Jolie Kennedy | SUNY: Empire State College (original) (raw)

Papers by Jolie Kennedy

AERA Online Paper Repository, 2017

Methodological data illuminated writing-as-thinking to show how post-reflexivity and chasing line... more Methodological data illuminated writing-as-thinking to show how post-reflexivity and chasing lines of flight in post-intentional phenomenology, as a fluid methodology, opened up space to venture into nomadic thinking, to question labels, and to experience the limits of language. This work came out of a larger post-intentional phenomenological study that explored connectedness, in which data moments were gathered in three waves from participant-agents, including lived experience descriptions, think-aloud observations, and semi-structured interviews. The methodological data included analytic notes along with the researcher's postreflexion journal. This work carries potential significance for generating discussion on methodological data and writing-as-thinking, also how post-reflexivity and chasing lines of flight in post-intentional phenomenology might shape the research text, researcher, qualitative methodology, teaching, and our world.

EduLearn13 Proceedings, 2013

Emerging technologies offer collaborative affordances that support constructivist learning method... more Emerging technologies offer collaborative affordances that support constructivist learning methods and inquiry-based technology integration strategies. We use constructivist learning theories and technology philosophies to frame our discussion of the Google+ Hangouts video chat platform as a means for group collaboration and presentations. Through a reflexive examination of this technological pedagogical application, we discover affordances for community, conversation, and play. We illustrate how this communication technology can be used to design opportunities for authentic and transformative learning.

Society for Information Technology & Teacher Education International Conference, 2024

TPACK is a familiar and useful scaffold for framing ways of implementing GenAI into pedagogical s... more TPACK is a familiar and useful scaffold for framing ways of implementing GenAI into pedagogical strategies. This work explores the technological affordances of GenAI for teaching practices. Specifically, this work presents a discussion and demonstration of GenAI as peer reviewer, GenAI as idea generator, and GenAI as content generator for fostering critical and creative thinking. To prepare for the age of GenAI, teaching practices have necessarily become agile for educators, and teacher-educators in particular, to respond and adapt to the changing landscapes and evolving technological ecosystems in educational settings, including K-12 classrooms, higher education campuses, and workplace learning environments. This work contributes to a deepening of the technological and contextual knowledge within the TPACK framework, which is made especially pertinent given the burgeoning of rapid innovations brought about by the age of GenAI.

EdMedia+ Innovate Learning, 2022

The purpose of this work is to introduce, present, and discuss three perspectives to inform theor... more The purpose of this work is to introduce, present, and discuss three perspectives to inform theory and practice in learning experience design. A focus on learning through the lens of Schön's theory of reflective practice provides insights to engage in design thinking and agile design approaches in new ways. A focus on lived experience through the lens of Ihde's postphenomenology in technoscience offers designers perspectives on their own human-technology relations as they engage of, with, and through technologies for design. A focus on design through the lens of Norman's emotional design approach gives designers ideas about aesthetics and the visceral, behavioral, and reflective aspects of design. Implications for teaching and learning, as well as opportunities for designers to reflect on their own lived experiences of their design practices and their roles in the design process will also be discussed.

EdMedia+ Innovate Learning, 2022

The purpose of this paper is to introduce and present the context, theoretical frameworks, and me... more The purpose of this paper is to introduce and present the context, theoretical frameworks, and methodological approach of an educational design research study that seeks to better understand pedagogical, social, and technological design characteristics to foster a learner-centered, inclusive online learning environment. This research is grounded in feminist technoscience and postphenomenology. These theoretical frameworks guide the research question and methodological approach. A purposeful sampling of educators will inform the initial analysis and exploration phases of research, followed by an iterative process of design, evaluation, and enhancement phases. The research process will conclude with a reflection phase and identification of design principles.

Education Sciences, 2023

This investigation used cross-sectional survey research methods in a high-enrollment undergraduat... more This investigation used cross-sectional survey research methods in a high-enrollment undergraduate history course, setting out to examine test performance and metacognitive strategies that subjects self-selected prior to class, during class, and during the exam. This study examined the differences in exam scores between one group of students who self-reported completing specific metacognitive strategies and one group of students who self-reported not completing them. An online survey instrument was used to collect data from 121 students about the frequency of occurrence of specific behaviors. Frequencies and an Independent Samples T-Test were used to analyze metacognitive strategies and exam performance. The results showed the following strategies were statistically significant at the 0.05 alpha level: (1) read or listened to assigned readings and audio files before they were discussed during class; (2) frequently took part in small group discussion at the table during the class session; (3) created outlines for each of the potential essay questions to prepare for the examination; and (4) made an outline of the essay question before beginning to write while taking the exam. Limitations of the study, implications of the results, and recommendations for future research are provided. With the challenges of supporting students to earn higher grades and persist toward graduation, faculty members need to join the rest of the campus to be active agents in supporting students through simple learning strategies and effective student behaviors embedded into their courses. This may require extra time and effort to engage in professional development to learn how to embed practice with metacognitive strategies during class sessions.

Journal of Interactive Online Learning, 2018

The purpose of this post-intentional phenomenological research study was to better understand con... more The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of the field of learning design and technologies, and more specifically in distance learning. The conceptual framework comprised of theories of motivation, learning, and identity. The philosophical commitments of this study adhered to a phenomenological philosophy of technology and a post-intentional phenomenological philosophy and methodology. The aim of this interpretivist inquiry was to explore the question, how might connectedness take shape in personal learning networks? Six doctoral students participated in three phases of data gathering that included written lived experience descriptions, think-aloud observations, and in-depth interviews. A post-intentional methodology that included a whole-parts-whole process, a postreflexive journal, and a post-intentional data analysis technique of chasing lines of flight was used to analyze and interpret the data, as well as interrogate the tentative manifestations. The findings included connectedness as motivation, learning, and identity.

This review of research explores characteristics associated with massive open online courses (MOO... more This review of research explores characteristics associated with massive open online courses (MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to persistence, and a distinct structure that takes the form as one of two pedagogical approaches. The concept of openness shifts among different MOOCs, models, researchers, and facilitators. The high dropout rates show that the barriers to learning are a significant challenge. Research has focused on engagement, motivation, and presence to mitigate risks of learner isolation. The pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social, distributed, networked approach and significant learner autonomy that is geared towards adult lifelong learners interested in personal or professional development. This connectivist approach relates to situated and social learning theories such as social constructivism (Kop, 2011). By contrast, the design of the Stanford Artificial Intelligence...

Ensuring Quality and Integrity in Online Learning Programs, 2019

This chapter reports on research findings that illustrate a system view of connectedness across p... more This chapter reports on research findings that illustrate a system view of connectedness across personal, professional, and academic contexts with implications for designing quality online learning programs. Connected learners organically blur the line between formal and informal learning when they call on their social networks and engage in online learning systems towards goals in their personal, professional, and academic lives. The phenomenological study referenced in this chapter is framed by complexity theory and grounded in research on complex adaptive systems applied to educational contexts. Examples of lived experiences illustrate how being connected in a personal learning environment is experienced as immersion in a complex adaptive system. Implications and recommendations for quality online learning programs are discussed.

University of Minnesota Ph.D. dissertation. September 2016. Major: Education, Curriculum and Inst... more University of Minnesota Ph.D. dissertation. September 2016. Major: Education, Curriculum and Instruction. Advisor: Charles Miller. 1 computer file (PDF); 3xii, 327 pages.

Hoffman & Ritchie's (1998) I CARE model helps facilitators think about the way they design their ... more Hoffman & Ritchie's (1998) I CARE model helps facilitators think about the way they design their online courses and interact with learners. The five-step model affords organization to a dynamic online environment, which is helpful for novice and seasoned online instructors and learners. The I CARE model is customized with constructivist approaches and integrated with contemporary social learning technologies in a weekly class agenda format. The instructor (I) introduces the content with a video and sets the context for the lesson. Learners (C) connect to their prior knowledge and (A) apply new knowledge through personalized active learning and authentic assessments. Students (R) reflect on the lesson topic. Learning is (E) extended through an evaluation of the experience or through a guided micro-blog activity. Theories, examples, and options for customization are discussed.

The purpose of this study was to measure engagement in an online course over a semester by three ... more The purpose of this study was to measure engagement in an online course over a semester by three groups of students with varying levels of self-efficacy with the online medium (low, moderate, or high) in order to determine whether self-reported engagement differed among the groups over time. Participants for this study consisted of 59 undergraduate learners who were enrolled in an undergraduate online course offered by a public research university in the Midwest. The study employed a survey research design to collect data at the beginning of the semester to measure self-efficacy levels with the online medium and weekly surveys throughout the semester to measure engagement (using a composite score of four rating matrix items: content/activities, media/technology, instructor/teaching presence, and classmates/social presence). Descriptive statistics are reported along with the results of the one-way between-subjects ANOVA for each week and a split-plot (mixed design) ANOVA for all weeks.

Phenomenological research in the field of learning design and technologies, and distance learning... more Phenomenological research in the field of learning design and technologies, and distance learning in particular, is growing and maturing with greater varieties. This research study seeks to contribute to and advance the knowledge base by using a postintentional phenomenological lens to explore lived experiences in distance learning in varied contexts, both formally and informally. Data was gathered through six waves of data moments (i.e., written lived experience descriptions) from ten graduate students in an online course. A whole-parts-whole approach is used to analyze and interpret the data in order to better understand what it is like to experience being a distance learner.

Http Dx Doi Org 10 1080 01587919 2015 1019964, Mar 18, 2015

How does one evaluate one’s own online teaching? Do novice online instructors depend on end-of-se... more How does one evaluate one’s own online teaching? Do novice online instructors depend on end-of-semester course evaluations or a Quality Matters rubric? Perhaps their professional development is driven by a personal belief that seeking multiple perspectives from different lenses is core to reflective practice. This work explores one way to interrogate one’s own online teaching practices through a systematic reflection on technological pedagogical content knowledge (TPCK). It involved identifying and reflecting upon instances in which TPCK was evident in the design and facilitation of the online learning environment in an undergraduate online course. Ways to improve online teaching based on increased meta-cognitive awareness of TPCK are considered. Implications of this self-study for distance learning professional development are discussed.

Journal of Interactive Online Learning, 2014

This review of research explores characteristics associated with massive open online courses (MOO... more This review of research explores characteristics associated with massive open online courses (MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to persistence, and a distinct structure that takes the form as one of two pedagogical approaches. The concept of openness shifts among different MOOCs, models, researchers, and facilitators. The high dropout rates show that the barriers to learning are a significant challenge. Research has focused on engagement, motivation, and presence to mitigate risks of learner isolation. The pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social, distributed, networked approach and significant learner autonomy that is geared towards adult lifelong learners interested in personal or professional development. This connectivist approach relates to situated and social learning theories such as social constructivism (Kop, 2011). By contrast, the design of the Stanford Artificial Intelligence (AI) model (xMOOC) uses conventional directed instruction in the context of formal postsecondary educational institutions. This traditional pedagogical approach is categorized as cognitive-behaviorist (Rodriguez, 2012). These two distinct MOOC models attract different audiences, use different learning approaches, and employ different teaching methods. The purpose of this review is to synthesize the research describing the phenomenon of MOOCs in informal and postsecondary online learning.

Journal of Interactive Online Learning, 2018

The purpose of this post-intentional phenomenological research study was to better understand con... more The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of the field of learning design and technologies, and more specifically in distance learning. The conceptual framework comprised of theories of motivation, learning, and identity. The philosophical commitments of this study adhered to a phenomenological philosophy of technology and a post-intentional phenomenological philosophy and methodology. The aim of this interpretivist inquiry was to explore the question, how might connectedness take shape in personal learning networks? Six doctoral students participated in three phases of data gathering that included written lived experience descriptions, think-aloud observations, and in-depth interviews. A post-intentional methodology that included a whole-parts-whole process, a postreflexive journal, and a post-intentional data analysis technique of chasing lines...

Journal of Interactive Online Learning, 2018

The purpose of this post-intentional phenomenological research study was to better understand con... more The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of the field of learning design and technologies, and more specifically in distance learning. The conceptual framework comprised of theories of motivation, learning, and identity. The philosophical commitments of this study adhered to a phenomenological philosophy of technology and a post-intentional phenomenological philosophy and methodology. The aim of this interpretivist inquiry was to explore the question, how might connectedness take shape in personal learning networks? Six doctoral students participated in three phases of data gathering that included written lived experience descriptions, think-aloud observations, and in-depth interviews. A post-intentional methodology that included a whole-parts-whole process, a post- reflexive journal, and a post-intentional data analysis technique of chasing lines of flight was used to analyze and interpret the data, as well as interrogate the tentative manifestations. The findings included connectedness as motivation, learning, and identity.

Talks by Jolie Kennedy

Association of Educational Communication and Technology , 2019

This session shares inspiring studies of lived experiences with technologies that illustrate the ... more This session shares inspiring studies of lived experiences with technologies that illustrate the growth of phenomenology from descriptive to interpretive to postmodern. As a promising innovative research methodology, post-intentional phenomenology offers scholars a new lens for glimpsing fleeting phenomena in tech-mediated spaces. This session is intended for attendees who are interested in learning more about phenomenological research in educational communications and technologies, with a special focus on discussing post-intentional phenomenology as a philosophy and methodology.

AERA Online Paper Repository, 2017

Methodological data illuminated writing-as-thinking to show how post-reflexivity and chasing line... more Methodological data illuminated writing-as-thinking to show how post-reflexivity and chasing lines of flight in post-intentional phenomenology, as a fluid methodology, opened up space to venture into nomadic thinking, to question labels, and to experience the limits of language. This work came out of a larger post-intentional phenomenological study that explored connectedness, in which data moments were gathered in three waves from participant-agents, including lived experience descriptions, think-aloud observations, and semi-structured interviews. The methodological data included analytic notes along with the researcher's postreflexion journal. This work carries potential significance for generating discussion on methodological data and writing-as-thinking, also how post-reflexivity and chasing lines of flight in post-intentional phenomenology might shape the research text, researcher, qualitative methodology, teaching, and our world.

EduLearn13 Proceedings, 2013

Emerging technologies offer collaborative affordances that support constructivist learning method... more Emerging technologies offer collaborative affordances that support constructivist learning methods and inquiry-based technology integration strategies. We use constructivist learning theories and technology philosophies to frame our discussion of the Google+ Hangouts video chat platform as a means for group collaboration and presentations. Through a reflexive examination of this technological pedagogical application, we discover affordances for community, conversation, and play. We illustrate how this communication technology can be used to design opportunities for authentic and transformative learning.

Society for Information Technology & Teacher Education International Conference, 2024

TPACK is a familiar and useful scaffold for framing ways of implementing GenAI into pedagogical s... more TPACK is a familiar and useful scaffold for framing ways of implementing GenAI into pedagogical strategies. This work explores the technological affordances of GenAI for teaching practices. Specifically, this work presents a discussion and demonstration of GenAI as peer reviewer, GenAI as idea generator, and GenAI as content generator for fostering critical and creative thinking. To prepare for the age of GenAI, teaching practices have necessarily become agile for educators, and teacher-educators in particular, to respond and adapt to the changing landscapes and evolving technological ecosystems in educational settings, including K-12 classrooms, higher education campuses, and workplace learning environments. This work contributes to a deepening of the technological and contextual knowledge within the TPACK framework, which is made especially pertinent given the burgeoning of rapid innovations brought about by the age of GenAI.

EdMedia+ Innovate Learning, 2022

The purpose of this work is to introduce, present, and discuss three perspectives to inform theor... more The purpose of this work is to introduce, present, and discuss three perspectives to inform theory and practice in learning experience design. A focus on learning through the lens of Schön's theory of reflective practice provides insights to engage in design thinking and agile design approaches in new ways. A focus on lived experience through the lens of Ihde's postphenomenology in technoscience offers designers perspectives on their own human-technology relations as they engage of, with, and through technologies for design. A focus on design through the lens of Norman's emotional design approach gives designers ideas about aesthetics and the visceral, behavioral, and reflective aspects of design. Implications for teaching and learning, as well as opportunities for designers to reflect on their own lived experiences of their design practices and their roles in the design process will also be discussed.

EdMedia+ Innovate Learning, 2022

The purpose of this paper is to introduce and present the context, theoretical frameworks, and me... more The purpose of this paper is to introduce and present the context, theoretical frameworks, and methodological approach of an educational design research study that seeks to better understand pedagogical, social, and technological design characteristics to foster a learner-centered, inclusive online learning environment. This research is grounded in feminist technoscience and postphenomenology. These theoretical frameworks guide the research question and methodological approach. A purposeful sampling of educators will inform the initial analysis and exploration phases of research, followed by an iterative process of design, evaluation, and enhancement phases. The research process will conclude with a reflection phase and identification of design principles.

Education Sciences, 2023

This investigation used cross-sectional survey research methods in a high-enrollment undergraduat... more This investigation used cross-sectional survey research methods in a high-enrollment undergraduate history course, setting out to examine test performance and metacognitive strategies that subjects self-selected prior to class, during class, and during the exam. This study examined the differences in exam scores between one group of students who self-reported completing specific metacognitive strategies and one group of students who self-reported not completing them. An online survey instrument was used to collect data from 121 students about the frequency of occurrence of specific behaviors. Frequencies and an Independent Samples T-Test were used to analyze metacognitive strategies and exam performance. The results showed the following strategies were statistically significant at the 0.05 alpha level: (1) read or listened to assigned readings and audio files before they were discussed during class; (2) frequently took part in small group discussion at the table during the class session; (3) created outlines for each of the potential essay questions to prepare for the examination; and (4) made an outline of the essay question before beginning to write while taking the exam. Limitations of the study, implications of the results, and recommendations for future research are provided. With the challenges of supporting students to earn higher grades and persist toward graduation, faculty members need to join the rest of the campus to be active agents in supporting students through simple learning strategies and effective student behaviors embedded into their courses. This may require extra time and effort to engage in professional development to learn how to embed practice with metacognitive strategies during class sessions.

Journal of Interactive Online Learning, 2018

The purpose of this post-intentional phenomenological research study was to better understand con... more The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of the field of learning design and technologies, and more specifically in distance learning. The conceptual framework comprised of theories of motivation, learning, and identity. The philosophical commitments of this study adhered to a phenomenological philosophy of technology and a post-intentional phenomenological philosophy and methodology. The aim of this interpretivist inquiry was to explore the question, how might connectedness take shape in personal learning networks? Six doctoral students participated in three phases of data gathering that included written lived experience descriptions, think-aloud observations, and in-depth interviews. A post-intentional methodology that included a whole-parts-whole process, a postreflexive journal, and a post-intentional data analysis technique of chasing lines of flight was used to analyze and interpret the data, as well as interrogate the tentative manifestations. The findings included connectedness as motivation, learning, and identity.

This review of research explores characteristics associated with massive open online courses (MOO... more This review of research explores characteristics associated with massive open online courses (MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to persistence, and a distinct structure that takes the form as one of two pedagogical approaches. The concept of openness shifts among different MOOCs, models, researchers, and facilitators. The high dropout rates show that the barriers to learning are a significant challenge. Research has focused on engagement, motivation, and presence to mitigate risks of learner isolation. The pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social, distributed, networked approach and significant learner autonomy that is geared towards adult lifelong learners interested in personal or professional development. This connectivist approach relates to situated and social learning theories such as social constructivism (Kop, 2011). By contrast, the design of the Stanford Artificial Intelligence...

Ensuring Quality and Integrity in Online Learning Programs, 2019

This chapter reports on research findings that illustrate a system view of connectedness across p... more This chapter reports on research findings that illustrate a system view of connectedness across personal, professional, and academic contexts with implications for designing quality online learning programs. Connected learners organically blur the line between formal and informal learning when they call on their social networks and engage in online learning systems towards goals in their personal, professional, and academic lives. The phenomenological study referenced in this chapter is framed by complexity theory and grounded in research on complex adaptive systems applied to educational contexts. Examples of lived experiences illustrate how being connected in a personal learning environment is experienced as immersion in a complex adaptive system. Implications and recommendations for quality online learning programs are discussed.

University of Minnesota Ph.D. dissertation. September 2016. Major: Education, Curriculum and Inst... more University of Minnesota Ph.D. dissertation. September 2016. Major: Education, Curriculum and Instruction. Advisor: Charles Miller. 1 computer file (PDF); 3xii, 327 pages.

Hoffman & Ritchie's (1998) I CARE model helps facilitators think about the way they design their ... more Hoffman & Ritchie's (1998) I CARE model helps facilitators think about the way they design their online courses and interact with learners. The five-step model affords organization to a dynamic online environment, which is helpful for novice and seasoned online instructors and learners. The I CARE model is customized with constructivist approaches and integrated with contemporary social learning technologies in a weekly class agenda format. The instructor (I) introduces the content with a video and sets the context for the lesson. Learners (C) connect to their prior knowledge and (A) apply new knowledge through personalized active learning and authentic assessments. Students (R) reflect on the lesson topic. Learning is (E) extended through an evaluation of the experience or through a guided micro-blog activity. Theories, examples, and options for customization are discussed.

The purpose of this study was to measure engagement in an online course over a semester by three ... more The purpose of this study was to measure engagement in an online course over a semester by three groups of students with varying levels of self-efficacy with the online medium (low, moderate, or high) in order to determine whether self-reported engagement differed among the groups over time. Participants for this study consisted of 59 undergraduate learners who were enrolled in an undergraduate online course offered by a public research university in the Midwest. The study employed a survey research design to collect data at the beginning of the semester to measure self-efficacy levels with the online medium and weekly surveys throughout the semester to measure engagement (using a composite score of four rating matrix items: content/activities, media/technology, instructor/teaching presence, and classmates/social presence). Descriptive statistics are reported along with the results of the one-way between-subjects ANOVA for each week and a split-plot (mixed design) ANOVA for all weeks.

Phenomenological research in the field of learning design and technologies, and distance learning... more Phenomenological research in the field of learning design and technologies, and distance learning in particular, is growing and maturing with greater varieties. This research study seeks to contribute to and advance the knowledge base by using a postintentional phenomenological lens to explore lived experiences in distance learning in varied contexts, both formally and informally. Data was gathered through six waves of data moments (i.e., written lived experience descriptions) from ten graduate students in an online course. A whole-parts-whole approach is used to analyze and interpret the data in order to better understand what it is like to experience being a distance learner.

Http Dx Doi Org 10 1080 01587919 2015 1019964, Mar 18, 2015

How does one evaluate one’s own online teaching? Do novice online instructors depend on end-of-se... more How does one evaluate one’s own online teaching? Do novice online instructors depend on end-of-semester course evaluations or a Quality Matters rubric? Perhaps their professional development is driven by a personal belief that seeking multiple perspectives from different lenses is core to reflective practice. This work explores one way to interrogate one’s own online teaching practices through a systematic reflection on technological pedagogical content knowledge (TPCK). It involved identifying and reflecting upon instances in which TPCK was evident in the design and facilitation of the online learning environment in an undergraduate online course. Ways to improve online teaching based on increased meta-cognitive awareness of TPCK are considered. Implications of this self-study for distance learning professional development are discussed.

Journal of Interactive Online Learning, 2014

This review of research explores characteristics associated with massive open online courses (MOO... more This review of research explores characteristics associated with massive open online courses (MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to persistence, and a distinct structure that takes the form as one of two pedagogical approaches. The concept of openness shifts among different MOOCs, models, researchers, and facilitators. The high dropout rates show that the barriers to learning are a significant challenge. Research has focused on engagement, motivation, and presence to mitigate risks of learner isolation. The pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social, distributed, networked approach and significant learner autonomy that is geared towards adult lifelong learners interested in personal or professional development. This connectivist approach relates to situated and social learning theories such as social constructivism (Kop, 2011). By contrast, the design of the Stanford Artificial Intelligence (AI) model (xMOOC) uses conventional directed instruction in the context of formal postsecondary educational institutions. This traditional pedagogical approach is categorized as cognitive-behaviorist (Rodriguez, 2012). These two distinct MOOC models attract different audiences, use different learning approaches, and employ different teaching methods. The purpose of this review is to synthesize the research describing the phenomenon of MOOCs in informal and postsecondary online learning.

Journal of Interactive Online Learning, 2018

The purpose of this post-intentional phenomenological research study was to better understand con... more The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of the field of learning design and technologies, and more specifically in distance learning. The conceptual framework comprised of theories of motivation, learning, and identity. The philosophical commitments of this study adhered to a phenomenological philosophy of technology and a post-intentional phenomenological philosophy and methodology. The aim of this interpretivist inquiry was to explore the question, how might connectedness take shape in personal learning networks? Six doctoral students participated in three phases of data gathering that included written lived experience descriptions, think-aloud observations, and in-depth interviews. A post-intentional methodology that included a whole-parts-whole process, a postreflexive journal, and a post-intentional data analysis technique of chasing lines...

Journal of Interactive Online Learning, 2018

The purpose of this post-intentional phenomenological research study was to better understand con... more The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of the field of learning design and technologies, and more specifically in distance learning. The conceptual framework comprised of theories of motivation, learning, and identity. The philosophical commitments of this study adhered to a phenomenological philosophy of technology and a post-intentional phenomenological philosophy and methodology. The aim of this interpretivist inquiry was to explore the question, how might connectedness take shape in personal learning networks? Six doctoral students participated in three phases of data gathering that included written lived experience descriptions, think-aloud observations, and in-depth interviews. A post-intentional methodology that included a whole-parts-whole process, a post- reflexive journal, and a post-intentional data analysis technique of chasing lines of flight was used to analyze and interpret the data, as well as interrogate the tentative manifestations. The findings included connectedness as motivation, learning, and identity.

Association of Educational Communication and Technology , 2019

This session shares inspiring studies of lived experiences with technologies that illustrate the ... more This session shares inspiring studies of lived experiences with technologies that illustrate the growth of phenomenology from descriptive to interpretive to postmodern. As a promising innovative research methodology, post-intentional phenomenology offers scholars a new lens for glimpsing fleeting phenomena in tech-mediated spaces. This session is intended for attendees who are interested in learning more about phenomenological research in educational communications and technologies, with a special focus on discussing post-intentional phenomenology as a philosophy and methodology.