In this research paper, the authors analyse the collected data output during a 36-week cMOOC. Six-week data streams from blogs, Twitter, a Facebook group, and video conferences were tracked from the daily newsletter and the MOOCs' hashtag (#Change 11). This data was analysed using content analysis and social network analysis within an…

This study is about graduate students' discourse practices in classroom text-based synchronous computer mediated discussions (SCMD). Cultural historical activity theory (in short, Activity Theory) is the primary theoretical lens through which the data are analyzed. Engeström's (1987) Activity System model among the various theoretical positions or…

Rigorous interaction between peers has been an elusive goal in online asynchronous discussions. Intersubjectivity, the goal of peer-to-peer interaction, is a representation of a higher quality of synthesis. It is the representation of knowledge construction achieved through a synergistic progression from individual contributions to sequences of…

The aim of the article is to explore educational use of student-managed Facebook groups in upper secondary education (in Denmark). Much research on educational potentials of Facebook has studied groups managed by teachers. However, there is a lack of in-depth research on Facebook groups managed by students and without participation from teachers.…

This study investigates college student perceptions of instructor credibility based on the content of an instructor's Twitterfeed and student beliefs about Twitter as a communication tool. Quantitative and qualitative methods were utilized to explore the effects of three manipulated Twitter feeds (e.g., tweeting social topics, professional topics,…

Within the field of higher education, there are situations where the learner is not well served in a classroom setting. Problematic issues such as scheduling, critical mass, time, pace and location have the potential to be counterbalanced by e-learning. Within this, the asynchronous nature of today's online learning environments and computer…

This qualitative case study explored the collaboration between students in two social studies methods courses at different universities. The authors used technology to connect preservice teachers from teacher education programs that differ in terms of geography, size, and type of university. Using archived data from the courses, the authors found…

This study investigated the small-group, learner-led discussion process in synchronous discussions. Transcripts from online chats and face-to-face discussions were analyzed within the context of the Community of Inquiry framework to examine the relationship of teaching presence, social presence, and cognitive presence to one another and for…

This research investigates students' peer interactions in the Design and Technology (D&T) environment supported by "Knowledge Forum". The sample comprised of 15 students who had no prior experience in using "Knowledge Forum" to mediate their D&T learning. Their interaction with peers occurred in three stages: design situation, ideation and…

Based on a series of videoconferences held between two universities, one located in China and another in the United States, this pilot curriculum study illustrates how successful interglobal communication via synchronized educational technology requires detailed planning and the use of a substantial number of pedagogical strategies. Achieving the…

This paper discusses students' experiences with the use of identification codes in a graduate course delivered asynchronously via the Internet. While teaching an introductory masters level graduate course in distance learning, the authors discovered that the learning management system, Moodle, was programmed to display identification codes rather…

This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided more dynamic scaffolding in order to support argumentative discussions…

Content analysis has dominated computer-mediated communication and educational technology studies for some time, and a review of its practices applied to online corpus of data or messages is overdue. We are confronted with complexity given the various foci, nuances and models for theorising learning and applying methods. One common suggestion to…

The use of online discussion has a long history in distance education and higher education generally, and has recently been proposed as a means of supporting beginning teachers as they face the challenge of being new to the profession. Often using text-based asynchronous programs, online discussion is advocated to enable teachers to interact with…

This study examined what learning is and how learning was facilitated in a virtual classroom community using online discussion forums. Results demonstrated that learning in such a community was the active participation by the members of the community in the process of meaning construction. The construction of meaning in such a community was…