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Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class
16 references·16 citing·41 second hopsampled
Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class (2009)Supersizing e-learning: What a CoI survey…Enhancing Learning Through Self-assessment (2013)Enhancing Learning Through Se…Validating a Measurement Tool of Presen ce in Online Communities of Inquiry (2008)Validating a Measurement Tool…Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample (2008)Developing a community of inq…Using blended learning to increase learner support and improve retention (2007)Using blended learning to inc…Feelings of alienation and community among higher education students in a virtual classroom (2005)Feelings of alienation and co…Building and Maintaining Community in Cohort-Based Online Learning (2005)Building and Maintaining Comm…E-Moderating (2004)E-ModeratingA FOLLOW-UP INVESTIGATION OF “TEACHING PRESENCE” IN THE SUNY LEARNING NETWORK (2003)A FOLLOW-UP INVESTIGATION OF …Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses (2001)Virtual interaction: Design f…Critical thinking, cognitive presence, and computer conferencing in distance education (2001)Critical thinking, cognitive …A survey of current research on online communities of practice (2001)A survey of current research …Facilitating Online Learning: Effective Strategies for Moderators (2000)Facilitating Online Learning:…Peer Learning and Assessment (1999)Peer Learning and AssessmentCritical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)Critical Inquiry in a Text-Ba…Peer Assessment Between Students in Colleges and Universities (1998)Peer Assessment Between Stude…Enhancing learning through self-assessment (1996)Enhancing learning through se…Social presence and online discussions: a mixed method investigation (2020)Social presence and online di…Exploring factors influencing online classes due to social distancing in COVID-19 pandemic: a business students perspective (2020)Exploring factors influencing…A structural equation model of predictors of online learners’ engagement and satisfaction (2019)A structural equation model o…Exploring the role of university students’ online self-regulated learning in the flipped classroom: a structural equation model (2018)Exploring the role of univers…Assessment Strategies for Online Learning: Engagement and Authenticity (2018)Assessment Strategies for Onl…A comprehensive rubric for instructional design in e-learning (2018)A comprehensive rubric for in…Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC (2016)Instructor’s Use of Social Pr…Introducing the Social Presence Model to Explore Online and Blended Learning Experiences (2015)Introducing the Social Presen…Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course (2015)Comparing Asynchronous and Sy…What leads people to keep on e-learning? An empirical analysis of users' experiences and their effects on continuance intention (2014)What leads people to keep on …Strengthening student engagement: what do students want in online courses? (2014)Strengthening student engagem…Journal of University Teaching & Learning Practice (2013)Journal of University Teachin…Using the Community of Inquiry Framework to Inform Effective Instructional Design (2012)Using the Community of Inquir…The effects of technology on the Community of Inquiry and satisfaction with online courses (2012)The effects of technology on …Influence of group size on students' participation in online discussion forums (2012)Influence of group size on st…From ‘hello’ to higher-order thinking: The effect of coaching and feedback on online chats (2012)From ‘hello’ to higher-order …Case Study Research: Design and Methods (1984)Communities of practice learning, meaning, and identity (1999)A Study of the Relationship between Student Social Networks and Sense of Community. (2008)New learning network paradigms: Communities of objectives, crowdsourcing, wikis and open source (2008)Case study research: design and methods (2011)A Revised Writer(s)-Within-Community Model of Writing (2018)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)A Coefficient of Agreement for Nominal Scales (1960)How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature (2004)Contingency, Irony, and Solidarity (1989)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)Peer feedback: the learning element of peer assessment (2006)58. Contingency, Irony and Solidarity (2015)Engagement through partnership: students as partners in learning and teaching in higher education (2016)Mind in Society: The Development of Higher Psychological Processes (1978)Peer Review Negotiations: Revision Activities in ESL Writing Instruction (1994)The use of self-, peer and co-assessment in higher education: A review (1999)Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks (2000)Making Sense of Assessment Feedback in Higher Education (2013)A First Course in Factor Analysis (1993)Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2009)Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments (2010)A First Course in Factor Analysis (2013)Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis (2017)Principles of Instructional Design (1974)Editorial: Three types of interaction (1989)Hamlet on the holodeck: the future of narrative in cyberspace (1997)The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation* (2006)Blended learning effectiveness: the relationship between student characteristics, design features and outcomes (2017)Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people (2021)Innovative Assessment in Higher Education (2006)Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)A Critical Review of Research on Student Self-Assessment (2019)Sustainable Assessment: Rethinking assessment for the learning society (2000)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)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)
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References

  • 1999Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education6,610 cited
  • 2001Critical thinking, cognitive presence, and computer conferencing in distance education3,043 cited
  • 2004E-Moderating2,201 cited
  • 1998Peer Assessment Between Students in Colleges and Universities2,172 cited
  • 2008Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample1,064 cited
  • 1999Peer Learning and Assessment1,034 cited
  • 2001Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses1,016 cited
  • 2013Enhancing Learning Through Self-assessment914 cited
  • 2001A survey of current research on online communities of practice699 cited
  • 1996Enhancing learning through self-assessment659 cited
  • 2000Facilitating Online Learning: Effective Strategies for Moderators483 cited
  • 2008Validating a Measurement Tool of Presen ce in Online Communities of Inquiry375 cited
  • 2005Feelings of alienation and community among higher education students in a virtual classroom319 cited
  • 2003A FOLLOW-UP INVESTIGATION OF “TEACHING PRESENCE” IN THE SUNY LEARNING NETWORK279 cited
  • 2005

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Building and Maintaining Community in Cohort-Based Online Learning
225 cited
  • 2007Using blended learning to increase learner support and improve retention210 cited
  • Cited by

    • 2012The effects of technology on the Community of Inquiry and satisfaction with online courses158 cited
    • 2018Assessment Strategies for Online Learning: Engagement and Authenticity158 cited
    • 2019A structural equation model of predictors of online learners’ engagement and satisfaction155 cited
    • 2014Strengthening student engagement: what do students want in online courses?150 cited
    • 2013Journal of University Teaching & Learning Practice141 cited
    • 2012Influence of group size on students' participation in online discussion forums124 cited
    • 2015Introducing the Social Presence Model to Explore Online and Blended Learning Experiences117 cited
    • 2012Using the Community of Inquiry Framework to Inform Effective Instructional Design89 cited
    • 2015Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course87 cited
    • 2014What leads people to keep on e-learning? An empirical analysis of users' experiences and their effects on continuance intention83 cited
    • 2018A comprehensive rubric for instructional design in e-learning72 cited
    • 2020Exploring factors influencing online classes due to social distancing in COVID-19 pandemic: a business students perspective72 cited
    • 2020Social presence and online discussions: a mixed method investigation70 cited
    • 2012From ‘hello’ to higher-order thinking: The effect of coaching and feedback on online chats64 cited
    • 2016Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC58 cited
    • 2018Exploring the role of university students’ online self-regulated learning in the flipped classroom: a structural equation model56 cited