@article{castellanos-reyes_richardson_maeda_2024, title={The evolution of social presence: A longitudinal exploration of the effect of online students' peer-interactions using social network analysis}, volume={61}, ISSN={["1873-5525"]}, DOI={10.1016/j.iheduc.2024.100939}, abstractNote={Social presence (SP) positively influences online students' motivation, satisfaction, retention, and learning outcomes. Although crucial for successful online learning experiences, little work has examined the evolution of SP over time or the effect of peer-interaction on SP. Using a longitudinal social network analysis approach (i.e., stochastic actor-oriented model), we investigated how SP perceptions evolved over a cohort of three consecutive courses. Students were asked to nominate peers with whom they share affectively in the course and to report their SP perceptions. The results suggest that over time learners reciprocate nominations, and those who nominated more peers reported higher levels of SP. Although there was no evidence of imitation, the "rich-get-richer-effect" was observed as SP perceptions decreased. Our study contributes to the definition of SP as a perception rather than an ability and reaffirms SP course design as essential at the beginning of an online learning experience.}, journal={INTERNET AND HIGHER EDUCATION}, author={Castellanos-Reyes, Daniela and Richardson, Jennifer C. and Maeda, Yukiko}, year={2024}, month={Apr} }
 @article{castellanos-reyes_koehler_richardson_2023, title={The i-SUN process to use social learning analytics: a conceptual framework to research online learning interaction supported by social presence}, volume={8}, ISSN={2297-900X}, url={http://dx.doi.org/10.3389/fcomm.2023.1212324}, DOI={10.3389/fcomm.2023.1212324}, abstractNote={Interaction is an essential element of online learning and researchers had use Social Learning Analytics (SLA) to understand the characteristics of meaningful interaction. While the potential for network analysis in education (i.e., SLA) is valuable, limited research has considered how best to use this emerging field to inform meaningful interaction in online settings. Online learning researchers need a concise and simplified framework for SLA to support interaction in online learning environments. Therefore, we present a conceptual framework to make SLA accessible for researchers investigating learners' interactions in online learning. The framework includes concepts from network theory and the online learning literature integrated into a new perspective to analyze learners' online behaviors and interactions. We analyzed existing models and frameworks to show how network analysis has been used in online learning resulting in a conceptual environment to investigate learner interaction. The proposed i-SUN framework has four main steps: (1) interaction, (2) social presence alignment, (3) unit of analysis definition, and (4) network statistics and inferential analysis selection. We also identified five ways in which the i-SUN model contributes to the advancement of SLA in online interaction research and provide recommendations for empirical validation. As part of a sequence of manuscripts, we seek to offer a unique perspective to online learning researchers and practitioners by focusing on the social and pedagogical implications of applying network analysis to understand online learning interaction.}, journal={Frontiers in Communication}, publisher={Frontiers Media SA}, author={Castellanos-Reyes, Daniela and Koehler, Adrie A. and Richardson, Jennifer C.}, year={2023}, month={Aug} }
 @inproceedings{castellanos-reyes_chartier_richardson_2022, title={Analyzing problem-solving using process data and transitional networks: The case of Colombia and Singapore}, booktitle={Proceedings of the 12th International Conference on Learning Analytics and Knowledge (LAK’22)}, publisher={ACM}, author={Castellanos-Reyes, D. and Chartier, K. and Richardson, J.C.}, year={2022} }
 @inbook{castellanos-reyes_romero-hall_vasconcelos_garcía_2022, place={Cham, Switzerland}, edition={1st}, title={Mobile learning in emergency situations: Four design cases from Latin America}, DOI={10.1007/978-3-030-99634-5_9}, abstractNote={Abstract}, booktitle={Global Perspective on Educational Innovations for Emergency Solutions}, publisher={Springer}, author={Castellanos-Reyes, D. and Romero-Hall, E. and Vasconcelos, L. and García, B.}, editor={Dennen, V. and Dickson-Deane, C. and Ge, X. and Ifenthaler, D. and Murthy, S. and Richardson, J.Editors}, year={2022}, pages={89–98} }
 @article{bozkurt_karakaya_turk_karakaya_castellanos-reyes_2022, title={The Impact of COVID-19 on Education: A Meta-Narrative Review}, volume={66}, ISSN={8756-3894 1559-7075}, url={http://dx.doi.org/10.1007/s11528-022-00759-0}, DOI={10.1007/s11528-022-00759-0}, abstractNote={The rapid and unexpected onset of the COVID-19 global pandemic has generated a great degree of uncertainty about the future of education and has required teachers and students alike to adapt to a new normal to survive in the new educational ecology. Through this experience of the new educational ecology, educators have learned many lessons, including how to navigate through uncertainty by recognizing their strengths and vulnerabilities. In this context, the aim of this study is to conduct a bibliometric analysis of the publications covering COVID-19 and education to analyze the impact of the pandemic by applying the data mining and analytics techniques of social network analysis and text-mining. From the abstract, title, and keyword analysis of a total of 1150 publications, seven themes were identified: (1) the great reset, (2) shifting educational landscape and emerging educational roles (3) digital pedagogy, (4) emergency remote education, (5) pedagogy of care, (6) social equity, equality, and injustice, and (7) future of education. Moreover, from the citation analysis, two thematic clusters emerged: (1) educational response, emergency remote education affordances, and continuity of education, and (2) psychological impact of COVID-19. The overlap between themes and thematic clusters revealed researchers' emphasis on guaranteeing continuity of education and supporting the socio-emotional needs of learners. From the results of the study, it is clear that there is a heightened need to develop effective strategies to ensure the continuity of education in the future, and that it is critical to proactively respond to such crises through resilience and flexibility.}, number={5}, journal={TechTrends}, publisher={Springer Science and Business Media LLC}, author={Bozkurt, Aras and Karakaya, Kadir and Turk, Murat and Karakaya, Özlem and Castellanos-Reyes, Daniela}, year={2022}, month={Jul}, pages={883–896} }
 @article{richardson_castellanos-reyes_janakiraman_duha_2022, title={The Process of Developing a Digital Repository for Online Teaching Using Design-Based Research}, volume={67}, ISSN={8756-3894 1559-7075}, url={http://dx.doi.org/10.1007/s11528-022-00795-w}, DOI={10.1007/s11528-022-00795-w}, abstractNote={The Purdue Repository for Online Teaching and Learning (PoRTAL) was developed as an Open Educational Resource (OER) for graduate students and faculty in higher education settings to enhance their online teaching skills and strategies. The PoRTAL team used a design-based research approach (DBR; Wang & Hannafin, Educational Technology Research and Development, 53(4), 5-23, 2005). In this study context, we used Van Tiem et al.'s (2012) model to identify problems faced by instructors who struggled with or were new to online teaching from a Human Performance Technology (HPT) standpoint. To address the identified needs, we created resources for online teaching and embedded our research within practical activities to further study our design process. Our efforts resulted in an HPT-OER Model for Designing Digital Repositories. The purpose of this paper is to share the DBR process that we used to develop an OER repository within an HPT model.}, number={2}, journal={TechTrends}, publisher={Springer Science and Business Media LLC}, author={Richardson, Jennifer C. and Castellanos-Reyes, Daniela and Janakiraman, Shamila and Duha, Mohammad Shams Ud}, year={2022}, month={Oct}, pages={217–230} }
 @article{richardson_caskurlu_castellanos-reyes_duan_duha_fiock_long_2021, title={Instructors’ conceptualization and implementation of scaffolding in online higher education courses}, volume={34}, ISSN={1042-1726 1867-1233}, url={http://dx.doi.org/10.1007/s12528-021-09300-3}, DOI={10.1007/S12528-021-09300-3}, abstractNote={Abstract}, number={1}, journal={Journal of Computing in Higher Education}, publisher={Springer Science and Business Media LLC}, author={Richardson, Jennifer C. and Caskurlu, Secil and Castellanos-Reyes, Daniela and Duan, Suzhen and Duha, Mohammad Shams Ud and Fiock, Holly and Long, Yishi}, year={2021}, month={Nov}, pages={242–279} }
 @article{introduction to the special issue: highlighting aera's online teaching and learning sig 2021_2021, url={https://publons.com/wos-op/publon/53916959/}, journal={Online Learning (OLJ)}, year={2021} }
 @inbook{koehler_besser_castellanos-reyes._2021, title={Investigating intentionality in preservice teachers’ personal and professional social networking site usage}, ISBN={9781648026553}, booktitle={Social Media: Influences on Education}, publisher={Information Age Publishing}, author={Koehler, A. and Besser, E. and Castellanos-Reyes., D.}, editor={Griffin, M. and Zinskie, C.Editors}, year={2021}, pages={33–64} }
 @article{castellanos-reyes_2021, title={The dynamics of a MOOC's learner-learner interaction over time: A longitudinal network analysis}, volume={123}, ISSN={0747-5632}, url={http://dx.doi.org/10.1016/j.chb.2021.106880}, DOI={10.1016/j.chb.2021.106880}, abstractNote={Interaction is a principle of high-quality course design in online learning. Previous research shows that interaction in Massive Open Online Courses is crucial for learner retention and course completion. Using panel network data of 386 MOOC learners, this study explored the mechanisms that drive learner-learner interaction over time, specifically, the patterns and evolution of learner-learner interaction in a MOOC through a stochastic-actor-oriented model. The results contradicted previous evidence that learners reciprocate open communication (i.e., replies) in discussion forums and tend to interact with those to whom their direct connections reply. The extent to which learners interact with others similar to themselves (i.e., homophily) was not a statistically significant predictor of learner-learner interaction over time. Popularity, as measured by open communication, suggested preferential attachment in MOOC learners. High levels of affective communication received (i.e., likes) reduced open communication over time. Implications for practice are discussed, and future research that analyzes the quality of open communication over time is recommended.}, journal={Computers in Human Behavior}, publisher={Elsevier BV}, author={Castellanos-Reyes, Daniela}, year={2021}, month={Oct}, pages={106880} }
 @inbook{castellanos-reyes_maeda_richardson_2021, title={The relationship between social network sites and perceived learning and satisfaction for educational purposes: A systematic review and meta-analysis}, ISBN={9781648026553}, booktitle={Social Media: Influences on Education}, publisher={Information Age Publishing}, author={Castellanos-Reyes, D. and Maeda, Y. and Richardson, J.C.}, editor={Griffin, M. and Zinskie, C.Editors}, year={2021}, pages={231–263} }
 @article{castellanos-reyes_2020, place={TechTrends}, title={20 Years of the Community of Inquiry Framework}, volume={64}, ISSN={8756-3894 1559-7075}, url={http://dx.doi.org/10.1007/s11528-020-00491-7}, DOI={10.1007/s11528-020-00491-7}, number={4}, journal={TechTrends}, publisher={Springer Science and Business Media LLC}, author={Castellanos-Reyes, Daniela}, year={2020}, month={Mar}, pages={557–560} }
 @book{yang_castellanos-reyes_2020, title={Authentic Learning}, url={https://www.purdue.edu/innovativelearning/download/authentic-learning/}, journal={Purdue Repository for online Teaching and Learning – PoRTAL}, author={Yang, M. and Castellanos-Reyes, D.}, year={2020} }
 @article{castellanos-reyes_richardson_swan_2020, title={Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2020}, volume={24}, ISSN={2472-5730 2472-5749}, url={http://dx.doi.org/10.24059/olj.v24i4.2578}, DOI={10.24059/olj.v24i4.2578}, abstractNote={Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2020}, number={4}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Castellanos-Reyes, Daniela and Richardson, Jennifer C. and Swan, Karen}, year={2020}, month={Dec}, pages={1–4} }
 @inbook{castellanos-reyes_2020, title={Socratic Seminar}, url={https://edtechbooks.org/studentguide/socratic_seminar}, booktitle={The Students's Guide to Learning Design and Research}, author={Castellanos-Reyes, D.}, editor={Kimmons, R.Editor}, year={2020} }
 @book{janakiraman_castellanos-reyes_2018, title={21st Century Skills and Online Learning}, url={https://www.purdue.edu/innovativelearning/download/21st-century-skills-and-online-learning/}, journal={Purdue Repository for online Teaching and Learning – PoRTAL}, author={Janakiraman, S. and Castellanos-Reyes, D.}, year={2018} }
 @book{castellanos-reyes_richardson_2018, title={Instructor Role Adjustment}, url={https://www.purdue.edu/innovativelearning/download/instructor-role-adjustment/}, journal={Purdue Repository for online Teaching and Learning – PoRTAL}, author={Castellanos-Reyes, D. and Richardson, J.C.}, year={2018} }
 @book{castellanos-reyes_richardson_fiock_2018, title={Readiness to Teach Online}, url={https://www.purdue.edu/innovativelearning/download/readiness-to-teach-online/}, journal={Purdue Repository for online Teaching and Learning – PoRTAL}, author={Castellanos-Reyes, D. and Richardson, J.C. and Fiock, H.}, year={2018} }
 @book{koehler_hanakiraman_castellanos-reyes_2018, title={Teamwork.}, url={https://www.purdue.edu/innovativelearning/download/teamwork/}, journal={Purdue Repository for online Teaching and Learning – PoRTAL}, author={Koehler, A. and Hanakiraman, S. and Castellanos-Reyes, D.}, year={2018} }