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E-moderating: the key to teaching and learning online
2 references·16 citing·49 second hop
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(2011)Learning by Expanding (2014)Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom (2016)Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models (2017)Basics of qualitative research (1990)Basics of Qualitative Research (1992)Award-winning faculty online teaching practices: Elements of award-winning courses (2019)Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses (2020)Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online? (2022)Educational design and networked learning: Patterns, pattern languages and design practice (2005)The undergraduate experience of blended e-learning: a review of UK literature and practice (2006)How do online course design features influence student performance? (2016)ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT (2001)A Meta-Analysis of Three Types of Interaction Treatments in Distance Education (2009)Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011)
this work references cited by second hop

References

  • 2004E-Moderating2,201 cited
  • 2003E-tivities: The Key to Active Online Learning880 cited

Cited by

  • 2009Prioritization of online instructor roles: implications for competency‐based teacher education programs272 cited
  • 2009University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience212 cited
  • 2019Award-Winning Faculty Online Teaching Practices: Roles and Competencies209 cited
  • 2013The literature landscape of blended learning in higher education: the need for better understanding of academic blended practice196 cited
  • 2003E-tivities. The key to active online learning173 cited
  • 2005Evaluating Web-supported Learning Versus Lecture-based Teaching: Quantitative and Qualitative Perspectives144 cited
  • 2007The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning137 cited
  • 2015Social presence in the 21st century: An adjustment to the C ommunity of I nquiry framework133 cited
  • 2016Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?129 cited
  • 2000"I hope this goes somewhere": Evaluation of an online discussion group129 cited
  • 2005Community building, emergent design and expecting the unexpected: Creating a quality eLearning experience124 cited

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  • 2001THE COSTS AND COSTING OF NETWORKED LEARNING115 cited
  • 2013Professional development for online university teaching107 cited
  • 2007Looking for evidence of learning: Assessment and analysis methods for online discourse105 cited
  • 2006The Scholarship of Teaching and Learning and the Online Classroom104 cited
  • 2016Interactions and learning outcomes in online language courses100 cited