Information counseling inventory of affective and cognitive reactions while learning the Internet
Internet Reference Services Quarterly - Special issue: the challange of Internet literacy: the instruction- Web convergence, Part I
Information ecologies: using technology with heart
Information ecologies: using technology with heart
Social–biological information technology: An integrated conceptual framework
Journal of the American Society for Information Science and Technology
A Look into the Future Impact of ICT on Our Lives
The Information Society
Connected Minds, Emerging Cultures: Cybercultures in Online Learning
Connected Minds, Emerging Cultures: Cybercultures in Online Learning
Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America
Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America
Learning in 3D: Adding a New Dimension to Enterprise Learning and Collaboration
Learning in 3D: Adding a New Dimension to Enterprise Learning and Collaboration
Reality Is Broken: Why Games Make Us Better and How They Can Change the World
Reality Is Broken: Why Games Make Us Better and How They Can Change the World
Infinite Reality: Avatars, Eternal Life, New Worlds, and the Dawn of the Virtual Revolution
Infinite Reality: Avatars, Eternal Life, New Worlds, and the Dawn of the Virtual Revolution
The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education
International Journal of Virtual and Personal Learning Environments
| Hi-index | 0.00 |
Technology integration with twelve online undergraduate and graduate courses over four semesters provided the occasion for experimenting with effective ways of managing student learning at a distance. Students had online access to the publicly available applications used for communicating and coordinating activities with each other. Gamification principles guided some of the course procedures, such as a point system, feedback, awards and penalties, social networking, team tasks, individual options. A theoretical framework is proposed for understanding how to manage instructional intersubjectivity for students meeting online. Student thinking and motivation is observed to be higher under conditions of intersubjectivity in comparison to doing the same tasks alone. Learning from each other through participation promotes intersubjectivity when the instructional strategy installs technological affordances that keep each student informed of what the others are doing in context, and how they are reacting or responding to each other.