Researchers describe with increasing confidence "what" they observe participants doing in massive open online courses (MOOCs). However, our understanding of learner activities in open courses is limited by researchers' extensive dependence on log file analyses and clickstream data to make inferences about learner behaviors. Further, the…

While the potential of social networking sites to contribute to educational endeavors is highlighted by researchers and practitioners alike, empirical evidence on the use of such sites for formal online learning is scant. To fill this gap in the literature, we present a case study of learners' perspectives and experiences in an online course…

In this study, we investigate the effects of conversational agents on communication and interaction when used to assist participants in developing an online portfolio. Data from 52 participants were gathered and analyzed through questionnaires, written reflections, transcripts of student-agent interactions, and focus groups. Data revealed that…

In this paper we investigate the experiences of elementary school children over a two-year period during which they engaged with a hybrid Adventure Learning program. In addition to delineating Adventure Learning experiences, we report on educational technology implementations in ecologically valid and complex environments, while drawing inferences…

Most instructional technologists understand that instruction aims to be effective, efficient, and appealing. These three quality indicators have proven useful in establishing desired outcomes. In this article the authors suggest an expanded set of indicators, with more attention to social impact, engagement, and the learner's experience. By…