Fortunata Msilu
Northern Illinois University
Mathematics educationAsynchronous communicationPsychologyContent analysisEducational technologyUsabilityCognitive psychologyNarrativeKey (cryptography)Case-based reasoningReuseActive learningRepresentation (systemics)StorytellingMassive open online courseLearning environmentDesign-based researchInquiry-based learningPerspective-takingIncentiveMemory theoryPerceived learningNetwork analysisComputer scienceConcept learningMedical educationCooperative learningKnowledge managementArgumentation theorySocial psychologyInterpersonal relationship
4Publications
2H-index
17Citations
Publications 4
Newest
#1Andrew A. Tawfik (U of M: University of Memphis)H-Index: 13
#2Kyung Nam Kim (NIU: Northern Illinois University)H-Index: 5
Last. Fortunata Msilu (NIU: Northern Illinois University)H-Index: 2
view all 4 authors...
Theorists suggest that collaboration is a key aspect in online, inquiry-based learning. However, research finds that meaningful interaction is challenging, and learners struggle to sustain interaction. One way to scaffold collaborative problem-solving is through case libraries; however, few studies have explored how the type of experience depicted in a case library (success and failure) catalyzes learning. To address this gap, this study explored how the presence of success versus failure case l...
1 CitationsSource
#1Andrew A. Tawfik (U of M: University of Memphis)H-Index: 13
#2Philippe J. Giabbanelli (NIU: Northern Illinois University)H-Index: 17
Last. Cindy S. York (NIU: Northern Illinois University)H-Index: 11
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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...
11 CitationsSource
#1Andrew A. Tawfik (U of M: University of Memphis)H-Index: 13
#2Matthew Schmidt (UC: University of Cincinnati)H-Index: 10
Last. Fortunata Msilu (NIU: Northern Illinois University)H-Index: 2
view all 3 authors...
Case-based reasoning (CBR) is a theoretical approach to understand how narratives support problem-solving. In many game-based learning environments, nonlinear storytelling is a popular approach to unfold the problem-solving experience. For this study, we developed a game-like, case-based learning environment that utilized nonlinear, narrative elements to present cases and facilitate decision-making. The study presented here explored learners’ general perceptions of the learning environment, with...
Source
#1Todd D. Reeves (NIU: Northern Illinois University)H-Index: 12
#2Andrew A. Tawfik (NIU: Northern Illinois University)H-Index: 13
Last. Irfan Simsek (Istanbul University)H-Index: 2
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AbstractThis study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges...
6 CitationsSource