Jim Hewitt
Jim Hewitt
Associate Professor, OISE, University of Toronto
Verified email at
Cited by
Cited by
Toward an understanding of how threads die in asynchronous computer conferences
J Hewitt
The journal of the learning sciences 14 (4), 567-589, 2005
Design principles for distributed knowledge building processes
J Hewitt, M Scardamalia
Educational psychology review 10, 75-96, 1998
Exploring asynchronous and synchronous tool use in online courses
M Oztok, D Zingaro, C Brett, J Hewitt
Computers & Education 60 (1), 87-94, 2013
How habitual online practices affect the development of asynchronous discussion threads
J Hewitt
Journal of Educational computing research 28 (1), 31-45, 2003
Promoting issues-based STSE perspectives in science teacher education: Problems of identity and ideology
EG Pedretti, L Bencze, J Hewitt, L Romkey, A Jivraj
Science & Education 17, 941-960, 2008
Beyond threaded discourse
J Hewitt
International Journal of Educational Telecommunications 7 (3), 207-221, 2001
Postmodernism, knowledge building, and elementary science
C Bereiter, M Scardamalia, C Cassells, J Hewitt
The Elementary School Journal 97 (4), 329-340, 1997
An investigation of student practices in asynchronous computer conferencing courses
VL Peters, J Hewitt
Computers & Education 54 (4), 951-961, 2010
New applications for multimedia cases: Promoting reflective practice in preservice teacher education
J Hewitt, E Pedretti, L Bencze, BD Vaillancourt, S Yoon
Journal of Technology and Teacher Education 11 (4), 483-500, 2003
An analysis of growth patterns in computer conferencing threads
J Hewitt, C Teplovs
International Society of the Learning Sciences (ISLS), 1999
Exploring the Relationships between Facilitation Methods, Students' Sense of Community, and Their Online Behaviors.
K Phirangee, CD Epp, J Hewitt
Online Learning 20 (2), 134-154, 2016
From a focus on tasks to a focus on understanding: The cultural transformation of a Toronto classroom
J Hewitt
Cscl 2, 33-76, 2013
Exploring the use of cases and case methods in influencing elementary preservice science teachers' self-efficacy beliefs
S Yoon, E Pedretti, L Pedretti, J Hewitt, K Perris, R Van Oostveen
Journal of Science Teacher Education 17 (1), 15-35, 2006
An exploration of community in a knowledge forum classroom: an activity system analysis
J Hewitt
Designing for virtual communities in the service of learning, 210-238, 2004
Multi-media case methods in pre-service science education: Enabling an apprenticeship for praxis
L Bencze, J Hewitt, E Pedretti
Research in Science Education 31, 191-209, 2001
The relationship between class size and online activity patterns in asynchronous computer conferencing environments
J Hewitt, C Brett
Computers & Education 49 (4), 1258-1271, 2007
Capitalizing on social presence: The relationship between social capital and social presence
M Oztok, D Zingaro, A Makos, C Brett, J Hewitt
The Internet and Higher Education 26, 19-24, 2015
Scan rate: A new metric for the analysis of reading behaviors in asynchronous computer conferencing environments
J Hewitt, C Brett, V Peters
The American Journal of Distance Education 21 (4), 215-231, 2007
Reviewing the handbook of technological pedagogical content knowledge (TPCK) for educators
J Hewitt
Canadian Journal of Science, Mathematics, and Technology Education 8 (4 …, 2008
Online class size, note reading, note writing and collaborative discourse
M Qiu, J Hewitt, C Brett
International Journal of Computer-Supported Collaborative Learning 7, 423-442, 2012
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