John C. Nesbit
Simon Fraser University
MetacognitionEducational psychologyCollaborative learningMathematics educationArtificial intelligencePsychologyInstructional designEducational technologyCognitionCognitive scienceConcept mapNatural language processingData scienceSelf-regulated learningQuality (business)Learning objectComputer scienceMultimediaKnowledge managementLearning sciences
80Publications
24H-index
2,774Citations
Publications 81
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#1Kevin O'Neill (SFU: Simon Fraser University)H-Index: 1
#2Natália Lopes (SFU: Simon Fraser University)H-Index: 1
Last. Kanthi Jayasundera (SFU: Simon Fraser University)H-Index: 1
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Abstract Scholarly understanding is limited with regard to what influences students' choice to take a particular course fully online or in-person. We surveyed 650 undergraduates at a public Canadian university who were enrolled in courses that were offered in both modalities during the same semester, for roughly the same tuition cost. The courses spanned a wide range of disciplines, from archaeology to computing science. Twenty-five variables were gauged, covering areas including students' perso...
2 CitationsSource
#1Mladen Rakovic (UNC: University of North Carolina at Chapel Hill)H-Index: 4
#2Zahia Marzouk (SFU: Simon Fraser University)H-Index: 4
Last. John C. Nesbit (SFU: Simon Fraser University)H-Index: 24
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Abstract Collaborative discussions should engage all students, not just a few who dominate (“leaders”) while others participate as “followers” (Zhu, 2006). Cunningham (1991) noted that collaborating learners bring, discuss and debate multiple perspectives to develop their own position while acknowledging others' views. Higher levels of knowledge construction emerged when posts stimulated frequent reply by multiple participants (Aviv, Erlich, Ravid, & Geva, 2003) and were strongly content- and ta...
5 CitationsSource
#1Tanya Y. Tan (SFU: Simon Fraser University)
#2Misha Jain (SFU: Simon Fraser University)
Last. John C. Nesbit (SFU: Simon Fraser University)H-Index: 24
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Learning management systems (LMS) offer quiz tools that help students prepare for examinations. The purpose of this study is to investigate quiz tracking variables typically reported by LMS in relation to student achievement, motivation and learning strategies. The data from 143 undergraduate students comprised quiz tracking variables (number of attempts, completion time, and score), exam scores and responses to the Need for Cognition Scale (NfC), and selected components from the Motivated Strat...
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#1Arita L. Liu (SFU: Simon Fraser University)H-Index: 1
#2John C. Nesbit (SFU: Simon Fraser University)H-Index: 24
In the field of learning analytics, dashboards are visual displays that help instructors and students monitor performance, track goals and modify learning-related activities and plans. Student-facing dashboards provide visualizations of the data students need to take responsibility for their own learning, while instructor-facing dashboards help instructors guide and orchestrate student learning. After summarizing the spectrum of learning analytics research on dashboards, we critically review das...
8 CitationsSource
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
#2Kenny Teng (SFU: Simon Fraser University)H-Index: 1
Last. Jovita Vytasek (SFU: Simon Fraser University)H-Index: 8
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Data used in learning analytics rarely provide strong and clear signals about how learners process content. As a result, learning as a process is not clearly described for learners or for learning scientists. Gasevic, Dawson, and Siemens (2015) urged data be sought that more straightforwardly describe processes in terms of events within learning episodes. They recommended building on Winne’s (1982) characterization of traces — ambient data gathered as learners study that more clearly represent w...
9 CitationsSource
#1Azar Pakdaman-Savoji (IAU: Islamic Azad University)H-Index: 2
#2John C. Nesbit (SFU: Simon Fraser University)H-Index: 24
Last. Natalia Gajdamaschko (SFU: Simon Fraser University)H-Index: 5
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The term cognitive tool has been used in many areas of academic specialisation, where it has taken on multiple connotations. In this historical and systematic review, we investigate the conceptualisation of cognitive tools in the learning sciences and educational technology. First, the theory of cognitive tools vis-a-vis learning and development is traced from Vygotsky and Soviet psychology through to its use in current educational technology and learning design. Second, we present a systematic ...
7 CitationsSource
#1Shiva Hajian (SFU: Simon Fraser University)
#2Teeba Obaid (SFU: Simon Fraser University)
Last. John C. Nesbit (SFU: Simon Fraser University)H-Index: 24
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Exploration and self-direction are key components of discovery-based learning (DBL), but research has shown that without suitable guidance many students are unable to regulate knowledge discovery in a productive and strategic fashion. To investigate learners’ behaviors and strategies in the exploration phase of DBL, we conducted qualitative research in which undergraduate participants ( N =10) explored an electric circuit simulation and were encouraged to seek help if needed. We categorized part...
#1Shiva Hajian (SFU: Simon Fraser University)
#2Teeba Obaid (SFU: Simon Fraser University)
Last. John C. Nesbit (SFU: Simon Fraser University)H-Index: 24
view all 4 authors...
1 Citations
#1John C. Nesbit (SFU: Simon Fraser University)H-Index: 24
#2Hui Niu (SFU: Simon Fraser University)H-Index: 1
Last. Qing Liu (SFU: Simon Fraser University)H-Index: 4
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The cognitive skill of argumentation has two fundamental roles in education. First, it is a curricular goal in and of itself (“learn to argue”), and second, it is an instructional strategy for advancing understanding in history, mathematics, science, and many other subjects (“argue to learn”). In this chapter we inquire how educational technologies can advance these interdependent and mutually supportive roles of argumentation. Our focus is on cognitive tools learners can use to generate argumen...
4 CitationsSource