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Research Interests

• Educational psychology and the learning sciences
• Self-regulated learning with multimedia and cognitive tools
• Analysis of activity logs and eye-movements
• Learning from concept maps and argument maps
• Learning through argumentation
• Collaborative evaluation of learning resources

Email: nesbit@sfu.ca

Courses Taught in the Faculty of Education (since 2004)

• EDUC 971 Advanced Topics in the Psychology of Education
• EDUC 975 Advanced Topics in Educational Data Analysis
• EDUC 892 Cognitive Tools and Multimedia Learning
• EDUC 863 Quantitative Methods in Educational Research
• EDUC 220 Introduction to Educational Psychology
• EDUC 222 Research Methods in Educational Psychology

Current and Recent Graduate Students

Journal Articles

Adesope, O. O., & Nesbit, J. C. (2012). Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology, 104, 250-263.

Nesbit, J. C., & Adesope, O. O. (2011). Learning from animated concept maps with concurrent audio narration. Journal of Experimental Education, 79, 209-230.

Haugwitz, M., Nesbit, J. C., Sandmann, A. (2010). Cognitive ability and the instructional efficacy of collaborative concept mapping. Learning and Individual Differences, 20, 536-543.

Winne, P. H., & Nesbit, J. C. (2010). The psychology of school performance. Annual Review of Psychology, 61, 653‐678.

Maruyama, K., Zhou, M., & Nesbit, J. C. (2009). A cross‐cultural examination of the psychometric properties of responses to the achievement goal questionnaire. Educational and Psychological Measurement, 69, 266‐286.

Hadwin, A.F., Nesbit, J. C., Code, J., Jamieson‐Noel, D., & Winne, P.H. (2007). Examining trace data to explore self‐regulated learning. Metacognition and Learning, 2, 107‐124.

Leacock, T. L., & Nesbit, J. C. (2007). A framework for evaluating quality of multimedia learning resources. Educational Technology & Society, 10(2), 44‐59.

Nesbit, J. C., Winne, P. H., Jamieson‐Noel, D., Code, J., Zhou, M., MacAllister, K., Bratt, S., Wang, W., & Hadwin, A. F. (2006). Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research, 35, 339‐358.

Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta‐analysis. Review of Educational Research, 76, 413‐448.

Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S. P., Azevedo, R. A., & Perry, N. E. (2006). Supporting self‐regulated learning with gStudy software: The Learning Kit Project. Technology, Instruction, Cognition and Learning, 3(1), 105‐113.

Li, J., Nesbit, J. C., & Richards, G. (2006). Evaluating learning objects across boundaries: The semantics of localization. International Journal of Distance Education Technologies, 4(1), 17-30.

Hadwin, A. F., Winne, P. H., & Nesbit, J. C. (2005). Roles for software technologies in advancing research and theory in educational psychology. British Journal of Educational Psychology, 75, 1-24.

Richards, G. & Nesbit, J. C. (2004). The teaching of quality: Convergent participation for the professional development of learning object designers. International Journal of Technologies in Higher Education, 1(3), 56-63.

Nesbit, J. C. & Winne, P. H. (2003). Self-regulated inquiry with networked resources. Canadian Journal of Learning and Technology, 29(3), 71-91.

Vargo, J., Nesbit, J. C., Belfer, K., & Archambault, A. (2003). Learning object evaluation: Computer mediated collaboration and inter-rater reliability. International Journal of Computers and Applications, 25 (3), 198-205.

Nesbit, J. C., Belfer, K., & Vargo, J. (2002). A convergent participation model for evaluation of learning objects. Canadian Journal of Learning and Technology, 28 (3), 105-120.

Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Woszczyna, C. (2001). Context moderates students’ self-reports about how they study. Journal of Educational Psychology, 93, 477-487.

Winne, P., Gupta, L., & Nesbit, J. (1994). Exploring individual differences in studying strategies using graph theoretic statistics. Alberta Journal of Educational Research, 40, 177-193.

Nesbit, J. (1992). Motivation and item sequencing in paired-associate drill. Journal of Computer-Based Instruction, 19, 119-124.

Nesbit, J. & Yamamoto, N. (1991). Sequencing confusable items in paired-associate drill. Journal of Computer-Based Instruction, 18, 7-13.

Yamamoto, N., Nesbit, J. & Nakayama, K. (1991). Procedure definition and higher-order programming in HyperLogo. Computers and Education, 17, 155-162.

Nesbit, J. & Nakayama, K. (1990). Sequence comparison applied to correction and markup of multi-word responses. CALICO Journal, June, 27-34.

Nesbit, J. & Nakayama, K. (1990). Response markup with an edit distance algorithm: A technique for providing learners with feedback on misspellings. Computers and Education, 14, 271-279.

Nesbit, J., & Hunka, S. (1987). A method for sequencing instructional objectives that minimizes memory load. Instructional Science, 16, 137-150.

Nesbit, J. (1986). The accuracy of approximate string matching algorithms. Journal of Computer-Based Instruction, 13, 80-83.

Nesbit, J. (1985). Approximate string matching in response analysis. Journal of Computer-Based Instruction, 12, 71-75.

Tees, R. C., Midgley, G., & Nesbit, J. C. (1982). Generalization after form discrimination in light‐reared and dark‐reared rats. Developmental Psychobiology, 15, 59‐70.

Tees, R. C., Midgley, G., & Nesbit, J. C. (1981). The effect of early visual experience on spatial maze learning in rats. Developmental Psychobiology, 14, 425 – 438.

Book Chapters

Zhou, M., Xu, Y., Nesbit, J. C., & Winne, P. H. (2011). Sequential pattern analysis of learning logs: Methodology and applications. In C. Romero, S. Ventura, S. R. Viola, M. Pechenizkiy & R. de Baker (Eds.), Handbook of educational data mining. New York: Routledge.

Adesope, O. O., & Nesbit, J. C. (2010). A Systematic Review of Research on Collaborative Learning with Concept Maps. In P. L. Torres & R. C. V. Marriott (Eds.), Handbook of research on collaborative learning using concept mapping (pp. 238‐255). Hershey, PA, USA: IGI Global.

Winne, P. H., & Nesbit, J. C. (2009). Supporting self‐regulated learning with cognitive tools. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 259‐277). New York: Routledge.

Nesbit, J. C., & Leacock, T. L. (2008). Collaborative argumentation in learning resource evaluation and design. In L. Lockyer, S. Bennett, S. Agostinho, and B. Harper (Eds.), Handbook of research on learning design and learning objects: Issues, applications and technologies (pp. 574‐588). Hershey, PA, USA: IGI Global.

Nesbit, J. C., & Winne, P. H. (2008). Tools for learning in an information society. In T. Willoughby & E. Wood (Eds.), Children’s learning in a digital world (pp. 173‐195). Blackwell Publishing, Oxford, UK.

Leacock, T. L., & Nesbit, J. C. (2007). Cognitive tools for self‐regulated e‐learning. In M. Bullen and D. Janes (Eds.), Making the transition to e‐learning: Issues and strategies (pp. 300‐317). Hershey, PA, USA: Information Science Publishing.

Nesbit, J. C., & Hadwin, A. F. (2006). Methodological issues in educational psychology. In P. A. Alexander and P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 825‐847). Mahwah, NJ: Erlbaum.

Kumar, V., Nesbit, J. C., Winne, P. H., Hadwin, A. F., & Han, K. (2006). Quality rating of learning objects. In S. Pierre (Ed.), E‐learning networked environments and architectures: A knowledge processing perspective (pp. 337‐372). London, UK: Springer.

Nesbit, J. C., & Belfer, K. (2004). Collaborative evaluation of learning objects. In R. McGreal (Ed.), Online education using learning objects (pp. 138-153). London: Routledge/Falmer.

Conference Proceedings (since 2005)

Nesbit, J. C., Larios, H., & Adesope, O. O. (2007). How students read concept maps: A study of eye movements. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 3961‐3970). Chesapeake, USA: AACE.

Code, J., MacAllister, K., Gress, C. L. Z., & Nesbit, J. C. (2006). Self‐regulated learning, motivation and goal theory: Implications for instructional design and e‐learning. Proceedings of the 5th IEEE International Conference on Advanced Learning Technologies (pp. 872‐874). Washington DC, USA: IEEE.

Kumar, V., Nesbit, J. C., & Han, K., (2005). Rating learning object quality with distributed Bayesian belief networks. Proceedings of the 5th IEEE International Conference on Advanced Learning Technologies (pp. 685‐687). Washington DC, USA: IEEE.

Kumar, V., Winne, P. H., Hadwin, A. F., Nesbit, J. C., Jamieson‐Noel, D. L., Calvert, T., & Samin, B. (2005). Effects of self‐regulated learning in programming. Proceedings of the 5th IEEE International Conference on Advanced Learning Technologies (pp. 383‐387). Washington DC, USA: IEEE.

Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Bratt, S., & MacAllister, K. (2005, October). Researching self-regulated learning: Tracking the missing link with interactive software. World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2005). Vancouver, BC.

Adesope, O. O., & Nesbit, J. C. (2005, October). Toward accessible learning resources. World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2005). Vancouver, BC.

Li, J., Gašević, D., Nesbit, J. C., & Richards, G. (2005, October). Interoperation of Knowledge Domain Taxonomies Using Ontology Mappings. World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2005). Vancouver, BC.

Nesbit, J., & Adesope, O. (2005). Dynamic concept maps. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 4323-4329). Norfolk, VA: AACE.

Conference Presentations (since 2005)

Adesope, O. O., & Nesbit, J. C. (2011, May). The effects of animated concept maps on transfer of learning. American Educational Research Association Annual Meeting, New Orleans, LA.

Ma, W., Adesope, O. O., & Nesbit, J. C. (2011, May). Intelligent Tutoring Systems: A Meta-Analysis. American Educational Research Association Annual Meeting, New Orleans, LA.

Mao, L., Nesbit, J. C., Egan, R. G., & Cai, Q. (2010, May). The effects of argumentation goals on recall, causal understanding, and reasoning. American Educational Research Association Annual Meeting, Denver, CO.

Adesope, O. O., & Nesbit, J. C. (2010, May). A meta‐analysis of verbal redundancy in multimedia learning environments. American Educational Research Association Annual Meeting, Denver, CO.

Nesbit, J. C., Zhou, M. Bachman, G., Adesope, O. O., & Bisra, K. (2009, April). University students’ achievement goal orientations as predictors of studying activity. American Educational Research Association Annual Meeting, San Diego, CA.

Winne, P. H., & Nesbit, J. C. (2009, April). Characterizing self‐regulated learning strategies. American Educational Research Association Annual Meeting, San Diego, CA.

Adesope, O. O., & Nesbit, J. C. (2009, April). The effects of animated and static concept maps on learning. American Educational Research Association Annual Meeting, San Diego, CA.

Nesbit, J. C., Niu, H., Mao, L. (2008, May). Argumentation in education: A comprehensive review. International Campbell Collaboration Colloquium, Vancouver, BC.

Adesope, O. O., & Nesbit, J. C. (2008, May). Meta‐analysis of verbal redundancy. International Campbell Collaboration Colloquium, Vancouver, BC.

Gress, C. L. Z. , Adesope, O. O., & Nesbit, J. C. (2008). Using item response theory to re‐examine the metacognitive sub‐scales of the motivated strategies for learning questionnaire (MSLQ). World Conference on ELearning in Corporate, Government, Healthcare, & Higher Education, Las Vegas, Nevada.

Weatherby, M. L., MacAllister, K., Winne, P. H., Nesbit, J. C. (2008, April). It’s my life: Helping students to choose and plan careers. American Educational Research Association Annual Meeting, New York, NY.

Sha, L., Winne, P. H., Campbell, S. R., & Nesbit, J. C. (2008, April). Does motivation moderate the relation between metacognitive judgment and metacognitive control in self‐regulated learning? American Educational Research Association Annual Meeting, New York, NY.

Adesope, O. O., Gress, C. L. Z., & Nesbit, J. (2008). Examining the Psychometric Properties of Achievement Goal Questionnaire using Item Response Theory. Canadian Society for the Study of Education, Vancouver, BC.

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 Annual Meeting, Chicago, USA.

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

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.

Adesope, O. O., & Nesbit, J. C. (2006, April). Effects of dynamic concept maps on recall of central and detail ideas. Poster presented at the American Educational Research Association Annual Meeting, San Francisco, USA.

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

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, Canada.

Jamieson‐Noel, D., Nesbit, J. C., 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, USA.

MacAllister, K., Winne, P. H., Nesbit, J. C., 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. American Psychological Association, Washington DC, USA.

Winne, P. H., Jamieson‐Noel, D., Nesbit, J. C., 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. American Psychological Association, Washington DC, USA.

Zhou, M., Bennett, N., MacAllister, K., Winne, P. H., Jamieson‐Noel, D., & Nesbit, J. C. (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. American Psychological Association, Washington DC, USA.

Bennett, N., Nesbit, J. C., Jamieson‐Noel, D., Winne, P.H., MacAllister, K., & Zhou, M. (2005, August). 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, USA.

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

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 Annual Meeting, Montreal, Canada.

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 Annual Meeting, Montreal, Canada.

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

Grant-Funded Research Projects (since 2004)

• 2010 Co-Investigator. Software to support research on learning to write and writing to learn. SSHRC Institutional Grant ($12,320) with Principal Investigator Phil Winne.

• 2009‐2010 Principal Investigator. Learning objects for introductory statistics: Visualizing patterns in data. BC Campus Online Program Development Fund ($40,000) with Cindy Xin.

• 2007‐2010 Principal Investigator. Argue to learn: Representing and supporting argumentation with cognitive tools. SSHRC Standard Research Grant ($176,645)

• 2003‐2007 Co‐Investigator. The Learning Kit: Theory and cognitive tools to enhance learning skills. SSHRC INE ($3,000,000) with Principal Investigator Phil Winne.

Ad Hoc Editorial Review (since 2004)

• Science
• Journal of Educational Psychology
• British Journal of Educational Psychology
• Contemporary Educational Psychology
• Learning and Individual Differences
• Instructional Science
• Journal of Research in Reading
• International Review of Research in Open and Distance Education
• Canadian Journal of Learning and Technology
• Canadian Journal of University Continuing Education
• Educational Psychologist
• Cognition and Instruction

Faculty of Education Service (since 2004)

• Associate Dean Graduate Studies in Education (2010-present)
• Educational Psychology Coordinator (2009-2010)
• Acting Associate Dean (Summer, 2007)
• Faculty Promotion and Tenure Committee
• Graduate Programs Committee
• Undergraduate Programs Committee
• Research Opportunities Committee