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Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?
16 references·10 citing·32 second hop
Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience? (2014)Towards a framework of interactions in a …E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice (2016)E-Learning in the 21st Centur…Blended Learning in Higher Education: Framework, Principles, and Guidelines. (2011)Blended Learning in Higher Ed…Blended Learning in Higher Education (2007)Blended Learning in Higher Ed…The Handbook of Blended Learning: Global Perspectives, Local Designs (2005)The Handbook of Blended Learn…Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough (2005)Facilitating Cognitive Presen…Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research (2003)Identifying the pitfalls for …E-Learning in the 21st Century (2003)E-Learning in the 21st CenturyThe Relationship of Social Presence and Interaction in Online Classes (2002)The Relationship of Social Pr…Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)Critical Inquiry in a Text-Ba…Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Communities of Practice (1998)Communities of PracticeSocial presence as a predictor of satisfaction within a computer‐mediated conferencing environment (1997)Social presence as a predicto…Social Presence Theory and Implications for Interaction and Collaborative Learning in Computer Conferences (1995)Social Presence Theory and Im…Yin, Robert K., Case Study Research: Design and Methods, 2nd ed. Newbury Park, CA: Sage, 1994. (1994)Yin, Robert K., Case Study Re…Editorial: Three types of interaction (1989)Editorial: Three types of int…A Coefficient of Agreement for Nominal Scales (1960)A Coefficient of Agreement fo…Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic (2022)Hybrid flexible (HyFlex) teac…Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective (2022)Effects of Deliberate Practic…Learners’ Perception of the Transition to Instructor-Led Online Learning Environments: Facilitators and Barriers During the COVID-19 Pandemic (2021)Learners’ Perception of the T…Features fostering academic and social integration in blended synchronous courses in graduate programs (2020)Features fostering academic a…Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments (2019)Learning through experience: …The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development (2018)The specific skills required …Students’ perspectives on the design and implementation of a blended synchronous learning environment (2017)Students’ perspectives on the…Pedagogical, social and technical designs of a blended synchronous learning environment (2017)Pedagogical, social and techn…Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research (2017)Designing and Improving a Ble…Blended learning: panorama y perspectivas (2017)Blended learning: panorama y …Social psychological aspects of computer-mediated communication. (1984)The relationships among teacher immediacy behaviors, student motivation, and learning (1990)Global Networks (1993)Assessing Social Presence In Asynchronous Text-based Computer Conferencing (1999)EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION (2003)Researching the community of inquiry framework: Review, issues, and future directions (2007)How We Think (1910)Perspectives on socially shared cognition. (1991)Media will never influence learning (1994)ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT (2001)The Theory and Practice of Online Learning (2008)Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (1998)Critical thinking, cognitive presence, and computer conferencing in distance education (2001)A study of student satisfaction in a blended e-learning system environment (2010)Motivation in online learning: Testing a model of self-determination theory (2010)The flipped classroom: A review of its advantages and challenges (2018)A meta-analysis of blended learning and technology use in higher education: from the general to the applied (2014)What Do We Mean by Blended Learning? (2019)Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations (2020)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)The Measurement of Observer Agreement for Categorical Data (1977)Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data (1997)Interrater reliability: the kappa statistic (2012)Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2007)What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction (2007)The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature (2013)How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018) (2019)Alternative Arguments for Generalizing From Data as Applied to Qualitative Research (1993)Electronic Mail as the Medium of Managerial Choice (1994)Critical realism in case study research (2009)
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References

  • 1960A Coefficient of Agreement for Nominal Scales42,335 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1998Communities of Practice23,452 cited
  • 1999Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education6,610 cited
  • 2005The Handbook of Blended Learning: Global Perspectives, Local Designs2,585 cited
  • 1989Editorial: Three types of interaction2,487 cited
  • 1994Yin, Robert K., Case Study Research: Design and Methods, 2nd ed. Newbury Park, CA: Sage, 1994.2,138 cited
  • 1997Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment2,002 cited
  • 2007Blended Learning in Higher Education1,659 cited
  • 2003Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research1,609 cited
  • 2005Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough1,474 cited
  • 2011Blended Learning in Higher Education: Framework, Principles, and Guidelines.1,438 cited
  • 2002The Relationship of Social Presence and Interaction in Online Classes1,196 cited
  • 1995Social Presence Theory and Implications for Interaction and Collaborative Learning in Computer Conferences1,140 cited

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  • 2003E-Learning in the 21st Century970 cited
  • 2016E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice601 cited
  • Cited by

    • 2017Blended learning: panorama y perspectivas115 cited
    • 2017Students’ perspectives on the design and implementation of a blended synchronous learning environment108 cited
    • 2019Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments106 cited
    • 2017Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research105 cited
    • 2017Pedagogical, social and technical designs of a blended synchronous learning environment99 cited
    • 2022Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic96 cited
    • 2022Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective83 cited
    • 2020Features fostering academic and social integration in blended synchronous courses in graduate programs79 cited
    • 2018The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development67 cited
    • 2021Learners’ Perception of the Transition to Instructor-Led Online Learning Environments: Facilitators and Barriers During the COVID-19 Pandemic67 cited