Cited By

• Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level

  Joo Yeun Kim, Center for Teaching and Learning; Kyu Yon Lim, Department of Educational Technology

  Computers & Education Vol. 138, No. 1 (September 2019) pp. 116–129

• Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended Advanced Placement courses

  Andrew M. Blaine

  Computers & Education Vol. 132, No. 1 (April 2019) pp. 31–43

• Embedding Social Media to Enhance Social Presence: Perceived Learning and Cognitive Engagement in an Online Graduate Course

  Nandita Gurjar, University of Northern Iowa, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2730–2739

• Moderation Effect of Gender on Relationship between Community of Inquiry and Perceived Learning in Blended Learning Environments

  Rouhollah Khodabandelou, Habibah Ab Jalil, Wan Zah Wan Ali & Shaffe bin Mohd Daud

  Contemporary Educational Technology Vol. 5, No. 3 (2014) pp. 257–271

• Differences between Regular and Distance Education in a Teacher's Training Program

  Giannakoudakis Zacharias & Giossos Yiannis

  European Journal of Open, Distance and E-Learning Vol. 20, No. 2 (2017) pp. 17–29

• Predictors of Instructional Strategy Use of Faculty in Career and Technical Education Programs: Signature Pedagogies of the Field

  Edward Fletcher Jr., College of Education/Leadership, Counseling, Adult, Career and Higher Education, University of South Florida, Tampa, FL, United States; Yenni Djajalaksana, Information Systems, Maranatha Christian University, Bandung, Indonesia

  International Journal of Adult Vocational Education and Technology Vol. 5, No. 3 (July 2014) pp. 45–65

• Authentic Assessments: A Critical thinking and Engagement Tool for Online Courses

  Lilia Juele, Rockland Community College (SUNY), United States

  EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1967–1981

• Learning Together: Strategies for Supporting Collaborative Learning in Online Courses from a Universal Design for Learning Perspective

  Susie Gronseth, University of Houston, United States; Debra K Bauder, University of Louisville, United States

  EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1068–1081

• Online Interactions and Social Presence in Online Learning

  Sang Joon Lee & Kun Huang, Mississippi State University, United States

  Journal of Interactive Learning Research Vol. 29, No. 1 (January 2018) pp. 113–128

• Scaling up E-learning: Best Practices for Teaching Online Classes with a Large Enrollment

  Peggy Semingson, University of Texas at Arlington, United States; Dana Owens, The University of Texas at Arlington, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 472–476

• Beyond Netiquette Guidelines: Best Practices for Proactively Fostering Professional Communication Behaviors in E-Learning

  Peggy Semingson, University of Texas at Arlington, United States; Dana Owens, The University of Texas at Arlington, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 467–471

• Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

  Zhiqiang Ma, jiangnan university; Jing Wang, Qiyun Wang, Lili Kong, Yajie Wu & Hao Yang

  The International Review of Research in Open and Distributed Learning Vol. 18, No. 6 (Sep 25, 2017)

• Using the Community of Inquiry Framework to Scaffold Online Tutoring

  Xiaoying Feng, Jingjing Xie & Yue Liu, Beijing Normal University

  The International Review of Research in Open and Distributed Learning Vol. 18, No. 2 (Apr 04, 2017)

• The Online Student Connectedness Survey: Evidence of Initial Construct Validity

  Tekeisha Zimmerman; Kim Nimon, The University of Texas at Tyler

  The International Review of Research in Open and Distributed Learning Vol. 18, No. 3 (May 12, 2017)

• An Analysis of Online Course Ratings using the Community of Inquiry Theoretical Framework, Following Instructor Participation in San Diego State University’s Course Design Institute

  James Marshall, Sean Hauze, Phil Denman, James Frazee & Mark Laumakis, San Diego State University, United States

  Journal of Educational Multimedia and Hypermedia Vol. 26, No. 3 (July 2017) pp. 249–269

• The Interactive Online Course-Level Orientation Module: Fostering TPACK and an Introduction to Domain Knowledge

  Peggy Semingson, University of Texas at Arlington, United States; Melanie Mason, The University of Texas at Arlington, United States; Jared Keengwe, University of North Dakota, United States

  Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 287–292

• Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education

  Chryssa Themeli, Lancaster University; Anna Bougia

  The International Review of Research in Open and Distributed Learning Vol. 17, No. 6 (Dec 06, 2016)

• Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

  Moon-Heum Cho, Sungkyunkwan University; YoonJung Cho, Sungshin Women's University

  The International Review of Research in Open and Distributed Learning Vol. 17, No. 6 (Dec 06, 2016)

• Instructors’ Perceptions of Instructor Presence in Online Learning Environments

  Jennifer Richardson, Purdue University; Erin Besser, Adrie Koehler, JiEun Lim & Marquetta Strait, Learning Design and Technology Program Purdue University

  The International Review of Research in Open and Distributed Learning Vol. 17, No. 4 (Jul 08, 2016)

• If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses

  Jennifer LoCasale-Crouch, Bridget Hamre, Amy Roberts & Kathy Neesen, University of Virginia

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

• An Analysis of Online Course Ratings using the Community of Inquiry Theoretical Framework, Following Instructor Participation in San Diego State University’s Course Design Institute

  James Marshall, Sean Hauze, Phil Denman, James Frazee & Mark Laumakis, San Diego State University, United States

  EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 954–967

• Asynchronous Online Language Learning: Some Considerations

  Iona Sarieva, Saint Leo University, United States; Vasumathi Badrinathan, Ramnarain Ruia College, University of Mumbai, India

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2322–2329

• Just-in-Time Learning and Discussion for Preservice Teachers via a Mobile-Compatible Social Networking Tool

  Peggy Semingson, University of Texas at Arlington, United States; Jodi Tommerdahl, The University of Texas at Arlington, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 373–377

• Digital Teacher Induction via Webinars and Social Media

  Peggy Semingson, Denise Collins, Holly Hungerford-Kresser, Amanda Hurlbut, Joyce Myers, Dana Owens & Marla Robertson, The University of Texas at Arlington, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 367–372

• Use of Mobile Phones for Interaction in Distance Education

  Tayyaba Batool & Ginger Watson, Old Dominion University, United States

  EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1364–1370

• Blended Learning Environments: A Phenomenographic Study of Australian Teachers' Conceptions and Approaches

  Vicki Caravias, Swinburne University of Technology, Australia

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 285–295

• Beyond Social Presence: Increasing Cognitive Presence through Meaningful Interaction

  Meiyi Song, University of Pittsburgh, United States; Rong Yuan, Defense Language Institute, United States

  Global Learn 2015 (April 2015) pp. 731–736

• Collaboration Practices and Attitudes for Students in Cyber Charter Classrooms

  Hanna Mincemoyer & Victoria Raish, Pennsylvania State University, United States

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1485–1491

• A longitudinal investigation of changes in perceived social presence of off-site students in a blended M.Ed. program

  Monique Bournot-Trites & Victoria Surtees, University of British Columbia, Canada

  Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 191–194

• Online Teaching as the Art of Hosting: Designing Social Interactions to Promote Engagement

  Christiane Reilly, University of Minnesota, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1635–1641

• Establishing and Sustaining a Community of Inquiry in a Technology-Rich Online Class

  Sang Joon Lee & Kun Huang, Mississippi State University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1139–1144

• Understanding Online Pedagogy: A Review of Strategies to Enhance Teaching Presence

  Chesta Khurana & Erica Boling, Rutgers University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1001–1010

• Conceptualizing the Essence of Presence in Distance Education through Digital Dasein

  Amir Haj-Bolouri, Per Flensburg & Lars Svensson, University West, Sweden

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 746–754

• Examining the impact of video feedback on instructor social presence in blended courses

  Jered Borup, George Mason University; Richard West & Rebecca Thomas, Brigham Young University; Charles Graham

  The International Review of Research in Open and Distributed Learning Vol. 15, No. 3 (Jun 16, 2014)

• Social presence for different tasks and perceived learning in online hospitality culture exchange

  Mei-jung Wang, National Kaohsiung University of Hospitality and Tourism; Hsueh Chen, Hong Kong Institute of Education / Assistant Professor

  Australasian Journal of Educational Technology Vol. 29, No. 5 (Nov 08, 2013)

• Collective webinars in higher distance education

  Lisbeth Amhag, Faculty of Education and Society, Malmo University, Sweden

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1706–1715

• An Analysis of Higher-Order Thinking: Examining a Secondary Physics I Web-Enhanced Instructional Design.

  Lisa Coolidge Manley, Central Connecticut State University, United States

  Issues and Trends in Educational Technology Vol. 1, No. 1 (May 21, 2013) pp. 25–52

• Enhancing Learners’ Cognitive Engagement in Online Discussions: Implementation of Audio- and Video-Based Argumentation Activity

  Eunjung Oh, Georgia College and State University, United States; Hyun Song Kim, The University of Georgia, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2031–2036

• Predictors for learning flow and learner satisfaction in mobile learning

  Young Ju Joo, Kyu Yon Lim, Bo Kyung Jung & Eugene Lim, Ewha womans university, Korea (South); Se-bin Choi, Ewha womans, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1937–1941

• Collaborative Learning in Online Study Groups: An Evolutionary Game Theory Perspective

  Raymond Chiong, Swinburne University of Technology, Australia; Jelena Jovanovic, University of Belgrade, Australia

  Journal of Information Technology Education: Research Vol. 11, No. 1 (Jan 01, 2012) pp. 81–101

• The relationship between academic discipline and dialogic behavior in open university course forums

  Paul Gorsky, Avner Caspi, Avishai Antonovsky, Ina Blau & Asmahan Mansur

  The International Review of Research in Open and Distributed Learning Vol. 11, No. 2 (Aug 04, 2011) pp. 49–72

• Social presence within the community of inquiry framework

  David Annand, Athabasca University - Canada's Open University, Canada

  The International Review of Research in Open and Distributed Learning Vol. 12, No. 5 (Jun 29, 2011) pp. 40–56

• Online and blended communities of inquiry: Exploring the developmental and perceptional differences

  Zehra Akyol, Suleyman Demirel Universitesi; D Garrison, University of Calgary; M Ozden, Middle East Technical University

  The International Review of Research in Open and Distributed Learning Vol. 10, No. 6 (Dec 14, 2009) pp. 65–83

• 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

• 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

• Community of Inquiry Developed through Blogs in a Non-Formal Educational Setting

  Nikleia Eteokleous-Grigoriou, Frederick University Cyprus, Cyprus; Despo Ktoridou, University of Nicosia, Cyprus

  EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2116–2123

• Investigating a Structural Relationship among Different Variables in Using Web-based Inquiry Learning for Elementary Science Classes

  Myunghee Kang, Young Park, JiYoon Kim, EunJin Yoo & Sookyung Cho, Ewha Womens University, Korea (South)

  EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 1767–1772

• Integrating Technologies in Higher Education: Common Reasons for Integrating and Required Educational Features

  Dodzi Amemado, University of Montreal, Canada

  EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 1550–1558

• Encounters at the Interface: Affordances and Constraints of a Wiki Environment for Literary Study

  Sarah Schrire, Kibbutzim College of Education, Technology and the Arts, Israel

  EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 998–1007

• From Theory into Practice: Weaving Teaching Presence into E-Learning Design

  Hong Wang, Fort Hays State University, United States

  EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 495–499

• Beyond Threaded Discussions: A Study of Teaching Presence in an Online Educational Technology Course

  Chesta Khurana, Rutgers The State University of New Jersey, United States; Erica Boling, Rutgers the state university of new jersey, United States

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4254–4259

• Developing Pre-Service Teachers’ Knowledge about Phonics via Video-Based Modules and Discussion Prompts

  Peggy Semingson & Kevin White, University of Texas at Arlington, United States

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2092–2097

• A New Model to Measure Student Engagement with a Mobile Learning Tool Integrating CoI and FRAME

  Tina Parscal, Ken Sherman, Keri Heitner & George Lucas, University of the Rockies, United States

  Global TIME 2012 (Feb 07, 2012) pp. 31–37

• Fostering Vibrant Communities of Inquiry and Dynamic Collaboration in Synchronous Virtual Graduate Seminars

  Annie Saint-Jacques, Laval University, Canada

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1684–1689

• Using the Community of Inquiry Framework Survey for Multi-Level Institutional Evaluation and Continuous Quality Improvement

  Jennifer Richardson, Purdue University, United States; Phil Ice, Wallace Boston, Karen Powell & Angela Gibson, American Public University System, United States

  EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 1968–1977

• Investigating the Predicting Variables of the Learning Outcomes when using Digital Textbooks

  Myunghee Kang, Minjeong Kim, Seonghye Yoon & Hyunjin Lim, Ewha Womans University, Korea (South)

  EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 160–169

• Using Professor Authored Videos to Support Literacy Learning and Lesson Plan Design for Preservice Teachers

  Peggy Semingson & Carla Amaro-Jiménez, University of Texas at Arlington, United States

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 734–739

• The Achievement Gap in the Asynchronous Online Classroom

  Amanda Rockinson-Szapkiw, Randall Dunn & David Holder, Liberty University, United States

  EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 570–577

• Investigating Presence as a Predictor of Learning Outcomes in E-learning Environment

  Myunghee Ju Kang, Jisim Kim & Misoon Park, Ewha Womens University, Korea (South)

  EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4175–4180

• Design and Development of a Community of Practice of Business and Foreign Language Faculty

  Mary Risner, University of Florida, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1884–1889

• Community Building in a Wiki-Based Distance Education Course

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

  EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 1527–1531

• Impact of Facilitator on Participation within Online Discussion Forums

  Carol Dudding, James Madison University, United States; Filip Loncke, University of Virginia, United States

  EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 635–639

• Analysis of Synchronous and Asynchronous Discussion Forums: A Pilot Study

  Carol Dudding & Teresa Drulia, James Madison University, United States

  EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 631–634

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