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The Impact of Instructor Immediacy and Presence for Online Student Affective Learning, Cognition, and Motivation
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(1968)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989)Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic (2021)Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning (2022)Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning (2023)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)Handbook of Research on Student Engagement (2012)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Equity in online learning (2022)Interaction during online classes fosters engagement with learning and self-directed study both in the first and second years of the COVID-19 pandemic (2023)Understanding the Role of Teacher-Student Relationships in Students’ Online Learning Engagement: Mediating Role of Academic Motivation (2024)Distance Learning in the COVID-19 Era: Perceptions in Southern Italy (2020)“I Like and Prefer to Work Alone”: Social Anxiety, Academic Self-Efficacy, and Students’ Perceptions of Active Learning (2021)Active learning: “Hands-on” meets “minds-on” (2021)
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  • 2016Building Rapport to Improve Retention and Success in Online Classes182 cited
  • 2020Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses180 cited
  • 2013Instructor Presence in Online Courses and Student Satisfaction179 cited
  • 2018Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education173 cited
  • 2019U.S. teachers’ perceptions of online professional development149 cited
  • 2021Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study147 cited
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  • 2018On the N th presence for the Community of Inquiry framework135 cited
  • 2015Student engagement in course-based social networks: The impact of instructor credibility and use of communication

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133 cited
  • 2020Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence122 cited
  • 2021Evaluating online learning engagement of nursing students119 cited
  • 2021Investigating the mediating role of online learning motivation in the COVID‐19 pandemic situation in Bangladesh114 cited