Transforming online learning through narrative and student agency

Educational Technology and Society

Volumn 15, Issue 4, 2012, Pages 344-355

  Lindgren, Robb ^a   McDaniel, Rudy ^a  

^a UNIVERSITY OF CENTRAL FLORIDA   (United States)

Author keywords

Agency; Emerging media; Narrative; Online learning; Undergraduate education

Indexed keywords

EID: 84873808013     PISSN: 11763647     EISSN: 14364522     Source Type: Journal    
DOI: None     Document Type: Article

References (49)

1. Allen, I. E., & Seaman, J. (2010). Class differences: Online education in the United States, 2010. Babson Survey Research Group.
2. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37,122-147.
3. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
4. Bers, M. U., & Cassell, J. (1998). Interactive storytelling systems for children: Using technology to explore language and identity. Journal of Interactive Learning Research, 9(2), 183-215.
5. Biswas, G., Leelawong, K., Schwartz, D., & Vye, N. (2005). Learning by teaching: A new agent paradigm for educational software. Applied Artificial Intelligence, 19, 363-392.
6. Bordens, K. S., & Abbot, B. B. (2011). Research design and methods: A process approach (8th ed.). New York: McGraw Hill.
7. Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18, 1-21.
8. Castronova, E. (2006). Synthetic worlds: the business and culture of online games. Chicago: University of Chicago Press.
9. Corbett, A. T., Koedinger, K. R., & Anderson, J. R. (1997). Intelligent tutoring systems. In M. Helander, T. K. Landauer, & P. V. Prabhu (Eds.), Handbook of human-computer interaction (pp. 849-874). Amsterdam: North-Holland.
10. Engelmann, S., Haddox, P., & Bruner, E. (1983). Teach your child to read in 100 easy lessons. New York: Simon & Schuster.
11. Evensen, D. H., & Hmelo, C.E. (2000). Problem-based learning: A research perspective on learning interactions, Mahwah, N.J.: Erlbaum.
12. Falk, J. H., & Dierking, L. D. (2002). Lessons without limit: How free-choice learning is transforming education. Walnut Creek, CA: Alta Mira Press.
13. Ford, M. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.
14. Gose, M. (2009). When Socratic dialogue is flagging: Questions and strategies for engaging students. College Teaching, 57(1), 45-49.
15. Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371-395.
16. Greener, S. L. (2010). Plasticity: The online learning environment's potential to support varied learning styles and approaches. Campus-Wide Information Systems, 27(4), 254-262.
17. Hays, S. (1994). Structure and agency and the sticky problem of culture. Sociological Theory, 8, 124-142.
18. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235-266.
19. Jahn, M. (2004). Foundational issues in teaching cognitive narratology. European Journal of English Studies, 8(1), 105-127.
20. Lee, J. K., Stiehl, W. D., Toscano, R., & Breazeal, C. (2009). Semi-autonomous robot avatar as a medium for family communication and education, Advanced Robotics, 23(14), 1925-1945.
21. Lindgren, R., & Schwartz, D. L.. (2009). Spatial learning and computer simulations in science. International Journal of Science Education, 31(3), 419-438.
22. Manovich, L. (2001). The language of new media. Cambridge, MA.: MIT Press.
23. Mar, R. A. (2004). The neuropsychology of narrative: story comprehension, story production, and their interrelation. Neuropsychologia, 42, 1414-1434.
24. Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39, 135-145.
25. Mateas, M., & Sengers, P. (2003). Narrative Intelligence. Philadelphia: John Benjamins.
26. McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25, 51-69.
27. McDaniel, R., Fiore, S. M., & Nicholson, D. (2010). Serious storytelling: Narrative considerations for serious games researchers and developers. In J. A. Cannon-Bowers & C. A. Bowers (Eds.), Serious Game Design and Development: Technologies for Training and Learning (pp. 13-30). Hershey, PA: IGI Global.
28. Meehan, J. (1977). The metanovel: writing stories by computer. Ann Arbor: University microfilms international.
29. Minsky, M. (1985). The Society of Mind. New York: Simon & Schuster.
30. Mishra, S. (2002). A design framework for online learning environments. British Journal of Educational Technology, 33 (4), 493-496.
31. Morrow, D. G., Bower, G. H., & Greenspan, S. L. (1988). Updating situation models during narrative comprehension. Journal of memory and language, 28(3), 292-312.
32. Murray, J. H. (1997). Hamlet on the holodeck: The future of narrative in cyberspace. New York: Free Press.
33. National Survey of Student Engagement (2010). NSSE Survey Instrument. Retreived from http://nsse.iub.edu/html/survey_instruments_2010.cfm.
34. Nelson, K. (Ed.). (1989). Narratives from the crib. Cambridge: Harvard University Press.
35. Nitkko, A. J. ( 1996). Educational assessment of students. (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.
36. Piaget, J. (1967). Biologie et connaissance (Biology and knowledge), Paris: Gallimard.
37. Romero, L., & Haughton, N. (2010). Systematic improvement of web-based learning: A structured approach using a course improvement framework. MERLOT Journal of Online Learning and Teaching, 6(2), 446-453.
38. Ryan, M.-L. (2010). Narratology and cognitive science: A problematic relation. Style, 44(4), 469-495.
39. Schank, R. C. (1995). Tell me a story: Narrative and intelligence. Evanston, Ill.: Northwestern University Press.
40. Schwartz, D. L., & Arena, D. (2009). Choice-based assessments for the digital age. Stanford University.
41. Stanley, O. L. (2006). A comparison of learning outcomes by 'in-course' evaluation techniques for an online course in a controlled environment. The Journal of Educators Online, 3(2), 1-16.
42. Suthers, D. D., Vatrapu, R., Medina, R., Joseph, S., & Dwyer, N. (2008). Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments. Computers & Education, 50(4), 1103-1127.
43. Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76, 93-135.
44. van Joolingen, W., de Jong, T., Lazonder, A., Savelsbergh, E., & Manlove, S. (2005). Co-Lab: research and development of an online learning environment for collaborative scientific discovery learning. Computers in Human Behavior, 21, 671-688.
45. Wilson, S. G., Rinck, M., McNamara, T. P., Bower, G. H., & Morrow, D. G. (1993). Mental models and narrative comprehension: some qualifications. Journal of memory and language, 32, 141-154.
46. Wolters, C. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90, 224-235.
47. Young, K., & Saver, J. (2001). The neurology of narrative. SubStance, 94/95, 72-84.
48. Yu, F. Y. (2009). Scaffolding student-generated questions: Design and development of a customizable online learning system. Computers in Human Behavior, 25 (5), 1129-1138.
49. Zimmerman, B. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1-37). Mahwah, NJ: Erlbaum.