Holly Fiock

Holly Fiock
Purdue University | Purdue · Department of Curriculum and Instruction

Master of Science in Education

About

15
Publications
7,304
Reads
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136
Citations
Citations since 2016
15 Research Items
134 Citations
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Introduction
I am currently an instructional designer and doctoral student in the Learning Design and Technology (LDT) Program - College of Education at Purdue University. As an instructional designer, I broadly support teaching and learning through my multifaceted role which includes learning design, course development, and providing support to faculty and adjuncts to enhance and develop courses and learning communities relating to innovations and effective practice in instructional design.
Additional affiliations
May 2016 - present
Purdue University
Position
  • Designer
Education
August 2011 - December 2015
Purdue University
Field of study
  • Learning Design and Technology
August 2005 - May 2010
Purdue University
Field of study
  • Social Studies Education

Publications

Publications (15)
Article
Full-text available
This design case focuses on the design, development, and management of an online student center. In order to bridge and build community among a population of master’s students in an online program, an online student center was developed to become a one-stop-shop. This center houses vital program information and helps to foster relationships among o...
Article
Full-text available
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...
Article
Full-text available
Utilizando tres constructos interdependientes, la presencia social, cognitiva y docente, el marco de la Comunidad de Indagación es un modelo teórico de proceso del aprendizaje en línea. En específico, la presencia docente se divide en tres subelementos —a) facilitación del discurso, b) instrucción directa y c) diseño y organización instruccional— q...
Article
Full-text available
Understanding theory is essential to instructional design (ID) research and practice; however , novice designers struggle to make sense of instructional design theory due to its abstract and complex nature, the inconsistent use of theoretical terms and concepts within literature, and the dissociation of theory from practice. While these challenges...
Article
Discussions play an important role in supporting problem solving during case-based instruction (CBI). Yet, little research has considered how students purposefully use online case discussions to support problem solving. Using a multiple case study approach, we examined how the content covered in three online discussions supported students' individu...
Article
Full-text available
Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students r...
Article
Full-text available
Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements—(a) facilitation of discourse, (b) direct instruction, and (c) instructional design and organization—that work together to...
Article
Full-text available
In dit artikel wordt een praktische aanpak beschreven voor het toepassen van onderwijsstrategieën waarmee een Community of Inquiry (leergemeenschap) in een online- of blended cursus kan worden ingebed. Het creëren van een online-leergemeenschap heeft positieve effecten op de kwaliteit van leren en vergroot de betrokkenheid en motivatie van lerende...
Article
Full-text available
Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students re...
Article
Full-text available
p>Este artículo describe un enfoque práctico para implementar estrategias instruccionales con la finalidad de construir una Comunidad de indagación (CoI) en un entorno de enseñanza en línea. La construcción de una comunidad en línea tiene efectos positivos en la calidad del aprendizaje de los estudiantes de esta modalidad, aumenta su compromiso y a...
Article
Full-text available
This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality of student learning, increases student engagement, and encourages motivation of students in online courses. The CoI is a theoretical...

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Projects

Projects (2)
Project
The first research project I participated in, mark it!
Project
Goal: To explain and demonstrate the ins and outs of running an online student center for community building among learners across multiple timezones and locales.