Sharing the outcome of interdisciplinary research

Publications allow INTERlab to share its work and therefore showcase the results of the interdisciplinary research
 

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Selected Publications

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Journals

Published
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269-292.

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Stenbom, S., Hranstinski, S. & Cleveland-Innes, M. (2012). Student-student online coaching as a relationship of inquiry: An exploratory study from the coach perspective. Journal of Asynchronous Learning Networks, 16(5).

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Hurst, D., Cleveland-Innes, M., Hawranik, P., & Gauvreau, S. (2013). Online graduate student identity and professional skills development. Canadian Journal of Higher Education, 43(3), 36-55.

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Cleveland-Innes, M., Ally, M., Wark, N., & Fung, T. (2013). Emotional presence and mobile learning: Learner-driven responses in a wireless world. European Journal of Open and Distance eLearning. http://www.eurodl.org/materials/special/2013/Cleveland-Innes_et_al.htm

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Burkle, M., & Cleveland-Innes, M. (2013). Defining the role adjustment profile of learners and instructors online. Journal of Asynchronous Learning Networks, 17(1), 73-87.

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Bälter, O., Cleveland-Innes, M., Pettersson, K., Scheja, M., & Svedin, M. (2013). Student approaches to learning in relation to online course completion. Canadian Journal of Higher Education, 43(3), 1-18.

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Cleveland-Innes, M. & Gauvreau, S. (2015). Faculty role change: Adjustment to the influence of online teaching and learning. European Journal of Open, Distance, and eLearning, EDEN Special Issue.

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Stenbom, S., Cleveland-Innes, M., & Hrastinski, S. (2016). Emotional presence in a relationship of inquiry: The case of one-to-one online math coaching. Online Learning 20(1). Retrieved from http://olj.onlinelearningconsortium.org/index.php/olj/article/view/563

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Accepted or in-press
Hrastinski, S., Cleveland-Innes, M. & Stenbom, S. (in press). Tutoring online tutors: using formative assessment to encourage one-to-one online tutoring skills. British Journal of Educational Technology.

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Gauvreau, S., Cleveland-Innes, M., Hurst, D., & Hawranik, P. (in press). Online professional skills workshops: Perspectives from distance education graduate students. International Review of Research in Open and Distributed Learning.

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Books

Published
Cleveland-Innes, M. & Garrison, D. R. (2010). An introduction to distance education: Understanding teaching and learning in a new era. New York: Routledge.

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Vaughan, N., Cleveland-Innes, M. & Garrison, R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Alberta, Canada: AU Press.

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Ostashewski, N., Cleveland-Innes, M., & Howell, J., Editors. (2016). Handbook of research on optimizing K-12 education through online and blended learning. IGI Global.

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McNamara, D. S., Graesser, A. C., McCarthy, P. M., & Cai, Z. (2014). Automated evaluation of text and discourse with Coh-Metrix. Cambridge, M.A.: Cambridge University Press.

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Sottilare, R., Graesser, A.C., Hu, X., & Goldberg, B. (Eds.)(2014). Design Recommendations for Intelligent Tutoring Systems: Instructional Management (Vol.2). Orlando, FL: Army Research Laboratory.

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Sottilare, R., Graesser, A., Hu, X., Holden, H. (Eds.) (2013). Design Recommendations for Intelligent Tutoring Systems: Learner Modeling (Vol.1). Orlando, FL: Army Research Laboratory.

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Book Chapters

Published
Cleveland-Innes, M. (2013). Teaching in an online community of inquiry: Student, faculty, and institutional adjustment in the new higher education. In Akyol, Z. & Garrison, R.D. (Eds.) Educational communities of inquiry: Theoretical framework, research and practice, (pp. 389-400). Hershey, PA, USA: IGI Global.

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Cleveland-Innes, M., Hrastinski, S., Balter, O., & Wiseman, C. (2015). Faculty, teaching with technology, and leadership. In Ally, M. (Ed.), International Handbook of eLearning. Hershey, PA., IGI Global.

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Stenbom, S., Cleveland-Innes, M., & Hrastinski, S. (2016). Online coaching as teacher training: Using a relationship of inquiry framework. In Ostashewski, Cleveland-Innes, & Howell, Ed., Handbook of research on optimizing K-12 education through online and blended learning. IGI Global.

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Pardo, A. & Dawson, S. (2016) Learning Analytics. How can Data be used to Improve Learning Practice? In P. Reimann, S. Bull, M. Kickmeier-Rust, R. Vatrapu, & B. Wasson (eds) Measuring and visualising learning in the information-rich classroom. Routledge, p41-55.

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Rogers, T., Dawson, S., Gašević, D. (2016). Do Log Counts Count for Learning? In C. Haythornthwaite, R. Andrews, J. Fransman and M. Kazmer (eds). Handbook of e-Learning research, 2nd edition. Sage Publications.

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Pardo, A. (2014). Designing Learning Analytics Experiences. In J. A. Larusson & B. White (Eds.), Learning Analytics. From Research to Practice (pp. 15-38): Springer.

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Pardo, A., & Dawson, S. (2016). Learning Analytics. How can Data be used to Improve Learning Practice? In P. Reimann, S. Bull, M. Kickmeier-Rust, & B. Wasson (Eds.), Measuring and visualising learning in the information-rich classroom (pp. 41-55): Routledge.

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Shaffer, D.W., Ruis, A.R., & Graesser, A.C. (2015). Authoring networked learner models in complex domains. In. R. Sottilare, A.C. Graesser, X. Hu, & K. Brawner (Eds.), Design Recommendations for Intelligent Tutoring Systems: Authoring Tools (Vol.3)(pp.179-192). Orlando, FL: Army Research Laboratory.

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Accepted or in-press
Kovanović, V., Joksimović, S., Gašević, D., Hatala, M., & Siemens, G. (accepted). Content Analytics: the definition, scope, and an overview of published research. In G. Siemens & C. Lang (Eds.), Handbook of Learning Analytics and Educational Data Mining. SoLAR.

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Olney, A., D’Mello, S. K., Risko, E. F., & Graesser, A. C. (in press). Attention and engagement in educational contexts: The role of task demands in structuring goals that guide attention. In J. Fawcett, E. F. Risko & A. Kingstone (Eds.), Handbook of attention (pp. xx-yy). MIT Press: Cambridge, MA.

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Conference Proceedings

Published
Kovanović, V., Gašević, D., Dawson, S., Joksimović, S., Baker, R. S., & Hatala, M. (2015). Penetrating the black box of time-on-task estimation. In Proceedings of the Fifth International Conference on Learning Analytics & Knowledge (pp. 184–193). New York, NY, USA: ACM. doi:10.1145/2723576.2723623

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Joksimović, S., Kovanović, V., Jovanović, J., Zouaq, A., Gašević, D., & Hatala, M. (2015). What do cMOOC participants talk about in social media? A topic analysis of discourse in a cMOOC. In Proceedings of the Fifth International Conference on Learning Analytics & Knowledge (pp. 156–165). New York, NY, USA: ACM. doi:10.1145/2723576.2723609

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Waters, Z., Kovanović, V., Kitto, K., & Gašević, D. (2015). Structure matters: Adoption of structured classification approach in the context of cognitive presence classification. In G. Zuccon, S. Geva, H. Joho, F. Scholer, A. Sun, & P. Zhang (Eds.), Information Retrieval Technology (pp. 227–238). Springer International Publishing. Retrieved from http://link.springer.com/chapter/10.1007/978-3-319-28940-3_18

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Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M. (2015). MOOCs in the news: A European perspective. In Proceedings of the 2015 HOME Conference (pp. 36–48). Rome, Italy: EADTU. Retrieved from http://eadtu.eu/home/publications

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Kovanović, V., Joksimović, S., Gašević, D., Owers, J., Scott, A.-M., & Woodgate, A. (2016). Profiling MOOC Course Returners: How Does Student Behavior Change Between Two Course Enrollments? In Proceedings of the Third (2016) ACM Conference on Learning @ Scale (pp. 269–272). New York, NY, USA: ACM. doi:10.1145/2876034.2893431

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Joksimović, S., Manataki, A., Gašević, D., Dawson, S., Kovanović, V., & de Kereki, I. F. (2016). Translating network position into performance: Importance of centrality in different network configurations. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 314–323). New York, NY, USA: ACM. doi:10.1145/2883851.2883928

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Kovanović, V., Joksimović, S., Waters, Z., Gašević, D., Kitto, K., Hatala, M., & Siemens, G. (2016). Towards automated content analysis of discussion transcripts: A cognitive presence case. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 15–24). New York, NY, USA: ACM. doi:10.1145/2883851.2883950

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Dawson, S., Joksimović, S., Kovanović, V., Gašević, D., & Siemens, G. (2015). Recognising learner autonomy: Lessons and reflections from a joint x/c MOOC. In Proceedings of 2015 HERDSA conference. Melbourne, AU: HERDSA. Retrieved from http://herdsa-2015.p.asnevents.com.au/days/2015-07-08/abstract/22639 (Best paper award)

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Bakharia, A., Kitto, K., Pardo, A., Gašević, D., & Dawson, S. (2016). "Recipe for success: lessons learnt from using xAPI within the connected learning analytics toolkit." In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, pp. 378-382. ACM, 2016.

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Kitto, K., Bakharia, A., Lupton, M., Mallet, D., Banks, J., Bruza, P., Pardo, A., Buckingham Shum, S., Dawson, S., Gašević, D. and Siemens, G., (2016). The connected learning analytics toolkit. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 548-549). ACM.

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