Short Bio Sketch:
I received the degrees of Ph.D in Information Science (2009) and MS in Information Systems (2002) from Drexel University iSchool, MSc in Organizational Psychology from the University of Hertfordshire (1992) and BA in Psychology from the University of Warwick (UK).
I served as co-chair of the HICSS minitrack in Social and Distributed Cognition in Knowledge Management Systems for two years, in 2007 and 2008.
My research interests include human-computer interaction; virtual communities, IT-enabled learning and knowledge management. My current focus is on student engagement in online learning environments: understanding the role played by peer-learning behaviors in achieving student engagement.
Jim Waters THOUGHT-LEADERS IN ASYNCHRONOUS ONLINE LEARNING ENVIRONMENTS. Journal of Asynchronous Learning Networks, Volume 16, Issue 1(2012)
Susan Gasson and Jim Waters Using a grounded theory approach to study online collaboration behaviors. European Journal of Information Systems (2011), 1–24
Waters, J. (2008) 'Social Network Behavior, Thought-Leaders and Knowledge Building In An Online Learning Community', Proceedings of Hawaii Intl. Conference on System Sciences (HICSS-41), Jan. 2008. Knowledge Management Track
Waters, J and Gasson, S. (2007) ‘Distributed Knowledge Construction In An Online Community Of Inquiry’, Proceedings of Hawaii Intl. Conference on System Sciences (HICSS-40), Jan. 2007. Knowledge Management Track
Waters, J. and Gasson, S. (2006) ‘Social Engagement In An Online Community Of Inquiry', in Proceedings of ICIS ’06, Milwaukee, WI., December 2006
Waters, J. (2006) 'Determinants of Engagement in an Online Community of Inquiry' , The 12th Sloan-C International Conference on Online Learning. Orlando, Florida, Nov 8 - 10, 2006
My research investigates student engagement in online learning environments, with a focus on understanding the role played by peer-learning behaviors in achieving student engagement. I have applied this research to determining a design framework for online learning environments. Research outcomes include an analytical framework for online learning collaboration behaviors that has attracted considerable interest. Early findings suggest an alternative model for constructivist learning to that proposed by Dewey, focused on the active encouragement of student “thought-leaders”. In analyzing my data I draw on models of collaborative learning, knowledge construction, and social network engagement from psychology, human-computer interaction, information science, computer-supported collaborative learning (CSCL), computer science, and MIS user-centered design. I publish research findings in disciplinary and interdisciplinary arenas. I am committed to high-quality research oriented towards concrete interventions in online learning environments and to understanding the mechanisms of learning as a collaborative process.