The Experts below are selected from a list of 27 Experts worldwide ranked by ideXlab platform

Lei Liu - One of the best experts on this subject based on the ideXlab platform.

  • extended representation of the Conceptual Element in temporal context and the diachronism of the knowledge system
    Knowledge Based Systems, 2012
    Co-Authors: Jian Zhao, Lei Liu
    Abstract:

    Based on granular computing, the Conceptual Element was established as the Conceptual category of knowledge, with formal concept analysis as a basic tool, and the indiscernibility relation was established for rough set theory. The Conceptual Element in temporal context was then extended to the phenomenon Element yielding temporal granular representation. Through the introduction of partially ordered time-series, the diachronism of the knowledge system was studied. An isomorphic mapping was conducted between the sequence structure and concept lattice structure, consisting of a phenomenon Element and other time-series materials, providing visualization of the movement of the phenomenon Element over time. Dynamic modeling was applied to knowledge granules in the open problem domain of context and time, providing a theoretical basis for reference.

Shoubang Jian - One of the best experts on this subject based on the ideXlab platform.

  • learning presence additional research on a new Conceptual Element within the community of inquiry coi framework
    Internet and Higher Education, 2012
    Co-Authors: Peter Shea, Suzanne Hayes, Sedef Uzuner Smith, Jason Vickers, Temi Bidjerano, Alexandra Pickett, Mary Gozzacohen, Jane Wilde, Shoubang Jian
    Abstract:

    Abstract This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new Conceptual Element — learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades.

Jian Zhao - One of the best experts on this subject based on the ideXlab platform.

  • extended representation of the Conceptual Element in temporal context and the diachronism of the knowledge system
    Knowledge Based Systems, 2012
    Co-Authors: Jian Zhao, Lei Liu
    Abstract:

    Based on granular computing, the Conceptual Element was established as the Conceptual category of knowledge, with formal concept analysis as a basic tool, and the indiscernibility relation was established for rough set theory. The Conceptual Element in temporal context was then extended to the phenomenon Element yielding temporal granular representation. Through the introduction of partially ordered time-series, the diachronism of the knowledge system was studied. An isomorphic mapping was conducted between the sequence structure and concept lattice structure, consisting of a phenomenon Element and other time-series materials, providing visualization of the movement of the phenomenon Element over time. Dynamic modeling was applied to knowledge granules in the open problem domain of context and time, providing a theoretical basis for reference.

Peter Shea - One of the best experts on this subject based on the ideXlab platform.

  • learning presence additional research on a new Conceptual Element within the community of inquiry coi framework
    Internet and Higher Education, 2012
    Co-Authors: Peter Shea, Suzanne Hayes, Sedef Uzuner Smith, Jason Vickers, Temi Bidjerano, Alexandra Pickett, Mary Gozzacohen, Jane Wilde, Shoubang Jian
    Abstract:

    Abstract This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new Conceptual Element — learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades.

Suzanne Hayes - One of the best experts on this subject based on the ideXlab platform.

  • learning presence additional research on a new Conceptual Element within the community of inquiry coi framework
    Internet and Higher Education, 2012
    Co-Authors: Peter Shea, Suzanne Hayes, Sedef Uzuner Smith, Jason Vickers, Temi Bidjerano, Alexandra Pickett, Mary Gozzacohen, Jane Wilde, Shoubang Jian
    Abstract:

    Abstract This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new Conceptual Element — learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades.