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JournalISSN: 0735-6331

Journal of Educational Computing Research 

SAGE Publishing
About: Journal of Educational Computing Research is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Educational technology & Teaching method. It has an ISSN identifier of 0735-6331. Over the lifetime, 1714 publications have been published receiving 66534 citations. The journal is also known as: Educational computing research.


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Journal ArticleDOI
TL;DR: A new model based on grounded theory building for analyzing the quality of CMC interactions and learning experiences is proposed and developed after proposing a new definition of “interaction” for the CMC context and after analyzing interactions that occurred in a Global Online Debate.
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...

1,578 citations

Journal ArticleDOI
TL;DR: In this article, the authors report data from a faculty development design seminar in which faculty members worked together with masters students to develop online courses and report that participants perceived that working in design teams to solve authentic problems of practice to be useful, challenging and fun.
Abstract: We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data from a faculty development design seminar in which faculty members worked together with masters students to develop online courses. We developed and administered a survey that assessed the evolution of student- and faculty-participants’ learning and perceptions about the learning environment, theoretical and practical knowledge of technology, course content (the design of online courses), group dynamics, and the growth of TPCK. Analyses focused on observed changes between the beginning and end of the semester. Results indicate that participants perceived that working in design teams to solve authentic problems of practice to be useful, challenging and fun. More importantly, the participants, both as individuals and as a group, appeared to have developed significantly in their knowledge of technology application, as well as in their TPCK. In brief, learning by design appears to be an effective instructional technique to develop deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function.

1,120 citations

Journal ArticleDOI
TL;DR: It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes, however, consideration of specific moderator variables yielded a more complex picture.
Abstract: Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a me...

842 citations

Journal ArticleDOI
TL;DR: The Computer-Supported Intentional Learning Environments (CSILE) as mentioned in this paper is an educational knowledge media system that allows information in several media (text, drawings, graphs, timelines, etc.) to be entered into a common database where it is available to be retrieved, linked, commented on, rated, and so forth.
Abstract: CSILE, which stands for Computer-Supported Intentional Learning Environments, is an educational knowledge media system. CSILE allows information in several media (text, drawings, graphs, timelines, etc.) to be entered into a common database where it is available to be retrieved, linked, commented on, rated, and so forth. The environments and operations of CSILE are designed to support students in more purposeful and mature, or intentional, processing of information. In this article eleven principles, based on recent cognitive research, are suggested for designing computer environments that support intentional learning. These principles include making knowledge-construction activities overt, maintaining attention to learning goals as opposed to other goals of an activity, providing process-relevant feedback, and giving students responsibility for contributing to each other's learning. Applications of these principles in CSILE are described, as well as observations from the first year of school try-out.

630 citations

Journal ArticleDOI
TL;DR: More than two-thirds of students have heard of incidents of cyber-harassment, about one quarter (21%) have been harassed several times, and a few students (3%) admitted engaging in this form of harassment as mentioned in this paper.
Abstract: A total of 432 students from grades 7–9 in Canadian schools reported their experiences of cyber-harassment, which is a form of harassment that occurs through the use of electronic communications such as e-mail and cell phones. More than two-thirds of students (69%) have heard of incidents of cyber-harassment, about one quarter (21%) have been harassed several times, and a few students (3%) admitted engaging in this form of harassment. In addition, victims of cyber-harassment reported a variety of negative consequences, especially anger and sadness, and had experienced other forms of harassment. These results suggest several avenues of research needed to explain how and why adolescents use technological advances to harass their peers.

589 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202329
202279
202193
202060
201982
201854