Anila Gill
Northern Illinois University
Social network analysisHigher educationProtocol analysisWorld Wide WebAsynchronous communicationPsychologyContent analysisEducational technologySet (psychology)CognitionCognitive psychologyReuseChemistry (relationship)Representation (systemics)Massive open online courseComputer-supported collaborative learningInformal learningProblem-based learningMemory theoryComputer scienceScience educationCooperative learningKnowledge managementArgumentation theoryThink aloud protocol
4Publications
3H-index
59Citations
Publications 4
Newest
#1Andrew A. Tawfik (U of M: University of Memphis)H-Index: 11
#2Anila Gill (NIU: Northern Illinois University)H-Index: 3
Last. Charles Wayne Keene (MU: University of Missouri)H-Index: 2
view all 5 authors...
Proponents of problem-based learning suggest that learners should solve problems that are representative of the types of issues that practitioners face. However, this is challenging because novices lack the essential experiences that inform solutions. According to case-based reasoning, one way to overcome this gap is by providing a set of cases that depict how experts solved similar cases, also known as case libraries. While both qualitative and quantitative research has been done on case librar...
Source
#1Andrew A. Tawfik (U of M: University of Memphis)H-Index: 11
#2Philippe J. Giabbanelli (NIU: Northern Illinois University)H-Index: 16
Last. Cindy S. York (NIU: Northern Illinois University)H-Index: 12
view all 6 authors...
Abstract Studies have found that students struggle to challenge their peers and engage in co-construction of knowledge when in asynchronous problem-based learning (PBL) contexts. In other settings, case libraries have been shown to support problem solving competencies, such as argumentation and problem representation. However, research has yet to study how the design and types of cases impact learner-learner interaction. To accommodate that gap, this study used content analysis and sequential an...
Source
#1Andrew A. Tawfik (NIU: Northern Illinois University)H-Index: 11
#2Todd D. Reeves (NIU: Northern Illinois University)H-Index: 13
Last. Philippe J. Giabbanelli (NIU: Northern Illinois University)H-Index: 16
view all 9 authors...
Source
#1Andrew A. Tawfik (NIU: Northern Illinois University)H-Index: 11
#2Todd D. Reeves (NIU: Northern Illinois University)H-Index: 13
Last. Philippe J. Giabbanelli (NIU: Northern Illinois University)H-Index: 16
view all 9 authors...
Similar to other online courses, massive open online courses (MOOCs) often rely on learner–learner interaction as a mechanism to promote learning. However, little is known at present about learner–learner interaction in these nascent informal learning environments. While some studies have explored MOOC participant perceptions of learner–learner interactions, research is still lacking regarding the content and level of such interactions. Using the interaction analysis model (IAM) as a theoretical...
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