John C Nesbit
Biographic Data
| ID | 2747744 |
|---|---|
| NAME | John C Nesbit |
| GIVEN NAMES | John C |
| FAMILY NAME | Nesbit |
| SIGNATURE | NESBIT J C |
| AFFILIATIONS | Simon Fraser University |
| ORCID | 0000-0002-7096-6682 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Temporal structuring in asynchronous discussions
Argument Mapping in Higher Education
Given the emphasis on critical thinking across the undergraduate curricula, research on argument visualisation has significant implications for designing learning activities in higher education. This systematic review examines research on the use of argument maps or diagrams by postsecondary students. The goals were to identify the themes, research questions, and results of systematically identified studies, and to assess the current prospects fo…
Effects of just-in-time inquiry prompts and principle-based self-explanation guidance on learning and use of domain texts in simulation-based inquiry learning
Although scientific inquiry with simulations may enhance learning, learners often face challenges creating high demand for self-regulation due to an abundance of information in simulations and supplementary instructional texts. In this research, participants engaged in simulation-based inquiry about principles of electric circuits supplemented by domain-specific expository text provided on-demand. They received just-in-time inquiry prompts for in…
The Relation Between Need for Cognition and Academic Achievement
Need for cognition is conceptualized as an individual’s intrinsic motivation to engage in and enjoy effortful cognitive activities. Over the past three decades, there has been increasing interest in how need for cognition impacts and correlates with learning performance. This meta-analysis summarized 136 independent effect sizes (N = 53,258) for the association between need for cognition and academic achievement and investigated the moderating ef…
Explanatory inferencing in simulation-based discovery learning
Scientific inquiry learning with a simulation
In scientific inquiry learning, within-task guidance tailored to the learner’s domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are elusive. In this study, experienced tutors provided just-in-time guidance to 11 learners. We analysed tutor-learner interactions to investigate how tutors ad…
A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning
Modeling undergraduates' selection of course modality
Fine grained analysis of students’ online discussion posts
The conceptualisation of cognitive tools in learning and technology
The term cognitive tool has been used in many areas of academic specialisation, where it has taken on multiple connotations. In this historical and systematic review, we investigate the conceptualisation of cognitive tools in the learning sciences and educational technology. First, the theory of cognitive tools vis-à-vis learning and development is traced from Vygotsky and Soviet psychology through to its use in current educational technology and…
Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement
We examined whether undergraduates’ achievement goal orientations could be represented as profiles and whether profiles were linked to self-reported motivation, epistemic beliefs and academic achievement. Data collected during an undergraduate course were analyzed using a clustering technique. Using the 2 × 2 goal model (Elliot & McGregor, 2001 ), we identified five achievement goal profiles. Our findings suggest the interaction of goal orientati…
Studying and Constructing Concept Maps
What if learning analytics were based on learning science
Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students’ decisions about adaptations that improve their learning. We observe that designs for learning often neglect theories and empirical findings in learning science that explain how students learn. We present six learning analytics that reflect what is known in …
Intelligent tutoring systems and learning outcomes
Intelligent Tutoring Systems (ITS) are computer programs that model learners’ psychological states to provide individualized instruction. They have been developed for diverse subject areas (e.g., algebra, medicine, law, reading) to help learners acquire domain-specific, cognitive and metacognitive knowledge. A meta-analysis was conducted on research that compared the outcomes from students learning from ITS to those learning from non-ITS learning…
A Cross-Cultural Examination of the Psychometric Properties of Responses to the Achievement Goal Questionnaire
The psychometric properties of scores from the Achievement Goal Questionnaire were examined in samples of Japanese (N = 326) and Canadian (N = 307) postsecondary students. Previous research found evidence of a four-factor structure of achievement goals in U.S. samples. Using confirmatory factor-analytic techniques, the authors found strong evidence for the four-factor structure of achievement goals in both the Canadian and Japanese populations. S…
Learning With Concept and Knowledge Maps
This meta-analysis reviews experimental and quasi-experimental studies in which students learned by constructing, modifying, or viewing node-link diagrams. Following an exhaustive search for studies meeting specified design criteria, 67 standardized mean difference effect sizes were extracted from 55 studies involving 5,818 participants. Students at levels ranging from Grade 4 to postsecondary used concept maps to learn in domains such as science…
Roles for software technologies in advancing research and theory in educational psychology
While reviews abound on theoretical topics in educational psychology, it is rare that we examine our field's instrumentation development, and what effects this has on educational psychology's evolution. To repair this gap, this paper investigates and reveals the implications of software technologies for researching and theorizing about core issues in educational psychology. From a set of approximately 1,500 articles published between 1999 and 200…
Roles for software technologies in advancing research and theory in educational psychology
While reviews abound on theoretical topics in educational psychology, it is rare that we examine our field's instrumentation development, and what effects this has on educational psychology's evolution. To repair this gap, this paper investigates and reveals the implications of software technologies for researching and theorizing about core issues in educational psychology. From a set of approximately 1,500 articles published between 1999 and 200…
Roles for software technologies in advancing research and theory in educational psychology
While reviews abound on theoretical topics in educational psychology, it is rare that we examine our field's instrumentation development, and what effects this has on educational psychology's evolution. To repair this gap, this paper investigates and reveals the implications of software technologies for researching and theorizing about core issues in educational psychology. From a set of approximately 1,500 articles published between 1999 and 200…
Learning With Concept and Knowledge Maps
This meta-analysis reviews experimental and quasi-experimental studies in which students learned by constructing, modifying, or viewing node-link diagrams. Following an exhaustive search for studies meeting specified design criteria, 67 standardized mean difference effect sizes were extracted from 55 studies involving 5,818 participants. Students at levels ranging from Grade 4 to postsecondary used concept maps to learn in domains such as science…
A Cross-Cultural Examination of the Psychometric Properties of Responses to the Achievement Goal Questionnaire
The psychometric properties of scores from the Achievement Goal Questionnaire were examined in samples of Japanese (N = 326) and Canadian (N = 307) postsecondary students. Previous research found evidence of a four-factor structure of achievement goals in U.S. samples. Using confirmatory factor-analytic techniques, the authors found strong evidence for the four-factor structure of achievement goals in both the Canadian and Japanese populations. S…
Intelligent tutoring systems and learning outcomes
Intelligent Tutoring Systems (ITS) are computer programs that model learners’ psychological states to provide individualized instruction. They have been developed for diverse subject areas (e.g., algebra, medicine, law, reading) to help learners acquire domain-specific, cognitive and metacognitive knowledge. A meta-analysis was conducted on research that compared the outcomes from students learning from ITS to those learning from non-ITS learning…
What if learning analytics were based on learning science
Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students’ decisions about adaptations that improve their learning. We observe that designs for learning often neglect theories and empirical findings in learning science that explain how students learn. We present six learning analytics that reflect what is known in …
Studying and Constructing Concept Maps
The conceptualisation of cognitive tools in learning and technology
The term cognitive tool has been used in many areas of academic specialisation, where it has taken on multiple connotations. In this historical and systematic review, we investigate the conceptualisation of cognitive tools in the learning sciences and educational technology. First, the theory of cognitive tools vis-à-vis learning and development is traced from Vygotsky and Soviet psychology through to its use in current educational technology and…
Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement
We examined whether undergraduates’ achievement goal orientations could be represented as profiles and whether profiles were linked to self-reported motivation, epistemic beliefs and academic achievement. Data collected during an undergraduate course were analyzed using a clustering technique. Using the 2 × 2 goal model (Elliot & McGregor, 2001 ), we identified five achievement goal profiles. Our findings suggest the interaction of goal orientati…
Fine grained analysis of students’ online discussion posts
Modeling undergraduates' selection of course modality
Scientific inquiry learning with a simulation
In scientific inquiry learning, within-task guidance tailored to the learner’s domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are elusive. In this study, experienced tutors provided just-in-time guidance to 11 learners. We analysed tutor-learner interactions to investigate how tutors ad…
A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning
Explanatory inferencing in simulation-based discovery learning
Effects of just-in-time inquiry prompts and principle-based self-explanation guidance on learning and use of domain texts in simulation-based inquiry learning
Although scientific inquiry with simulations may enhance learning, learners often face challenges creating high demand for self-regulation due to an abundance of information in simulations and supplementary instructional texts. In this research, participants engaged in simulation-based inquiry about principles of electric circuits supplemented by domain-specific expository text provided on-demand. They received just-in-time inquiry prompts for in…
The Relation Between Need for Cognition and Academic Achievement
Need for cognition is conceptualized as an individual’s intrinsic motivation to engage in and enjoy effortful cognitive activities. Over the past three decades, there has been increasing interest in how need for cognition impacts and correlates with learning performance. This meta-analysis summarized 136 independent effect sizes (N = 53,258) for the association between need for cognition and academic achievement and investigated the moderating ef…
Temporal structuring in asynchronous discussions
Argument Mapping in Higher Education
Given the emphasis on critical thinking across the undergraduate curricula, research on argument visualisation has significant implications for designing learning activities in higher education. This systematic review examines research on the use of argument maps or diagrams by postsecondary students. The goals were to identify the themes, research questions, and results of systematically identified studies, and to assess the current prospects fo…
Psychology (14 works) · Innovative Teaching and Learning Methods (12 works) · Computer Science (11 works) · Mathematics education (11 works) · Online and Blended Learning (7 works) · Social Psychology (6 works) · Online Learning and Analytics (5 works) · Intelligent Tutoring Systems and Adaptive Learning (4 works) · Academic achievement (3 works) · Artificial Intelligence (3 works)