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Jennifer C. Richardson
Purdue University
99Publications
21H-index
2,981Citations
Publications 100
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Discussions regarding the instructional and learning value of Massive Open Online Courses (MOOCs) include the question of whether or not MOOC learners gain much value, if any at all, and has been a continuing debate since MOOCs began. Skeptics argue that MOOCs lack academic rigor and are superficial, while proponents praise them as addressing important global issues of educational access and affordability, providing pathways to more substantial learning opportunities. An important viewpoint in t...
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#1Zui Cheng (Purdue University)H-Index: 1
#2Jennifer C. Richardson (Purdue University)H-Index: 21
Last.Timothy J. Newby (Purdue University)H-Index: 21
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Students’ goal-setting skills are highly related to their academic learning performance and level of motivation. A review of the literature demonstrated limited research on both applicable goal-setting strategies in higher education and the support of technology in facilitating goal-setting processes. Addressing these two gaps, this study explored the use of digital badges as an innovative approach to facilitate student goal-setting. The digital badge is a digital technology that serves as both ...
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#1Jennifer C. Richardson (Purdue University)H-Index: 21
#2Iryna Ashby (Purdue University)H-Index: 2
Last.Huanhuan Wang (Purdue University)
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Employing phenomenological techniques this qualitative study investigates perceptions of collaborative relationships between instructional designers and faculty at an R1 university. While past research has considered the growing involvement of instructional designers in course development, and knowledge and skills expected from an instructional designer, little attention has been paid to what constitutes an effective collaboration and how it can be developed from the perspectives of both instruc...
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#1Sevda Kucuk (Istanbul University)H-Index: 8
#2Jennifer C. Richardson (Purdue University)H-Index: 21
This study investigated the structural relationships among online learners’ teaching, social and cognitive presence, engagement, and satisfaction. Data were collected from graduate students enrolled in an online graduate program at a large Midwestern public university through online surveys. Structural equation modeling (SEM) was used to analyze the data. According to the results, teaching presence, cognitive presence, emotional engagement, behavioral engagement, and cognitive engagement were si...
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#1Adrie A. KoehlerH-Index: 4
#2Erin D. BesserH-Index: 4
Last.Jennifer C. RichardsonH-Index: 21
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#1Jennifer C. Richardson (Purdue University)H-Index: 21
#2Karen SwanH-Index: 28
Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course [1]. Teacher immediacy behaviors and the presence of others are especially important issues for those involved in delivering online education. This study explored the role of social presence in online learning environments and its relationship to students’ perceptions of learning and satisfaction with the instructor. The participants for this study were s...
971 CitationsSource
#1Wally BostonH-Index: 6
#2Sebastian DiazH-Index: 8
Last.Karen SwanH-Index: 28
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As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperativ...
104 CitationsSource
#1Tadd Farmer (Purdue University)H-Index: 1
#2Jennifer C. Richardson (Purdue University)H-Index: 21
Last.Karen Swan (UIS: University of Illinois at Springfield)H-Index: 28
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#1Karen Swan (UIS: University of Illinois at Springfield)H-Index: 28
#2Jennifer C. Richardson (Purdue University)H-Index: 21
The American Educational Research Association (AERA) is the premier association of educational research professionals. AERA supports 12 divisions and 150 Special Interest Groups (SIGs). One of the latter is the Special Interest Group on Online Teaching and Learning (SIG-OTL). SIG-OTL is a multi- disciplinary community of scholars focused on the creation, use, and evaluation of online learning environments. This special issue spotlights 11 papers taken from those presented at the 2017 annual meet...
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#2Yukiko MaedaH-Index: 11
Last.Secil CaskurluH-Index: 4
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Social presence, the ability to perceive others in an online environment, has been shown to impact student motivation and participation, actual and perceived learning, course and instructor satisfaction, and retention in online courses; yet very few researchers have attempted to look across contexts, disciplinary areas, or measures of social presence. This meta-analysis allowed us to look across these variables of the primary studies and identify the pattern of student outcomes (e.g., perceived ...
26 CitationsSource
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