Cited By

• Size Matters: An Exploratory Study of the Impact of Discussion Forum Format on Social Presence and Cognitive Presence

  Valerie Barbaro, University of Minnesota, United States

  EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2068–2074

• Engagement with Robots: Building a Social, Self-paced, Online Robotics Course

  Richard Huntrods & Jon Dron, Athabasca University, Canada

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 365–372

• Community of Inquiry and Perceived Learning: The Impact of Blended Learning among High School Students

  Kyleigh Harrell, Liberty University, United States; Jillian Wendt, University of the District of Columbia, United States

  EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 501–508

• Online Student Perceptions of the Need for a Proximate Community of Engagement at an Independent Study Program

  Darin R. Oviatt, Brigham Young Uiversity, United States; Charles R. Graham, Brigham Young University, United States; Jered Borup, George Mason University, United States; Randall S. Davies, Brigham Young University, United States

  Journal of Online Learning Research Vol. 2, No. 4 (Dec 31, 2016) pp. 333–365

• From Presences to Linked Influences Within Communities of Inquiry

  Susi Peacock, Queen Margaret University; John Cowan, Professor emeritus, Herriot Watt University

  The International Review of Research in Open and Distributed Learning Vol. 17, No. 5 (Sep 26, 2016)

• Synchronous online collaborative professional development for elementary mathematics teachers

  Krista Francis, Correspondence regarding this article should be sent to Dr. Krista Francis-Poscente, Faculty of Education, University of Calgary, 2500 University Dr. N.W., Calgary AB T2N 1N4 kfrancis@ucalgary.ca; Michele Jacobsen, University of Calgary

  The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 319–343

• Impact of Technology on Post-secondary Classroom Culture: A Critical Literature Review

  Susan W Bontly, Cynthia Gomez, Samar Khalil & Tahani Fouad Mansour, NMSU, College of Education, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1862–1870

• A Social Network Game as virtual Third Place: Community Enabler in Virtual Learning Environments?

  Heinrich Söbke & Jörg Londong, Bauhaus-Universität WeimarBauhaus-Institute for Infrastructure Solutions (b.is), Germany

  EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 665–678

• Best Practices for Instructional Designers: Engaging Faculty to create effective online courses

  Pratima Dutta & Suzanne David, California State University Northridge, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1232–1237

• Using social networking environments to support collaborative learning in a Chinese university class: Interaction pattern and influencing factors

  Jie Lu & Daniel Churchill

  Australasian Journal of Educational Technology Vol. 30, No. 4 (Sep 10, 2014)

• Social Presence in Learner-driven Social Media Environments

  Swapna Kumar, University of Florida, Gainesville, United States; Mark Hart, University of Florida, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 73–78

• Implementing The Hybrid Delivery Classroom: A Model for Hybrid - Blended Learning

  David Rausch & Elizabeth Crawford, University of Tennessee at Chattanooga, United States

  EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 915–921

• Network Visualization of Connection inside Social Network Service for the Evaluation and Assessment of the Learning Community

  Takahiro Tagawa, Kyushu University, Japan; Koichi Yasutale, Hiroshima University, Japan; Osamu Yamakawa, Fukui Prefectural University, Japan; Takahiro Sumiya, Hiroshima University, Japan; Hitoshi Inoue, Kyushu University, Japan

  Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1054–1059

• Hybrid Delivery Classroom: A model designed to maximize the blending of technology and face to face instruction

  David Rausch & Elizabeth Crawford, University of Tennessee at Chattanooga, United States

  Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 972–977

• Applying the community of inquiry framework to an online professional practice doctoral program

  Swapna Kumar, University of Florida; Kara Dawson, Erik Black, Catherine Cavanaugh & Christopher Sessums

  The International Review of Research in Open and Distributed Learning Vol. 12, No. 6 (Sep 22, 2011) pp. 126–142

• Community in Online Learning: Do Students think it is Necessary?

  Judy Lambert, The University of Toledo, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 241–246

• Hybrid Learning Model: Best Practice in Doctoral Level Learning

  Elizabeth Crawford & David Rausch, UT Chattanooga, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 102–108

• What are Student Perceptions of Community in Online Learning?

  Judy Lambert, The University of Toledo, United States

  EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2158–2163

• A Structural Model of Learning Process Perceptions and Outcomes in Distance Learning with the Support of an Offline Learning Community

  Myunghee Kang, Jungsun Hahn, BaoYng Teresa Liew & Eunjo Yoo, Ewha Womans University, Korea (South)

  EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 183–192

• Investigating the Relationships among Students' Collaboration Preference, Learning Presence and Learning Outcomes in Online Collaborative Learning

  Myunghee Kang, Ewha Womans University, Korea (South); Minjeong Kim, Jangan College, Korea (South); Bokyung Kim, Hyesun Yoo, Eunhee Kim & Young Park, Ewha Womans University, Korea (South)

  EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 49–54

• Affirmation and Validation Hierarchy when Building an Online Community

  Terri Bubb, Caroline Crawford & Denise McDonald, University of Houston - Clear Lake, United States

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 181–188

• The Adolescent Community of Engagement Framework: A Lens for Research in K-12 Online Learning Environments

  Jered Borup, Richard West & Charles Graham, Brigham Young University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 2176–2183

• Graduate Student’s Preference toward Strong Instructor Support over Peer to Peer Collaboration in Online Courses

  Justin Louder, Nancy Maushak, Steven Crooks, Stephanie Jones & William Lan, Texas Tech University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 730–735

• Activity Notification: Enhancing the Social Nature of Online Learning

  James Laffey, David Reid, Ran-Young Hong, Krista Galyen, Xiaolin Xie & Douglas Kueker, Univ. of Missouri-Columbia, United States

  EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 1085–1093

• Improving Doctoral Candidates’ Persistence in the Online Dissertation Process

  Amanda Szapkiw, Liberty University, United States

  Global Learn 2011 (Mar 28, 2011) pp. 1162–1166

• Using Activity Theory to Examine Social Interaction of Online Learning

  I-Chun Tsai, University of Akron, Ohio, United States; Krista Galyen, Xiaolin Xie & James Laffey, University of Missouri, United States

  EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1202–1211

• Continuing Change in a Virtual World: Training and Recruiting Instructors

  Michael Barbour, Wayne State University, United States; Jim Kinsella & Matthew Wicks, Illinois Virtual High School, United States; Sacip Toker, Wayne State University, United States

  Journal of Technology and Teacher Education Vol. 17, No. 4 (October 2009) pp. 437–457

• Wiki-based Distance Learning: Interpreting Effectiveness Through the Community of Inquiry Framework

  Judy Lambert & Juenethia Fisher, The University of Toledo, United States

  Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 429–434

• Blended Learning in Teacher Education: An Investigation Across Media

  Gillian Lord, University of Florida, United States; Lara Lomicka, University of South Carolina, United States

  Contemporary Issues in Technology and Teacher Education Vol. 8, No. 2 (June 2008) pp. 158–174

• Construction and Validation of a Social Presence Scale for Measuring Online Learners' Involvement

  Myunghee Kang, Hyungshin Choi & Sunghee Park, Ewha Womans University, Korea (South)

  EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1829–1833

• Relationships among Presence Factors and Perceived Outcomes in Online Collaborative Learning

  Myunghee Kang, Ewha Womans University, Korea (South); Heejeon Suh & Kyungae Moon, Electronics and Telecommunication Research Institute, Korea (South)

  EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2844–2849

• Online Interactivity Induces Offline Social Isolation? A longitudinal social network survey

  Sy-Feng Wang, Department of Psychology, Fu-Jen Catholic University, Taiwan; Yin-Ju Cheng, Master of Business Administration, Soochow University, Taiwan

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2217–2227

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.