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Jennifer Scianna; Rogers Kaliisa – Educational Technology Research and Development, 2024
Educational researchers have pointed to socioemotional dimensions of learning as important in gaining a more nuanced description of student engagement and learning. However, to date, research focused on the analysis of emotions has been narrow in its focus, centering on affect and sentiment analysis in isolation while neglecting how emotions…
Descriptors: Computer Mediated Communication, Discussion, Discourse Analysis, Asynchronous Communication
Borge, Marcela; Aldemir, Tugce; Xia, Yu – Educational Technology Research and Development, 2022
We examined the utility of a technologically enhanced collective regulation system for improving students' collaborative sense-making processes, i.e., discussion quality, over time. Participants were 27 online undergraduate students enrolled in an introductory information science course. Students were divided into teams tasked with carrying out…
Descriptors: Undergraduate Students, Science Instruction, Synchronous Communication, Computer Mediated Communication
Greenhalgh, Spencer P.; Nnagboro, Cynthia; Kaufmann, Renee; Gretter, Sarah – Educational Technology Research and Development, 2021
Despite the continued use of social media in educational contexts, there remains skepticism about whether platforms like Twitter can actually contribute to learning. In this paper, we argue that such skepticism is based on an overly narrow conception of learning that focuses on academic performance and disregards other manifestations. To advance…
Descriptors: Social Media, Informal Education, Foreign Countries, Undergraduate Students
Zheng, Xiao-Li; Gu, Xin-Yan; Lai, Wen-Hua; Tu, Yun-Fang; Hwang, Gwo-Jen; Wang, Feng – Educational Technology Research and Development, 2023
At present, with the rapid development of the internet and the gradual promotion of online collaborative learning, the social regulation of learning is receiving increasing attention, which involves socially shared metacognition, one facet of social metacognition. To date, social regulation of learning or socially shared metacognition have been…
Descriptors: Metacognition, Content Validity, Cooperative Learning, Undergraduate Students
Yilmaz, Rabia M.; Baydas, Ozlem – Educational Technology Research and Development, 2017
The aim of the study is to examine undergraduate students' awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did…
Descriptors: Undergraduate Students, Metacognition, Learning Strategies, Computer Mediated Communication
Xu, Jianzhong; Du, Jianxia; Fan, Xitao – Educational Technology Research and Development, 2014
Emotion and emotion regulation are increasingly viewed as critical issues in online learning environments. Online collaborative environments in particular create novel challenges for emotion regulation. Few studies, however, have focused on a range of factors that may influence students' efforts to manage their emotion in online collaborative…
Descriptors: Self Control, Undergraduate Students, Online Courses, Feedback (Response)
Msonde, Sydney Enock; Van Aalst, Jan – Educational Technology Research and Development, 2017
Virtual learning environments are used in higher education around the world to promote student learning. However, in many countries it has not yielded the expected effect on student interaction and learning. The purpose of this study was to investigate whether the use of certain pedagogical approaches would promote student interaction,…
Descriptors: Foreign Countries, Academic Achievement, Undergraduate Students, Chemistry
Sullivan, Florence R.; Hamilton, Claire E.; Allessio, Danielle A.; Boit, Rachel J.; Deschamps, Alexandra D.; Sindelar, Tony; Vargas Ramos, German E.; Randall, Anthony; Wilson, Nicholas; Zhu, Yan – Educational Technology Research and Development, 2011
In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs) for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study of the effect of varying representational and interactional design features on a collaborative design…
Descriptors: Learner Engagement, Interaction, Child Development, Problem Solving
Zdravkova, Katerina; Ivanovic, Mirjana; Putnik, Zoran – Educational Technology Research and Development, 2012
Web users in the 21st century are no longer only passive consumers. On a contrary, they are active contributors willing to obtain, share and evolve information. In this paper we report our experience regarding the implementation of Web 2.0 concept in several Computer Ethics related courses jointly conducted at two Universities. These courses have…
Descriptors: Electronic Learning, Feedback (Response), Graduate Students, Internet

Jonassen, David H.; Kwon, Hyug II – Educational Technology Research and Development, 2001
Discussion of computer-mediated group problem solving focuses on a study of undergraduates that compared the perceptions of participants, the nature of the comments made, and the patterns of communication in face-to-face and computer conferencing groups in terms of problem-solving activities while solving well-structured and ill-structured…
Descriptors: Comparative Analysis, Computer Mediated Communication, Group Dynamics, Higher Education