Cited By

• Conducting a Multivocal Thematic Synthesis on an Extensive Body of Literature

  Madelaine Befus

  Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 42, No. 2 (Apr 14, 2016)

• Online Graduate Advising: It's Much More Than 'What class comes next?'

  Kristi Preisman, College of Saint Mary, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 557–561

• Barriers in computer-mediated communication: typology and evolution over time

  Elba Gutiérrez-Santiuste, María-Jesús Gallego-Arrufat & Aurelio Simone

  Journal of e-Learning and Knowledge Society Vol. 12, No. 1 (Jan 25, 2016)

• Increasing authentic participation in asynchronous online discussions: Tips for instructors and instructional designers

  Kimberly Harrison, Aurora University, United States; Cynthia York & Hayley Mayall, Northern Illinois University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1241–1251

• Four Perspectives, One Goal: Creating Communities for Online Learners

  Rhonda Newton, Ambyr Rios & Radhika Viruru, Texas A&M University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1006–1009

• 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)

• Evaluating the Online Teacher: An Analysis of the iNacol Quality Standards for Online Teaching

  Brianne Jackson, Virginia Commonwealth University, United States

  EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 558–565

• 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

• Effective online learning in New Zealand secondary schools

  Keryn Pratt & Sandra Williamson-Leadley, University of Otago, New Zealand

  Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 692–695

• 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)

• Design and Development of a Learning Design Virtual Internship Program

  Dana Ruggiero & Jeffrey Boehm, Bath Spa University

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

• 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)

• Motivate students’ sport behaviors with SNS & fitness App

  Jia-Ling Lee, Shih Hsin University, Taiwan; Wen-Chih Lee, Hong-Hsu Yen, Chieh-Ling Wang, Sun-Chin Yang & Pei Xuan Luo, Shih-Hsin University, Taiwan

  EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1458–1466

• An Examination of the Community of Inquiry Framework in the International Computer-Mediated Learning Context

  Jillian Wendt, Virginia International University, United States; Deanna Nisbet, Regent University, United States; Amanda Rockinson-Szapkiw, Liberty University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1063–1066

• Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program

  Stephen J. Pape, Johns Hopkins University, United States; Sherri K. Prosser, Cynthia C. Griffin, Nancy Fichtman Dana, James Algina & Jungah Bae, University of Florida, United States

  Contemporary Issues in Technology and Teacher Education Vol. 15, No. 1 (March 2015) pp. 14–43

• Social Interaction in Self-paced Distance Education

  Terry Anderson, Lorne Upton, Jon Dron & Judi Malone, Athabasca University; Bruno Poelhuber, Universit de Montral

  Open Praxis Vol. 7, No. 1 (Feb 13, 2015) pp. 7–23

• Systemic View of Online Learning Communities: The connection between Communication, Cooperation and Collaboration

  Kashieka Popkin & Heather Lamb, University of North Texas, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1603–1608

• 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

• 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 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

• 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

• Using the CoI to Evaluate Different Blended Learning Approaches: Achieving Teaching, Cognitive and Social Presence in Large Post-graduate Online Courses

  Lynette Nagel, University of Pretoria, South Africa

  EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2736–2745

• 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

• 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

• Developing Critical Thinking Skills in Virtual Collaborative Learning Programs

  Richard Schreck, Stone Shiflet, Leslie Olsen & James Meredith, Capella University, United States; Nancy Van Erp, Saint Mary's University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 337–342

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