Constance A. Lowe

Bio: Constance A. Lowe is an academic researcher from University of New Mexico. The author has contributed to research in topics: Collaborative learning & Teleconference. The author has an hindex of 4, co-authored 4 publications receiving 1668 citations.

Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing.

Abstract: This study attempts to find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learni...

Transcript Analysis of Computer-Mediated Conferences as a Tool for Testing Constructivist and Social-Constructivist Learning Theories.

Abstract: This paper reviews the authors' attempts to find appropriate interaction analysis/content analysis techniques to assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learning environments facilitated by computer conferencing. This study was undertaken in order to find appropriate interaction analysis techniques to address the following two evaluation research questions: whether analysis of the computer conference transcript yields evidence that knowledge was constructed within the group by means of the exchanges among participants; and whether individual participants change their understanding or create new personal constructions of knowledge as a result of interactions within the group. The new interaction analysis model was developed using a grounded theory building approach which involved analysis of the interactions that occurred in a global online debate conducted through computer conferencing. The following five phases and related operations of the interaction analysis model are outlined: (1) sharing/comparing of information; (2) discovery and exploration of dissonance or inconsistency among ideas, concepts, or statements; (3) negotiation of meaning/co-construction of knowledge; (4) testing and modification of proposed synthesis or co-construction; (5) and agreement statement(s)/applications of newly-constructed meaning. (AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Transcript Analysis of Computer-Mediated Conferences as a Tool for Testing Constructivist and Social-Constructivist Learning Theories U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. '1 0 Minor changes have been made to improve reproduction quality. 0.0 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Charlotte N. Gunawardena, Ph.D. Associate Professor The University of New Mexico Constance A. Lowe, M.A. Teaching Associate The University of New Mexico Terry Anderson, Ph.D. Professor and Director, Academic Technologies for Learning, Faculty of Extension University of Alberta "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

Critical Analysis of Models and Methods Used To Evaluate Online Learning Networks.

Abstract: This paper describes and analyzes the models and methods used to evaluate asynchronous online learning networks and presents a "Systems Component Contexture Model" for conceptualizing the evaluation of online learning networks. The evaluation team finds it useful to divide the variables they examine into descriptive, process, and outcome variables. The complexity of the relationships of these variables has resulted in the development of a model based on systems theory and research that can be used as a unifying conceptual tool for component analysis and further research. The model consists of examining the influence of four components (Content, Context, Collaboration, and Control) of the online learning network at three levels: institutional experience, all aspects of the mediated curriculum, and the learner level. The use of this holistic model provides a framework from which to evaluate and to examine the questions left unasked, even as it provides the opportunity to draft new questions for the future. (Contains 1 figure and 15 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Critical Analysis of Models and Methods Used to Evaluate Online Learning Networks American Educational Research Association Annual Meeting

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education

Abstract: The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction—cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.

Critical thinking, cognitive presence, and computer conferencing in distance education

Abstract: This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a community of inquiry is cognitive presence. In turn, the practical inquiry model operationalizes cognitive presence for the purpose of developing a tool to assess critical discourse and reflection. The authors present encouraging empirical findings related to an attempt to create an efficient and reliable instrument to assess the nature and quality of critical discourse and thinking in a text‐based educational context. Finally, the authors suggest that cognitive presence (i.e., critical, practical inquiry) can be created and supported in a computer‐conference environment with appropriate teaching and social presence.

Researching the Community of Inquiry Framework: Review, Issues, and Future Directions

Abstract: Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R., Anderson, T., & Archer, W.(2000). Critical inquiry in atext-based environment: Computer conferencing in highereducation.TheInternet andHigher Education, 2(2–3), 87–105.] community of inquiry (CoI) framework has generated substantial interest among online learning researchers.Thisliteraturereviewexaminesrecentresearchpertainingtotheoverallframeworkaswellastospecificstudiesonsocial, teaching,andcognitivepresence.Wethenusethefindingsfromthisliteraturetoidentifypotentialfuturedirectionsforresearch.Some oftheseresearchdirectionsincludetheneedformorequantitatively-oriented studies,theneedformorecross-disciplinarystudies,and theopportunitiesforidentifyingfactorsthatmoderateand/orextendtherelationshipbetween theframework'scomponentsandonline course outcomes. © 2007 Elsevier Inc. All rights reserved.

Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses

Abstract: This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in seventythree SUNY Learning Network courses in the spring, 1999 semester. The study found that three, and only three, general factors – clarity of design, interaction with instructors, and active discussion among course participants –significantly influenced students’ satisfaction and perceived learning. Such findings are related to various kinds of interactivity and a “community of inquiry” model of online learning.