Daniela Castellanos-Reyes

North Carolina State University | NCSU · College of Education

Open educational resources (OER) have been praised for revolutionizing education. However, practitioners and instructors battle keeping OER updated and measuring their impact on students’ performance. Few studies have analyzed the improvement of OER over time in relation to achievement. This longitudinal study uses learning analytics through the op...

The last two decades of online learning research vastly flourished by examining discussion board text data through content analysis based on constructs like cognitive presence (CP) with the Practical Inquiry Model (PIM). The PIM sets a footprint for how cognitive development unfolds in collaborative inquiry in online learning experiences. Ironicall...

Open Educational Resources (OERs) have been praised for revolutionizing education. However, practitioners and instructors battle keeping OERs updated and measuring their impact on students’ performance. Few studies have analyzed the improvement of OERs over time in relation to achievement. This longitudinal study uses learning analytics through the...

Interaction is an essential element of online learning and researchers had use Social Learning Analytics (SLA) to understand the characteristics of meaningful interaction. While the potential for network analysis in education (i.e., SLA) is valuable, limited research has considered how best to use this emerging field to inform meaningful interactio...

The Purdue Repository for Online Teaching and Learning (PoRTAL) was developed as an Open Educational Resource (OER) for graduate students and faculty in higher education settings to enhance their online teaching skills and strategies. The PoRTAL team used a design-based research approach (DBR; Wang & Hannafin, Educational Technology Research and De...

The rapid and unexpected onset of the COVID-19 global pandemic has generated a great degree of uncertainty about the future of education and has required teachers and students alike to adapt to a new normal to survive in the new educational ecology. Through this experience of the new educational ecology, educators have learned many lessons, includi...

This multiple case study explores how instructors conceptualize and employ scaffolding in online courses. Participants included full time faculty (n = 4) who have designed and taught at least one online course within the past 12 months. Data sources included pre-interview surveys, semi-structured interviews, and online course observations. Data wer...

Large scale assessment data has many affordances but relying on test scores alone may not provide a full picture of complex thinking and reasoning. Emerging research has used process data to examine group problem solving. Process data captures individual, team, or country data, as well as important relationships and sequence patterns. We used proce...

This practitioner-focused chapter addresses mobile learning in the Latin American context during the COVID-19 emergency. To guarantee continuity of education during the COVID-19 pandemic, instructors adopted remote education. Even though much of the remote education relied heavily on computers, millions of learners in Latin America do not have a ho...

The ten research articles in this year’s issue showcased research devoted to advancing high-quality online learning around four themes: learner engagement, the use synchronous video-based communication to support teaching, instructors’ perspectives and experiences, and pedagogical recommendations.

Social network sites (SNS) are capable of amplifying educators’ online activities, and for successful use, educators should be intentional with how they use SNS for personal and professional purposes. Approaching SNS use in unintentional ways leaves educators at risk for criticism from key stakeholder groups and professional consequences. To unders...

This chapter presents a systematic review of 31 studies that focused on the ef- fect of using social network sites (SNSs) for educational purposes on students’ perceived learning and satisfaction. It was found that SNSs support these out- comes when guidance and rules are clearly specified to learners. A subset of the studies was also used for a me...

Interaction is a principle of high-quality course design in online learning. Previous research shows that interaction in Massive Open Online Courses is crucial for learner retention and course completion. Using panel network data of 386 MOOC learners, this study explored the mechanisms that drive learner-learner interaction over time, specifically,...

This chapter will discuss the Socratic Seminar as an instructional method, its historical roots, definitions, uses, and practical considerations. Readers can use this chapter as a practical guide on how to implement the Socratic Seminar in their teaching. A table and infographic are provided at the end for practitioners to guide their Socratic ques...

The Community of Inquiry framework is a collaborative-constructivist process model that describes the essential elements of a successful online higher education learning experience. This history column entry briefly describes the 20 years of progress in the framework. The column is divided into two decades, first, explaining the establishment of th...