Cited By

• 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

• 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)

• The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course

  Fethi Inan, Texas Tech University, United States; Erman Yukselturk, Kirikkale University, Turkey; Murat Kurucay, Bulent Ecevit University, Turkey; Raymond Flores, Texas Tech University, United States

  International Journal on E-Learning Vol. 16, No. 1 (February 2017) pp. 23–32

• 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)

• Synchronous Online Discourse in a Technology Methods Course for Middle and Secondary Prospective Mathematics Teachers

  Tina Starling & Hollylynne Lee, NC State University, United States

  Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 106–125

• Exploration of Students’ Social Presence and Discussion Interaction Patterns in Online and Blended Course Sections

  Gayle V. Davidson-Shivers, Angela Doucet Rand, Sylvia E. Rogers & Angelia L. Bendolph, University of South Alabama, United States

  EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1032–1039

• Relationships between online motivation, participation and achievement: More complex than you might think

  Maggie Hartnett, Massey University

  Journal of Open, Flexible, and Distance Learning Vol. 16, No. 1 (2012) pp. 28–41

• Understanding the context of distance students: Differences in on- and off-campus engagement with an online learning environment

  Stuart Palmer, Deakin University

  Journal of Open, Flexible, and Distance Learning Vol. 16, No. 1 (2012) pp. 70–82

• Online Learning: Houston, Do We Have a Problem?

  Angela Rand & Gayle Davidson-Shivers, University of South Alabama, United States

  EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 862–866

• Culturally-based Adaptive Learning and Concept Analytics to Guide Educational Website Content Integration

  Torsten Reiners, University of Hamburg, Germany; Heinz Dreher, Curtin University of Technology, Australia

  Journal of Information Technology Education: Research Vol. 8, No. 1 (Jan 01, 2009) pp. 125–139

• Minding the "P"s for Implementing Online Education: Purpose, Pedagogy, and Practicalities

  Wendy Sutherland-Smith & Sue Saltmarsh

  Australian Journal of Teacher Education Vol. 35, No. 7 (November 2010) pp. 64–77

• Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent

  Maggie Hartnett & Alison St. George, Massey University; Jon Dron, Athabasca University

  The International Review of Research in Open and Distributed Learning Vol. 12, No. 6 (Sep 22, 2011) pp. 20–38

• Educational Technology as a Subversive Activity

  Matthew Kruger-Ross, North Carolina State University, United States; Lori Holcomb, NC State University, United States

  Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1206–1208

• 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

• Web-Enhanced Instruction in Higher Education: A Case of Blended Learning Using Wikis in an Undergraduate Course

  Khalil Gholami, University of Kurdistan, Iran (Islamic Republic Of); Mohsen Saadatmand, University of Helsinki, Finland; Mahmood Mobaraki, University of Kurdistan, Iran (Islamic Republic Of)

  EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 760–767

• A Mixed Methods Comparison of Teacher Education Faculty Perceptions of the Integration of Technology into their Courses and Student Feedback on Technology Proficiency

  Berhane Teclehaimanot, Gale Mentzer & Torey Hickman, University of Toledo, United States

  Journal of Technology and Teacher Education Vol. 19, No. 1 (January 2011) pp. 5–21

• Virtual Classrooms and the Discussion Forum: A Net Benefit for Business Students

  Caroline Akhras, Notre Dame University, Lebanon

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1752–1760

• Converging Offerings of Teacher Education in Times of Austerity: Transforming Spaces, Places and Roles.

  Niki Davis, Nicky Dabner, Julie Mackey, Lawrence Walker, Anne-Marie Hunt, Des Breeze, Donna. Morrow, Chris Astall & Jackie Cowan, University of Canterbury, New Zealand

  Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 224–229

• The Status of Professional Development for K-12 Online Teachers: Insights and Implications

  Kerry Rice & Lisa Dawley, Boise State University, United States

  Journal of Technology and Teacher Education Vol. 17, No. 4 (October 2009) pp. 523–545

• Transnational Graduate Studies: designing the virtual seminar

  Norman Vaughan, Mount Royal College, Canada; Michael Power, Laval University, Canada

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 3207–3214

• Using Asynchronous Video to Achieve Instructor Immediacy and Closeness in Online Classes: Experiences from Three Cases

  Michael Griffiths & Charles Graham, Brigham Young University, United States

  Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2791–2802

• Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers

  Rebecca M. Schneider, University of Toledo, United States

  Journal of Technology and Teacher Education Vol. 17, No. 1 (January 2009) pp. 85–107

• Facilitating the Community of Inquiry in a Large Online Introductory Astronomy Course

  Hien Nguyen, Natalia Kapli, Yu-hui Ching & Meltem Albayrak Dileo, The Pennsylvania State University, United States; Kyu Yon Lim, Ewha Womans University, Korea (South); Barbara Grabowski, The Pennsylvania State University, United States; Scott Miller, Sam Houston State University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 3034–3039

• NTLI Invited Symposum: Award Winning Papers from the Content Areas, Part 1

  Rebecca Schneider, University of Toledo, United States; Kathryn Shafer, Bethel College, United States

  Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3480–3487

• Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers

  Rebecca Schneider, University of Toledo, United States

  Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3472–3479

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