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

• Online Spaces as Sources of Informal Learning for Teachers

  Kimberly Zelonis, Lock Haven University, United States

  Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 583–594

• Changing relationship: Who is the learner and who is the teacher in the online educational landscape?

  Dorit Maor & Dorit Maor

  Australasian Journal of Educational Technology Vol. 24, No. 5 (Jan 01, 2008)

• Students' satisfaction and valuation of web-based lecture recording technologies

  Ross Taplin, Lee Low, Alistair Brown & Alistair Brown

  Australasian Journal of Educational Technology Vol. 27, No. 2 (Jan 01, 2011)

• An importance–competence analysis of the roles and competencies of e-tutors at an open distance learning institution

  Nadine de Metz & Adele Bezuidenhout

  Australasian Journal of Educational Technology Vol. 34, No. 5 (Nov 25, 2018)

• On-campus, distance or online? Influences on student decision-making about study modes at university

  Matthew Bailey, Maree Gosper, Dirk Ifenthaler, Cheryl Ware & Mandy Kretzschma

  Australasian Journal of Educational Technology Vol. 34, No. 5 (Nov 25, 2018)

• Online Interaction Between On-Campus and Distance Students: Learners' Perspectives

  Nobue Miwa & Yuping Wang, Griffith University, Australia

  International Journal of Computer-Assisted Language Learning and Teaching Vol. 1, No. 3 (July 2011) pp. 54–69

• Massive Multiplayer Online Role Playing Games and Interaction: A Measurable Model of Interaction for Online Learning

  Bodi Anderson, Indian River State College, St. Pierce, FL, United States

  International Journal of Virtual and Personal Learning Environments Vol. 5, No. 2 (April 2014) pp. 28–39

• E-Tutor Perceptions towards the Star Rural Area E-Learning Project

  Chiung-Wei Huang & Eric Liu, National Central University, Zhongli, Taiwan

  International Journal of Online Pedagogy and Course Design Vol. 5, No. 1 (January 2015) pp. 20–29

• Virtual Learning Environment (VLE): Its Impact on Primary School Children's Learning

  Noor Omar & Ruth Geer, University of South Australia, Australia

  EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1916–1922

• Exploring motivation and design effectiveness of individualized English as a Foreign Language blended training programs in a French organization.

  Rachel Chauvin & Fabien Fenouillet, University of Paris-Nanterre, France

  EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1836–1841

• Three generations of distance education pedagogy

  Terry Anderson, Editor, IRRODL; Jon Dron, Athabasca University

  The International Review of Research in Open and Distributed Learning Vol. 12, No. 3 (Jan 11, 2011) pp. 80–97

• A review of trends in distance education scholarship at research universities in North America, 1998-2007

  Randall Davies, Scott Howell & Jo Petrie, Brigham Young University

  The International Review of Research in Open and Distributed Learning Vol. 11, No. 3 (Oct 13, 2010) pp. 42–56

• The preferred learning modes of online graduate students

  Olabisi Kuboni, University of the West Indies Open Campus

  The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 228–250

• Blended Learning at the Boundary: Designing a New Internship

  Robert Heckman, Carsten S. Østerlund & Jeffrey Saltz

  Journal of Asynchronous Learning Networks Vol. 19, No. 3 (2015) pp. 111–127

• Web 2.0 Technologies and Building Online Learning Communities: Students' Perspectives

  Mariam Mousa Matta Abdelmalak

  Journal of Asynchronous Learning Networks Vol. 19, No. 2 (March 2015)

• Adopting MOOCs on Campus: A Collaborative Effort to Test MOOCs on Campuses of the University System of Maryland

  Rebecca Griffiths, Christine Mulhern, Richard Spies & Matthew Chingos

  Journal of Asynchronous Learning Networks Vol. 19, No. 2 (March 2015)

• Evaluation Criteria for Interactive E-Books for Open and Distance Learning

  Aras BOZKURT & Mujgan BOZKAYA, Anadolu University

  The International Review of Research in Open and Distributed Learning Vol. 16, No. 5 (Sep 29, 2015)

• Sense of community in a blended technology integration course: A design-based research study

  J Harrison, Brigham Young University Instructure Inc.; Richard West, Brigham Young University

  The International Review of Research in Open and Distributed Learning Vol. 15, No. 6 (Oct 22, 2014)

• Inside the virtual classroom: Student perspectives on affordances and limitations

  Garry Falloon, The Faculty of Education, University of Waikato

  Journal of Open, Flexible, and Distance Learning Vol. 16, No. 1 (2012) pp. 108–126

• Distance education regulatory frameworks: Readiness for openness in Southwest Pacific/South East Asia region nations

  Belinda Tynan, University of Southern Queensland; Rosalind James, University of New England

  Open Praxis Vol. 5, No. 1 (Jan 14, 2013) pp. 91–97

• Students' Roles in Exposing Growing Pains: Using the "Dean's Concerns" to Refine Hybrid Instruction

  Teresa S. Foulger, Audrey Amrein-Beardsley & Meredith J. Toth

  International Journal of Teaching and Learning in Higher Education Vol. 23, No. 2 (2011) pp. 150–165

• Dedication, Humbleness, and Audacity: Advice from Pathfinder Faculty to Colleagues New to Online Distance Education

  Luis Roberto de Camargo Ribeiro, Marcia Rozenfeld Gomes de Oliveira & Daniel Mill

  European Journal of Open, Distance and E-Learning Vol. 1 (2011)

• Beyond the Theoretical Impasse: Extending the applications of Transactional Distance Education Theory

  Sushita Gokool-Ramdoo, University of South Australia

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

• Time students spend reading threaded discussions in online graduate courses requiring asynchronous participation

  Abbie Brown, East Carolina University; Tim Green, California State University, Fullerton

  The International Review of Research in Open and Distributed Learning Vol. 10, No. 6 (Dec 14, 2009) pp. 51–64

• System Dynamics in Distance Education and a Call to Develop a Standard Model

  Steven Shaffer, The Pennsylvania State University, USA.

  The International Review of Research in Open and Distributed Learning Vol. 6, No. 3 (Feb 22, 2006)

• Virtual Schooling Standards and Best Practices for Teacher Education

  Richard E. Ferdig & Cathy Cavanaugh, University of Florida, United States; Meredith DiPietro, University of North Carolina Charlotte, United States; Erik W. Black & Kara Dawson, University of Florida, United States

  Journal of Technology and Teacher Education Vol. 17, No. 4 (October 2009) pp. 479–503

• Virtual Voices: Online Teachers' Perceptions of Online Teaching Standards

  Robin Davidson Smith, Longwood University, United States

  Journal of Technology and Teacher Education Vol. 17, No. 4 (October 2009) pp. 547–571

• E-Learning in Undergraduate Humanities Classes: Unpacking the Variables

  Robert Friedman, Norbert Elliot & Blake Haggerty, New Jersey Institute of Technology, United States

  International Journal on E-Learning Vol. 9, No. 1 (January 2010) pp. 51–77

• Pedagogy First! Making Web-Technologies Work for Soft Skills Development in Leadership and Management Education

  Gareth Morgan & Jean Adams, Schulich School of Business, York University, Canada

  Journal of Interactive Learning Research Vol. 20, No. 2 (April 2009) pp. 129–155

• 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

• Belonging Online: Students' Perceptions of the Value and Efficacy of an Online Learning Community

  Loralee LaPointe & Marcy Reisetter, University of South Dakota, United States

  International Journal on E-Learning Vol. 7, No. 4 (October 2008) pp. 641–665

• The Impact of Altered Realties: Implications of Online Delivery for Learners’ Interactions, Expectations, and Learning Skills

  Marcy Reisetter, Loralee LaPointe & James Korcuska, University of South Dakota, United States

  International Journal on E-Learning Vol. 6, No. 1 (January 2007) pp. 55–80

• Understanding Topical Science Issues – A Learning Design Approach

  Trevor J. Billany, Charles Darwin University, Australia; Maggie Hartnett & Madhumita Bhattacharya, Massey University, New Zealand

  Journal of Interactive Learning Research Vol. 18, No. 1 (January 2007) pp. 85–100

• The Safety of Crowds

  Jon Dron, Brighton University, United Kingdom

  Journal of Interactive Learning Research Vol. 18, No. 1 (January 2007) pp. 29–40

• What Makes for Effective Online Community Building? 10 Field-Tested Strategies You Can Use to Boost Student Success

  Shirley Yamashita, University of Hawaii at Manoa, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1527–1532

• In Search of Empirical Support for Merrill’s First Principles of Instruction for Online Instruction

  Max Cropper & Joanne P. H. Bentley, Utah State University, United States

  EdMedia + Innovate Learning 2006 (June 2006) pp. 1792–1795

• Integrating Discussion Boards to Solve Authentic School Problems and Promote Student Collaboration

  Linda O'Neal & Louis Safer, Appalachian State University, United States

  Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1615–1619

• Instructional Design in Distance Education (IDDE): Understanding the Strategies, Applications, and Implications

  Mustafa Saritas, Iowa State University, United States

  Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 681–688

• Distance Education in Higher Education: Two Graduate Level Programs

  Angela Benson, University of Illinios at Urbana-Champaign, United States

  EdMedia + Innovate Learning 2004 (2004) pp. 4665–4670

• A Comparison of Scaffolding Media in a Learning System for Teaching Web Development

  Richard Hall, Sarah Stark, Michael Hilgers & Paul Chang, University of Missouri - Rolla, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1906–1913

• A Practice Problem in Online Interpersonal Skills Training

  Min Young Doo, Indiana University, Bloomington, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1858–1864

• Facilitating Student Online Discussions: Effective Instructional Design and Strategies

  Lilly Lu, Iowa State University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1359–1363

• Practices of Using Discussion Board as an Assessment Tool in Online Learning Environment

  Yang Yang, Penn State University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1577–1582

• A Framework for an ET Program’s Evaluation: An Expanded Kirkpatrick’s Four-Level Model

  Cheng-Chang Pan, Rene Corbeil & Michael Sullivan, University of Texas at Brownsville, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 410–415

• A Simple Solution to Teaching "Process" Activities Online.

  Abigail Garthwait, University of Maine, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2634–2637

• Cultural Considerations in Online Education: A Review of the Literature

  Chun-Min Wang & Thomas Reeves, The University of Georgia, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2460–2465

• Information and Communication Technology in the Teaching and Learning Process: Does Online Professional Development Make a Difference?

  Donna Morrow, Christchurch College of Education, New Zealand

  EdMedia + Innovate Learning 2002 (2002) pp. 1392–1396

• Stories from the Frontline: Lessons Learned in Two Corporate E-learning Initiatives

  Karen Montgomery, harris corporation, United States; Mark Wynkoop, Harris Corp., United States

  EdMedia + Innovate Learning 2002 (2002) pp. 1363–1365

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