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Submissions from 2015

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Role taking and knowledge building in a blended university course, D. Cesareni, S. Cacciamani, and N. Fujita

Books from 2014

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Navigating large foundational classes: Providing scalable infrastructure for next generation blended learning classrooms to enhance student learning outcomes, access and choice, Nick Baker

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Statistical Discourse Analysis: A method for modeling online discussion processes, M. M. Chiu and N. Fujita

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Statistical Discourse Analysis: Knowledge creation during online discussions, M. M. Chiu and N. Fujita

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Statistical Discourse Analysis of Online Discussion: Informal cognition, social metacognition, and knowledge creation, M. M. Chiu and N. Fujita

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Understanding I/We positions in a blended university course: Polyphony and chronotopes as dialogical features., F. F. Loperfido, N. Sansone, M. B. Ligorio, and N. Fujita

Submissions from 2013

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Universal Design for Instruction and Teaching Strategies, Lorie Stolarchuk, Nick Baker, and Cam Cobb

Submissions from 2012

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Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses, S. Cacciamani, D. Cesareni, F. Martini, T. Ferrini, and N. Fujita

Submissions from 2011

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Generating Predictive Models of Learner Community Dynamics, C. Teplovs, N. Fujita, and R. Vatrapu

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Towards Visual Analytics for Teachers’ Dynamic Diagnostic Pedagogical Decision-Making, R. Vatrapu, C. Teplovs, N. Fujita, and S. Bull

Submissions from 2010

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Software-based scaffolding: Supporting the development of knowledge building discourse in online courses, N. Fujita and C. Teplovs

Submissions from 2009

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Online learning journals as an instructional and self-assessment tool for epistemological growth, C. Brett, B. Forrester, and N. Fujita

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Group processes supporting the development of progressive discourse in online graduate courses, N. Fujita

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Infusing interactive whiteboard technology into initial teacher education, N. Fujita, C. Gibson-Gates, and J. Duwyn

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Automating analysis of collaborative discourse: Identifying idea clusters, Nobuko Fujita and C. Teplovs

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Determining curricular coverage of student contributions to an online discourse environment: Using latent semantic analysis to construct differential term clouds, C. Teplovs and Nobuko Fujita

Submissions from 2008

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Rethinking analysis of progressive discourse in asynchronous online learning: An Activity Theory perspective, Nobuko Fujita and C. Brett

Submissions from 2005

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Knowledge building for teacher education and professional development: The opportunity and challenges of innovation, T. Laferrière, M. Lamon, C. Brett, Nobuko Fujita, and S. Allaire