Presentations

  • Nesbit, J. C., Xu, Y., Zhou, M., & Winne, P. H. (2007, August). Advancing log analysis of student interactions with cognitive tools. In J. Wirth (Organizer), Technology-based assessments of learning strategies and self-regulation of learning. 12thBiennial Conference of the European Association of Research in Learning and Instruction, Budapest, Hungary.

  • Code, J., Nesbit, J. C., Adesope, O., & Zhou, M. (2007, April). The role of agency in self and other regulation. American Educational Research Association, Chicago, USA.

  • Weatherby, M. Code, J., Nesbit, J. C., & Winne, P. H. (2007, April). Learning argumentation skill with cognitive tools. American Educational Research Association, Chicago, USA.

  • Zhou, M., Murayama, K., & Nesbit, J. C. (2007, April). A cross-cultural examination of the psychometric properties of the achievement goal questionnaire. American Educational Research Association, Chicago, USA.

  • Zhou, M., Nesbit, J. C., Winne, P. H., & Adesope, O. O. (2007, April). Relations of multivariate goal profiles to measures of self-regulated learning,epistemological beliefs and achievement. American Educational Research Association, Chicago, USA.

  • Leacock, T. L., Adesope, O. O., Nesbit, J. C., Winne, P. H., & the Learning Kit Project Team. (2006, July). Using software tools to promote metacognition: The Learning Kit Project. 2nd International Biennial Conference of the Metacognition Special Interest Group of the European Association of Research in Learning and Instruction, Cambridge, UK.

  • Adesope, O. O., Leacock, T. L., Nesbit, J. C., & Hadwin, A. F. (2006, July). Using web surveys for metacognitive monitoring [Poster]. 2nd International Biennial Conference of the Metacognition Special Interest Group of the European Association of Research in Learning and Instruction, Cambridge, UK.

  • Adesope, O. O., Leacock, T. L., & Nesbit, J. C. (2006, July). Rethinking learning design principles for computer-based metacognitive tools [Poster]. 2nd International Biennial Conference of the Metacognition Special Interest Group of the European Association of Research in Learning and Instruction, Cambridge, UK.

  • Leacock, T. L., Winne, P. H., & Nesbit, J. C. (2006, July). Metacognitive activities and writing anxiety in university students. 2nd International Biennial Conference of the Metacognition Special Interest Group of the European Association of Research in Learning and Instruction, Cambridge, UK.

  • Adesope, O., Nesbit, J. C., & Winne, P. H., Leacock, T. L. & the Learning Kit Project Team. (2006, July). Using software tools to promote metacognition: The Learning Kit Project. Proceedings of the 2nd International Biennial Conference of the Metacognition Special Interest Group of the European Association of Research in Learning and Instruction, Cambridge, UK.

  • Leacock, T. L., & Nesbit, J. C. (2006, May). Using trace data to assess individual differences and student writing tactics. Canadian Society for the Study of Education, Montreal, Canada.

  • Bratt, S., Leacock, T., Nesbit, J. C., & Winne, P. H. (2006, April). Formative assessment of software tools for promoting self-regulated learning. American Educational Research Association, San Francisco.

  • Winne, P. H., Nesbit, J. C, & The Learning Kit Team. (2005, November). The Learning Kit project. Cognitive Tools for Solo & Team e-Learning in gStudy. Learning Object Research Network, Vancouver, BC.

  • Jamieson-Noel, D., Nesbit, J., Winne, P. H., Zhou, M., Bennett, N. & MacAllister, K. (2005, August). The stability of goal orientation in a multi-assignment undergraduate course. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, DC.

  • MacAllister, K., Winne, P. H., Nesbit, J., Jamieson-Noel, D., Zhou, M., & Bennett, N. (2005, August). Tools for investigating self-regulated learning: An overview. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. Symposium presented at the American Psychological Association, Washington, DC.

  • Winne, P. H., Jamieson-Noel, D., Nesbit, J., Zhou, M., Bennett, N. & MacAllister, K. (2005, August). Self-report and trace data as tools for examining self-regulated learning. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. Symposium accepted for presentation at the American Psychological Association, Washington, DC.

  • Zhou, M., Bennett, N., MacAllister, K., Winne, P. H., Jamieson-Noel, D., & Nesbit, J. (2005, August). The Role of Instructional Tools in Facilitating Approaches to Self-Regulated Learning. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. Symposium accepted for presentation at the American Psychological Association, Washington, DC.

  • Bennett, N., Nesbit, J., Jamieson-Noel, D., Winne, P.H., MacAllister, K., & Zhou, M. (August, 2005). Perspectives on using technological tools in authentic contexts: Strengths and limitations. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, DC.

  • Winne, P. H., Nesbit, J. C., & Hadwin, A. F. (2005, April). Doubling the potential to enhance learning with gStudy. BCEd Online, Vancouver.

  • Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Winne, P. H., & Kumar, V. (2005, April). Tracing self-regulated learning in an e-learning environment. American Educational Research Association, Montreal.

  • Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F. (2005, April). Supporting self-regulated learning with gStudy software: The learning kit project. American Educational Research Association, Montreal.

  • Nesbit, J. C., & Adesope, O. O. (2005, April). A meta-analysis on the effects of concept and knowledge maps. American Educational Research Association Annual Meeting, Montreal.

  • Nesbit, J. C., Leacock, T., & Richards, G. (2004, January). eLera: Linking communities through collaborative review of learning objects. CANARIE Third Pan-Canadian E-learning Workshop, Vancouver, January 12-13.

  • Nesbit, J. C., & Bizzocchi, J. (2003, June). New media for Higher Learning: For Your Eyes Only? Society for Teaching and Learning in Higher Education, Vancouver, Canada.

  • Cyr, D. J., & Nesbit, J. C. (2003, June). E-Learning Delivery Models as Vehicles for Organizational Change. Society for Teaching and Learning in Higher Education, Vancouver, Canada.

  • Nesbit, J. C. (2003, August). What’s ahead for research on learning object evaluation. Third annual MERLOT International Conference, Vancouver, August 5 - 8.

  • Bizzocchi, J., & Nesbit, J. C. (2003, June). New Media, New Learning? Canadian Association for Distance Education, St. John's, Canada.

  • Nesbit, J. C., Belfer, K., Li, J., Leacock, T., Boskic, N. (2002, November). Communities for learning object evaluation. British Columbia Educational Technology Users Group, Richmond, Canada.

  • Belfer, K., & Nesbit, J. (2001, June). GUIDE: An instrument for evaluating quality of instructional design in mixed-mode university courses. World Conference on Educational Multimedia, HyperMedia, and Telecommunications (Ed-Media), June, Tampere, Finland.

  • Calvert, T., Nesbit, J., & Boettcher, J. (2000). Scaling up and across: Scaling up online learning with technology of the future. Telelearning, Toronto, Ontario.

  • Nesbit, J., & Rodwell, G. (1998). Applying Cooperative Learning Strategies in Online Education. Connections Conference, June, Vancouver, BC.

  • Rodwell, G., & Nesbit, J. (1998, July). Planning the network university: Communities on the virtual campus. Society for College and University Planning (SCUP-33), July, Vancouver, British Columbia.

  • Nesbit, J., Winne, P., Stockley, D., & Hadwin, A. (1997, April). Studying styles revealed by students’ self reports and traces of studying. Presented at the annual meeting of the American Educational Research Association. April, San Francisco, CA.

  • Winne, P., & Nesbit, J. (1995). Revealing sequential relations in learners' studying actions: An application of LogMill. In M. Guzdial (Chair), Exploring the dimensions of log file analysis. Symposium conducted at the annual meeting of the AERA. April, San Francisco, CA.

  • Nesbit, J., Winne, P., Gupta, L. (1994). Exploratory analysis of log files recording studying behaviors and instructional interactions. In M. Horney (Chair), Analyzing computer-recorded instructional events: A survey of techniques. Symposium conducted at the annual meeting of the AERA. April, New Orleans, LA.

  • Nesbit, J. (1994). Prerequisite coherence in instructional presentations (abstract). Proceedings of the Association for the Development of Computer-Based Instructional Systems, 35.

  • Nesbit, J. (1993). Traversal of prerequisite hierarchies in instructional texts. Proceedings of the International Systemic Functional Congress, 20.