Cited By

• Technological and Human-Relational Factors on Student Learning Success in Online Doctoral Leadership Programs: A Theoretical Framework

  Hyunkyung Lee, Yonsei University, Korea (South); Heewon Chang & Lynette Bryan, Eastern University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 837–842

• Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI)

  Rui-Ting Huang, Chia-Hua Hsiao, Tzy-Wen Tang & Tsung-Cheng Lien

  The International Review of Research in Open and Distributed Learning Vol. 15, No. 3 (Jun 16, 2014) pp. 140–157

• Designing a Mobile Training System in Rural Areas with Bayesian Factor Models

  Maryam Omidi Najafabadi & Seyed Mehdi Mirdamadi, Department of Agricultural Extension and Education, Science and Research Branch, Islamic Azad University, Tehran, Iran., Iran (Islamic Republic Of); Amir Teimour Payandeh Najafabadi, Mathematical Sciences Department, Shahid Beheshti University,G.C. Evin, 1983963113, Tehran, Iran, Iran (Islamic Republic Of)

  International Journal on E-Learning Vol. 13, No. 1 (February 2014) pp. 23–39

• Key Factors of e-Learning: A Case Study at a Spanish Bank

  Rafael Andreu, IESE Business School, Spain; Kety Jauregui, ESAN, Peru

  Journal of Information Technology Education: Research Vol. 4, No. 1 (Jan 01, 2005) pp. 1–31

• Interaction and Immediacy in Online Learning

  Robert Woods & Jason Baker

  The International Review of Research in Open and Distributed Learning Vol. 5, No. 2 (Aug 01, 2004)

• Online Learner Satisfaction: Learner-Instructor Discourse

  Peter Kiriakidis, 1387909 ONTARIO INC, Canada

  TCC 2007 (2007) pp. 147–158

• Students’ Satisfaction from Blended Learning Instruction

  Maria Giannousi, Nicholas Vernadakis, Vassiliki Derri, Maria Michalopoulos & Efthimis Kioumourtzoglou, Democritus University of Thrace, Greece

  TCC 2009 (2009) pp. 61–68

• The relationship between students’ attitudes and satisfaction in a “Physical Education in Early Childhood” blended course

  Maria Giannousi, Nicholas Vernadakis, Vasiliki Derri, Panagiotis Antoniou & Efthimis Kioumourtzoglou, Democritus University of Thrace, Greece

  TCC 2010 (2010) pp. 143–150

• 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

• Examining interactivity in synchronous virtual classrooms

  Florence Martin, Michele Parker & Deborah Deale, University of North Carolina Wilmington

  The International Review of Research in Open and Distributed Learning Vol. 13, No. 3 (May 22, 2012) pp. 228–261

• Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education

  Colla MacDonald & Terrie Thompson

  The International Review of Research in Open and Distributed Learning Vol. 6, No. 2 (Jul 01, 2005)

• Critical factors affecting e-learner’s satisfaction an empirical study

  Afshin Khodabandeh, University of Tehran, Iran (Islamic Republic Of); Hamid Afshari, AmirKabir University of Technology, Iran (Islamic Republic Of); Amir Manian, University of Tehran, Iran (Islamic Republic Of)

  EdMedia + Innovate Learning 2010 (Jun 29, 2010)

• Pedagogical Evaluation of Online Courses

  Shelley Cobbett, Dalhousie University, Canada

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

• 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

• 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

• Mentor and Learner Discourse in Online Courses

  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. 2818–2827

• 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

• Enhance Your Online Courses by Re-Engineering The Courseware Management System

  Joseph Rene Corbeil & Maria Elena Valdes-Corbeil, The University of Texas at Brownsville and Texas Southmost College, United States

  Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 296–305

• 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

• Cues and Mechanisms for Improving the Social Nature of Online Learning

  James Laffey, Univ. of Missouri-Columbia, United States; Christopher Amelung, Yale University, United States

  EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1277–1282

• Assessing the Influence of a Web-Based Environment on Student Satisfaction

  Veronica A. Thurmond, University of Kansas Medical Center, United States

  Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2518–2525

• Practical Strategies in Improving Teacher Immediacy of Online Instruction

  Hee-Young Kim, University of Houston, United States

  EdMedia + Innovate Learning 2004 (2004) pp. 3921–3926

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