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Cleveland-Innes, MarthaORCID iD iconorcid.org/0000-0002-9486-2554
Publications (10 of 25) Show all publications
Cleveland-Innes, M. (2017). Faculty development for online and blended learning: Communities of inquiry in higher education reform. In: : . Paper presented at Scholarship of Teaching and Learning Conference. Stockholm, Sweden. March, 2017..
Open this publication in new window or tab >>Faculty development for online and blended learning: Communities of inquiry in higher education reform
2017 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206471 (URN)
Conference
Scholarship of Teaching and Learning Conference. Stockholm, Sweden. March, 2017.
Note

QC20170509

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-05-09Bibliographically approved
Cleveland-Innes, M. (2017). Research in online and blended learning: Communities of inquiry in higher education reform. In: : . Paper presented at Mid-Sweden University. Sundsvall, Sweden. March, 2017..
Open this publication in new window or tab >>Research in online and blended learning: Communities of inquiry in higher education reform
2017 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206470 (URN)
Conference
Mid-Sweden University. Sundsvall, Sweden. March, 2017.
Note

QCR 20170504

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-05-04Bibliographically approved
Stenbom, S., Cleveland-Innes, M. & Hrastinski, S. (2016). Emotional presence in a relationship of inquiry: The case of one-to-one online math coaching. Online Learning, 20(1)
Open this publication in new window or tab >>Emotional presence in a relationship of inquiry: The case of one-to-one online math coaching
2016 (English)In: Online Learning, ISSN 1092-8235, Vol. 20, no 1Article in journal (Refereed) Published
Abstract [en]

Emotions have been confirmed to be a critical component of the process of learning. In the online Community of Inquiry theoretical framework, and the recently suggested online Relationship of Inquiry framework, emotions are considered a subsection of social presence. In this study, the concept of emotional presence is examined. This examination occurs within the Relationship of Inquiry framework, developed to analyze one-to-one online coaching. A survey of online coaches and a transcript coding procedure from the online coaching service Math Coach provide the data for the study. The results indicate that a Relationship of Inquiry framework consisting of cognitive, social, teaching, and emotional presence enhances the exploration of one-to-one online coaching settings. The interpretation of these results identifies emotional presence as an essential and distinct part of one-to-one online math coaching.

Keywords
Online coaching, Relationship of Inquiry, Community of Inquiry, Emotion, Emotional presence
National Category
Learning
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-166648 (URN)000374407500004 ()2-s2.0-84962073300 (Scopus ID)
Note

QC 20160418

Available from: 2015-05-13 Created: 2015-05-13 Last updated: 2017-05-03Bibliographically approved
Cleveland-Innes, M., Seery, N. & OConnor, A. (2016). Identifying, Developing and Grading Soft Skills in Higher Education. In: : . Paper presented at Higher Education in Transformation 2016 November 2 to 4, 2016 Oshawa, Ontario.
Open this publication in new window or tab >>Identifying, Developing and Grading Soft Skills in Higher Education
2016 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206724 (URN)
Conference
Higher Education in Transformation 2016 November 2 to 4, 2016 Oshawa, Ontario
Note

QC 20170508

Available from: 2017-05-08 Created: 2017-05-08 Last updated: 2017-05-08Bibliographically approved
Stenbom, S. (2016). Online Coaching as Teacher Training: Using a Relationship of Inquiry Framework. In: Ostashewski, N.; Cleveland-Innes, M.; Howell, J. (Ed.), Optimizing K-12 Education through Online and Blended Learning: . Hershey, PA: IGI Global
Open this publication in new window or tab >>Online Coaching as Teacher Training: Using a Relationship of Inquiry Framework
2016 (English)In: Optimizing K-12 Education through Online and Blended Learning / [ed] Ostashewski, N.; Cleveland-Innes, M.; Howell, J., Hershey, PA: IGI Global, 2016Chapter in book (Other (popular science, discussion, etc.))
Abstract [en]

Using the Internet for educational purposes is now commonly accepted. More challenging is the realizationof this potential, particularly in the K-12 education environment. According to the growing literatureon this topic, using Internet technology during K-12 teacher training will provide more knowledge andskills for teachers wishing to use Internet technology in their own classrooms. In an adaption of theonline Community of Inquiry, a revised framework for one-to-one online teaching was developed. In theRelationship of Inquiry framework, the elements of cognitive, teaching, social, and emotional presenceoutline the educational experience of one student receiving learning support from one teacher. Theframework was tested with pre-service teachers using the Math Coach program which offers help withmathematics just-in-time via instant messaging.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2016
Series
Advances in Early Childhood and K-12 Education (AECKE), ISSN 2329-5929
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-190093 (URN)2-s2.0-85014243226 (Scopus ID)9781522505075 (ISBN)
Note

QC 20160808

Available from: 2016-08-08 Created: 2016-08-08 Last updated: 2017-05-04Bibliographically approved
Gauvreau, S., Hurst, D., Cleveland-Innes, M. & Hawranik, P. (2016). Online professional skills workshops: Perspectives from distance education graduate students. International Review of Research in Open and Distance Learning, 17(5), 106-108
Open this publication in new window or tab >>Online professional skills workshops: Perspectives from distance education graduate students
2016 (English)In: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 17, no 5, p. 106-108Article in journal (Refereed) Published
Abstract [en]

While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking, self-awareness, flexibility, team-building, and problem-solving inherently through informal means (Cleveland-Innes & Ally, 2012). The goal of this study was to evaluate the experiences of online graduate students participating in synchronous online professional skills workshops. Students attended the sessions from the various graduate programs at an online Canadian university. The discussions from the focus group held at the end of the project were used to achieve the research goals. This paper used a phenomenological lens to accomplish its research goals. The participants reported that they experienced a "sense of community" and learned skills that were not included in their academic programs.

Place, publisher, year, edition, pages
Athabasca University, Canada, 2016
Keywords
Distance education, Online graduate student, Professional skills development, Synchronous online workshops
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206493 (URN)2-s2.0-84991677335 (Scopus ID)
Note

QC 20170504

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-05-04Bibliographically approved
Ostashewski, N., Howell, J. & Cleveland-Innes, M. (2016). Optimizing K-12 education through online and blended learning. IGI Global
Open this publication in new window or tab >>Optimizing K-12 education through online and blended learning
2016 (English)Book (Other academic)
Abstract [en]

The integration of information and communication technologies in education is unavoidable, as an increasing percentage of educators embrace modern technology, others are faced with the decision to reevaluate their own pedagogical practices or become obsolete. To meet the needs of students, one must first define what stipulates a successful K-12 student, the best practices of online classrooms, the warning signs for low-performing students, and how to engage web-based students. Optimizing K-12 Education through Online and Blended Learning addresses the models, support, cases, and delivery of K-12 online education. Seeking to further the conversation about the most effective ways to integrate ICT into the classroom, this publication presents theoretical frameworks to support educators and administrators. This book is an essential collection of research for teachers, administrators, students of education, IT professionals, developers, and policy makers.

Place, publisher, year, edition, pages
IGI Global, 2016. p. 293
Series
Optim. K-12 Educ. through Online and Blended Learn.
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206485 (URN)10.4018/978-1-5225-0507-5 (DOI)2-s2.0-85014279877 (Scopus ID)9781522505082 (ISBN)9781522505075 (ISBN)1522505075 (ISBN)
Note

QC 20170504

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-05-04Bibliographically approved
Cleveland-Innes, M. (2016). Teaching in blended communities of inquiry. In: : . Paper presented at International Association of Blended Learning Conference. Kavala, Greece. April, 2016..
Open this publication in new window or tab >>Teaching in blended communities of inquiry
2016 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206473 (URN)
Conference
International Association of Blended Learning Conference. Kavala, Greece. April, 2016.
Note

QC 20170509

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-05-09Bibliographically approved
Cleveland-Innes, M. (2016). Technology-enabled learning MOOC for teachers in the developing world.. In: : . Paper presented at Pan Commonwealth Forum on Open Learning. Kuala Lumpur, Malaysia. October, 2016..
Open this publication in new window or tab >>Technology-enabled learning MOOC for teachers in the developing world.
2016 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206472 (URN)
Conference
Pan Commonwealth Forum on Open Learning. Kuala Lumpur, Malaysia. October, 2016.
Note

QC 20170504

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-05-04Bibliographically approved
Cleveland-Innes, M. & Gauvreau, S. (2015). Faculty role change: Adjustment to the influence of online teaching and learning. European Journal of Open, Distance and eLearning, EDEN Special Issue, 134-144
Open this publication in new window or tab >>Faculty role change: Adjustment to the influence of online teaching and learning
2015 (English)In: European Journal of Open, Distance and eLearning, EDEN Special Issue, p. 134-144Article in journal (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206494 (URN)
Note

QC 20170504

Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-05-04Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9486-2554

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