Clare Brett

Clare Brett
University of Toronto | U of T · Department of Curriculum, Teaching and Learning

PhD

About

53
Publications
8,507
Reads
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802
Citations
Additional affiliations
January 2006 - present
University of Toronto
Position
  • The pepper research team is committed to empirically understanding how to build and nurture effective online learning communities both for teachers and for learners
Education
September 1990 - August 2002
University of Toronto
Field of study
  • Education (Applied Cognitive Science)

Publications

Publications (53)
Article
Full-text available
Informed by sociocultural theory this study presents insights gained through qualitative study of an undergraduate literacy activity in a North American university that used Facebook Groups to host student online book clubs. Data from student and instructor interviews and online collaborative writing interactions from a 24-week empirical study of t...
Conference Paper
A goal of many Computer Science Education (CSE) researchers is reconceptualizing aspects of introductory Computer Science (CS1) to increase student engagement and retention. The measure of self-efficacy, or one's personal judgment about their ability to accomplish a task, is a valuable component of student learning as it affects one's level of effo...
Chapter
Full-text available
Social media and other interactive online spaces have been identified as potentially useful tools for supporting learning activities, especially within language learning. It has been argued that these spaces are more appropriate for supporting informal rather than formal learning, particularly when social media platforms such as Facebook are used....
Conference Paper
As online course offering proliferate, helping online instructors create a positive learning context is increasingly important in encouraging online engagement. This study found that in asynchronous online discussions of in-service teachers in graduate courses in Education, positive emotional language by an instructor, in both private entries and p...
Conference Paper
Full-text available
As online course offering proliferate, helping online instructors create a positive learning context is increasingly important in encouraging online engagement. This study found that in asynchronous online discussions of in-service teachers in graduate courses in Education, positive emotional language by an instructor, in both private entries and p...
Chapter
This chapter introduces a practical model for teacher educators concerned with designing online courses for inservice teachers' technological knowledge learning and its implementation in their teaching. A double-layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a design-based res...
Article
Introduction: Our current understanding of what results in effective simulation-based training is restricted to the physical practice and debriefing stages, with little attention paid to the earliest stage: how learners are prepared for these experiences. This study explored the utility of Web-based observational practice (OP) featuring combinatio...
Article
Online learning literature espouses the benefits of social interaction for meaningful learning and deep processing of course material. Yet, our understanding of the types of interactions that lead to these benefits may be limited by our current understanding of social presence. In this paper, we employ social capital theory to help understand the s...
Article
Full-text available
Teachers are expected to implement new educational technologies and adapt to new teaching environments. However, it involves a complex learning process that can lead to their perspective transformation. We have developed and taught a discussion-based online course to facilitate teachers' transformative learning. This qualitative case study examines...
Chapter
Full-text available
This chapter introduces a practical model for teacher educators concerned with designing online courses for inservice teachers' technological knowledge learning and its implementation in their teaching. A Double-Layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a Design-Based res...
Article
Online learning has been conceptualized for decades as being delivered in one of two modes: synchronous or asynchronous. Technological determinism falls short in describing the role that the individuals' psychological, social and pedagogical factors play in their perception, experience and understanding of time online. This article explores the his...
Article
This study examines the impact of different strategies for grouping students in online, discourse-intensive distance education courses. The mixed methods research focused on note writing productivity (based on 366 participants in 25 classes) and participants' perceptions (12 graduate students and 10 instructors) relating to three different class co...
Article
Full-text available
Both simulation-based education and training (SBET) and Web-based Learning (WBL) are increasingly used in medical education. We developed a Web-based learning course on "Observational Practice and Educational Networking" (OPEN), to augment SBET for central venous catheterization (CVC), a complex clinical skill, for novice learners. This pilot study...
Article
Full-text available
There is a lack of evidence for the use of Web-based Learning (WBL) and Computer Supported Collaborative Learning (CSCL) for acquiring psychomotor skills in medical education. In this study, we surveyed medical undergraduate students attending a simulation based training session for central line insertion on their perspectives and utilization of WB...
Article
While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages (PM...
Article
The study focused on students' use of private messaging as an adjunct form of communication in online courses. Interviews revealed that learners used private messaging to coordinate activity on group projects, request help from each other, and seek reassurance when uncertain about their performance in the course. Public computer conferences, on the...
Article
Blogging is characterized by an individual exploration of ideas of personal interest through frequent online posts, documenting ideas as they emerge over time. Community emerges as bloggers read and link across blogs, based on shared interests. Blogs have gained acceptance in higher education for a variety of instructional activities, among which,...
Article
Researchers have long recognized class size as affecting students’ performance in face-to-face contexts. However, few studies have examined the effects of class size on exact reading and writing loads in online graduate-level courses. This mixed-methods study examined relationships among class size, note reading, note writing, and collaborative dis...
Article
This study looked at the instructional and assessment effects of using learning journals in three distance asynchronous computer conferencing courses (n=18, n=16, n=17). The instructor used a design-research methodology: each iteration of the course involved modifications to how learning journals were used based on analyses of the responses and res...
Article
Full-text available
This article examines key issues in how new technologies are impacting upon how we teach, learn and collaborate, and uses an educational research project called GRAIL (Graduate Researcher's Academic Identity Online) under development to illustrate some fundamental issues in adopting new technologies. A significant challenge to the effective use of...
Conference Paper
Full-text available
This paper describes an innovative approach to analyze the progression of dialogue in asynchronous online forums. Although schemes analyzing the content of individual messages exist, they fail to capture the subtle relationships between messages that constitute progressive discourse for knowledge building. We present a group-level discourse analysi...
Article
This study analyzes the relationship between class size and student online activity patterns in a series of 28 graduate level computer conferencing courses. Quantitative analyses of note production, average note size, note opening and note reading percentages found a significant positive correlation between class size and mean number of notes gener...
Article
This article introduces a new computer conferencing metric called Scan Rate, which is a measure of students' and instructors' online reading speed. The term “scan” refers to the practice of either skimming through a message at an unusually rapid pace or reading a message partially and then stopping before the end is reached. It is proposed that the...
Article
A direct link to this publication at the University of Toronto's Space archive is here: https://tspace.library.utoronto.ca/handle/1807/32441 Online discourse environments are increasingly popular both in distance education contexts and as adjuncts to face-to-face learning. For many participants such contexts are experienced as positive, community-s...
Article
Full-text available
Using grounded,design this paper describes an online learning environment for graduate ,students in education ,called GRAIL (Graduate Researchers Academic Identity onLine). The overall goal of this ,project is to ,develop ,a set ,of social ,and technical tools that support the formation ,of an ,online community ,to engage ,students throughout,their...
Article
Full-text available
Two target groups, one composed of six preservice teachers and one of six Grade 5/6 students, are videotaped as they meet over a six-month period to conduct their collaborative groupwork. We take a socio-constructivist stance towards knowledge building, and as such, we are interested in how students collaboratively assist one another by pushing for...
Article
this report is "CTL 1692: Research Methods in Education". This course is part of OISE/UT's Distance Education Master's degree program in the Department of Curriculum Teaching and Learning, currently the first degree program at OISE/UT available entirely online. Summaries of the main findings are presented below: iv Summary of Student Characteristic...
Article
Full-text available
In this article we present results from classroom uses of Computer Supported Intentional Learning Environments (CSILE) which has functioned as a central, cross-curricular knowledge medium in four elementary classes, spanning Grades 1 through 6. Discussions of the theory and design principles guiding CSILE development have been provided elsewhere (S...
Article
This study explored the effectiveness of using a cognitively based approach to remediating the reading disability of a third?grade student. In particular, it investigated the effect of helping the student develop an ?intentional? approach to his own learning through acquiring insight into his own reading strategies. Both the procedures used and the...
Article
Full-text available
Collaborative learning is well suited to online learning environments built around threaded discussion. Research frameworks have developed around these practices providing methodological guidance for examining learning as a collective endeavor within the boundaries of a course. These frameworks may not adequately represent the individual as an acti...
Article
Weblogs are being used for a range of purposes in education. To support learning, pedagogical and technological implementation issues need to be informed by user experience. In this paper we present the early experiences of nine graduate students who used weblogs during a three month period to support their academic progress. An analysis of partici...
Article
Introduction This paper presents the rationale for and challenges of a research project called Improving Graduate Apprenticeship through Online Collaborative Writing Environments. It builds on results from earlier research suggesting students studying at a distance lack specific apprenticeship experiences to enable becoming full participants in an...

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