Cited By

• Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence

  Kris M.Y. Law, School of Engineering, Australia; Shuang Geng, Department of Management Science, China; Tongmao Li, Department of Business Administration, China

  Computers & Education Vol. 136, No. 1 (July 2019) pp. 1–12

• How can we design online courses that are effective for student learning? (Roundtable)

  Antoinette Marie Davis, Colorado State University-Global Campus, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 420–430

• MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach

  Kun Li

  Computers & Education Vol. 132, No. 1 (April 2019) pp. 16–30

• Motivational factors affecting online learning by Japanese MBA students

  Hisayo Kikuchi & Hisayo Kikuchi

  Australasian Journal of Educational Technology Vol. 22, No. 3 (Jan 01, 2006)

• Assessing Online Discussion Forum Participation

  Matthew Shaul, Kennesaw State University, United States

  International Journal of Information and Communication Technology Education Vol. 3, No. 3 (July 2007) pp. 39–46

• Designing and Teaching an Online Teacher Training Course: Integrating Critical Thinking Skills into the Exploration of Culture in an EFL Setting

  Leslie Turpin & Jaime Durham, SIT Graduate Institute, United States

  Journal of Educational Multimedia and Hypermedia Vol. 26, No. 3 (July 2017) pp. 231–248

• A Research Synthesis of Asynchronous Online Discussions in Higher Education Settings: 2005-2016

  Natalie Milman, George Washington University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 753–756

• Designing and Teaching an Online Teacher Training Course: Integrating Critical Thinking Skills into the Exploration of Culture in an EFL Setting

  Leslie Turpin & Jaime Durham, SIT Graduate Institute, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 265–276

• Hesitating to Collaborate: Understanding why Pre-Service Teachers Avoid Collaborative Learning Affordances

  Michael McVey, Eastern Michigan University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 100–105

• Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement

  Moon-Heum Cho, Sungkyunkwan University; Scott Tobias, Kent State University at Stark

  The International Review of Research in Open and Distributed Learning Vol. 17, No. 2 (Mar 01, 2016)

• Evaluation of Online Log Variables that Estimate Learners’ Time Management in a Korean Online Learning Context

  Il-Hyun Jo & Yeonjeong Park, Ewha Womans University; Meehyun Yoon, University of Georgia; Hanall Sung, Ewha Womans University

  The International Review of Research in Open and Distributed Learning Vol. 17, No. 1 (Feb 02, 2016)

• Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan

  Ayesha Perveen, Virtual University of Pakistan

  Open Praxis Vol. 8, No. 1 (Mar 03, 2016) pp. 21–39

• 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

• Supporting Online Teachers with Instructional Design

  Sally Baldwin & Yu-Hui Ching, Boise State University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 537–542

• Critical Discourse Analysis of Moderated Discussion Board of Virtual University of Pakistan

  Ayesha Perveen, Virtual University of Pakistan

  Open Praxis Vol. 7, No. 3 (Jul 30, 2015) pp. 243–262

• Interaction, Satisfaction, and Perceived Progress in Online Language Courses

  Chin-Hsi Lin, Binbin Zheng & Yining Zhang, Michigan State University, United States

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 393–399

• Students Interaction with E-Learning Environment (Blackboard) at King Saud University.

  Noura Alhazzani, King Saudi University, Saudi Arabia

  EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 417–431

• Design principles for an ePortfolio-based learning environment to enhance reflection in pre-service teachers

  Pauline Roberts, Murdoch University, Australia

  EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 769–774

• Person over pedagogy: Rapport-building traits of online instructors

  Robert Wright & Greg Jones, University of North Texas, United States; Adriana D'Alba, Grambling University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1603–1612

• Collaborative Annotated Bibliographies: An Online Strategy to Foster Student Collaboration and Understanding

  Mitchell Parkes, Gail Hawkes & Brian Landrigan, University of New England, Australia

  EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 2205–2211

• Vicarious Interaction in 3D Immersion Online Learning Environment

  Walquíria Castelo Branco Lins, Universidade Federal Rural de Pernambuco, Brazil; Patricia Smith Cavalcante, Universidade Federal de Pernambuco, Brazil

  EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 795–800

• Online Teaching Effectiveness: A Tale of Two Instructors

  Paul Gorsky & Ina Blau, Open University of Israel

  The International Review of Research in Open and Distributed Learning Vol. 10, No. 3 (May 27, 2009)

• Predictors of Learning Satisfaction in Japanese Online Distance Learners

  Eric Bray, Yokkaichi University; Kumiko Aoki, National Institute of Multimedia Education; Larry Dlugosh, University of Nebraska-Lincon

  The International Review of Research in Open and Distributed Learning Vol. 9, No. 3 (Oct 21, 2008)

• Learning Effectiveness of Collaborative Learning in Singapore Higher Education – A Pilot Study

  Raymond Tham, University of Newcastle, Australia, Australia; Lesley Tham, RegCom Consulting International, Singapore

  Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1073–1090

• The Extent of Both Instructor and Student Discourse in Online Courses

  Peter Kiriakidis, 1387909 ONTARIO INC, Canada

  TCC 2008 (2008) pp. 163–174

• Online Learner Satisfaction: Learner-Instructor Discourse

  Peter Kiriakidis, 1387909 ONTARIO INC, Canada

  TCC 2007 (2007) pp. 147–158

• Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently?

  Peter Kiriakidis, 1387909 ONTARIO INC, Canada

  TCC 2009 (2009) pp. 101–110

• Blended Learning in Undergraduate Education: The Relationship Between Students’ Perceived Course Interaction and Their Satisfaction

  Efthimis Kioumourtzoglou, Maria Giannousi, Nicholas Vernadakis, Maria Michalopoulos & Eleni Zetou, Democritus University of Thrace, Greece

  TCC 2011 (2011) pp. 92–99

• Beginning course surveys: Bridges to knowing and bridges to being

  David Starr-Glass, Empire State College State University of New York

  The International Review of Research in Open and Distributed Learning Vol. 12, No. 5 (Jun 29, 2011) pp. 138–157

• Pedagogical and Design Aspects of a Blended Learning Course

  Karen Precel, Yoram Eshet-Alkalai & Yael Alberton, The Open University of Israel

  The International Review of Research in Open and Distributed Learning Vol. 10, No. 2 (Apr 02, 2009)

• 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

• Co-teaching An Online Action Research Class

  Brent Wilson & Jennifer Linder-VanBerschot, University of Colorado - Denver, United States

  EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 7–18

• Building Community: Effective Strategies to Increase Interaction in Online Learning

  Carolyn Bishop & Rebecca Hong, Biola University, United States

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1106–1111

• Factors influencing learning satisfaction in online courses

  Jungjoo Kim, Educational Reseach Center of Korea University, Korea (South)

  Global TIME 2011 (Feb 22, 2011) pp. 420–424

• Pedagogical Evaluation of Online Courses

  Shelley Cobbett, Dalhousie University, Canada

  EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 2324–2329

• The relationship between learning satisfaction and social ability in completely online learning courses

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

  EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1941–1947

• Becoming Jane: Designing a Virtual Online Student

  Lynette Nagel, University of Pretoria, South Africa; Seugnet Blignaut, University of the North West, Potchefstroom Campus, South Africa

  EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4312–4320

• Correlations between teacher-student interaction and student academic performance in a large virtual high school

  Abigail Hawkins & Charles Graham, Brigham Young University, United States

  Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2934–2940

• Increasing Interactivity in the Online Environment

  Dee Fabry & Cynthia Schubert, National University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 2562–2567

• Online Learning Revisited: Adventure Learning 2.0

  Aaron Doering & Charles Miller, University of Minnesota, United States

  EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 1227–1233

• Online Learning Revisited: Adventure Learning 2.0

  Aaron Doering & Charles Miller, University of Minnesota, United States

  Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3729–3735

• Do Entry Characteristics of Online Learners Affect Their Satisfaction?

  Erman Yukselturk, Middle East Technical University, Turkey

  International Journal on E-Learning Vol. 8, No. 2 (April 2009) pp. 263–281

• Are Pretty Interfaces Worth the Time? The Effects of User Interface Types on Web-Based Instruction

  Jongpil Cheon, Texas Tech University, United States; Michael M. Grant, The University of Memphis, United States

  Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 5–33

• Three Important Teaching Qualities of Online Instructors Facilitating Instructor and Learner Discourse (ILD)

  Peter Kiriakidis, 1387909 ONTARIO INC, Canada

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 2837–2851

• Student Retention and Online Seminars

  Peter Kiriakidis, 1387909 ONTARIO INC, Canada; Mary Brown, Kaplan University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 2828–2836

• Pedagogical Characteristics of Online and Face-to-Face Classes

  Karl Wuensch, Shahnaz Aziz, Erol Ozan, Masao Kishore & M. H. Nassehzadeh Tabrizi, East Carolina University, United States

  International Journal on E-Learning Vol. 7, No. 3 (July 2008) pp. 523–532

• The Impact of Affective Communications on Students' Perceptions and Performance in an Online University Course

  Claire Gordon, Esther Klein-Wohl & Tova Persoff, The Open University of Israel, Israel

  Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 395–399

• The Extent of Learner and Instructor Discourse Varies with Respect to Students’ Academic Levels

  Peter Kiriakidis & Panayot Gueorguiev, Swiss Management Center, Canada

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 6154–6161

• A Re-conceptualized Model of Good Online Pedagogical Practices

  Shelley Cobbett, Dalhousie University, Canada

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 2410–2415

• Shaping Online Discussion: Assessment Matters

  Karen Swan, Jason Schenker, Stephen Arnold & Chia-Ling Kuo, Kent State University, United States

  EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 2649–2656

• Pedagogical Characteristics of Online and Face-to-Face Classes

  K. L. Wuensch, S. Aziz, E. Ozan, M. Kishore & M. Tabrizi, East Carolina University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2422–2429

• Investigating the quality of the student experience online: Social engagement factors

  Catherine McLoughlin, Australian Catholic University, Australia; Joe Luca, Edith Cowan University, Australia

  EdMedia + Innovate Learning 2003 (2003) pp. 880–887

• Developing a Virtual Self: Mastering the Skills of Online Communication

  Gertrude (Trudy) Abramson, Graduate School of Computer and Information Sciences, Nova Southeastern University, United States

  Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 321–327

• Factors Affecting Student Sense of Satisfaction in an Online Teacher Education Programme.

  Bill Ussher, University of Waikato, New Zealand

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1516–1524

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