Elizabeth Murphy

TL;DR: The results suggest that the higher-level processes related to collaboration in an OAD may need to be more explicitly and effectively promoted in order to counteract a tendency on the part of participants to remain at the level of individual rather than group or collaborative effort.

TL;DR: In this paper, the authors describe how activity theory and its principle of contradictions may be relied on to guide research in educational technology and provide insights into how transformation may occur with use of ICTs in educational contexts.

TL;DR: Constructivism: From Philosophy to Practice as discussed by the authors is an exploration of constructivism and learning theory, explaining that constructivism is difficult to label, though many writers, educators, and researchers have come to an agreement about how this constructivist epistemology should affect educational practice and learning.

TL;DR: An inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education teachers on asynchronous and synchronous online teaching provided insight into the following aspects of synchronous and asynchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations.

TL;DR: The model, which included four critical thinking processes, their descriptions and indicators, proved effective for the identification and measurement of individuals’ critical thinking in OADs.