inquiry includes a broad spectrum of approaches, depending on students' responsibility over the process and the extent of the teacher's guidance. While numerous studies have examined students' achievements and engagement across different types of inquiry-based environments, analyses of teachers' guidance during the process are lacking. Therefore,…

"Micro-analysis of noticing" is introduced as a method to analyze prospective teacher noticing, one that privileges the high variation exhibited by novice learners. The intent was to understand how prospective teachers' noticing moments suggest trajectories within and across whole-class discussions. We also focused on how prospective…

The aim of this study is to explore how Hungarian university teachers at a faculty of social sciences adapt developmental initiations in mentoring relationships. These relationships are designed to maximise reflective space through various mentoring structures without predefined mentoring roles. This study presents findings from a pilot faculty…