Cited By

• Online interaction impacts on learning: Teaching the teachers to teach online

  Gail Wilson, Elizabeth Stacey & Elizabeth Stacey

  Australasian Journal of Educational Technology Vol. 20, No. 1 (Jan 01, 2004)

• Drama online

  Jennifer Nicholls, Robyn Philip & Robyn Philip

  Australasian Journal of Educational Technology Vol. 17, No. 2 (Jan 01, 2001)

• Adoption of Open Educational Resources in Taiwan

  Benjamin Bing-Yuh Lu & Hsiao-Ping Yeh, Tungnan University, Taiwan

  Asian Journal of Distance Education Vol. 10, No. 1 () pp. 16–27

• Collaborative On-Line Teaching: The Inevitable Path to Deep Learning and Knowledge Sharing?

  Karin Tweddell Levinsen

  Electronic Journal of e-Learning Vol. 4, No. 1 () pp. 41–48

• Using Activity Theory to Design Constructivist Online Learning Environments for Higher Order Thinking: A Retrospective Analysis

  Dirk Morrison & Dirk Morrison

  Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 29, No. 3 (Oct 15, 2003)

• A Review of e-Learning in Canada: Rejoinder to Commentaries

  Philip Abrami, Robert Bernard, Anne Wade, Eugene Borokhovski, Rana Tamin, Michael Surkes, Dai Zhang & Dai Zhang

  Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 3 (Oct 15, 2006)

• Online Learner Satisfaction: Learner-Instructor Discourse

  Peter Kiriakidis, 1387909 ONTARIO INC, Canada

  TCC 2007 (2007) pp. 147–158

• Assessing Online Dialogue in Higher Education

  Eva Bures, Bishop's University, Canada; Philip Abrami, Concordia University, Canada; Alexandra Barclay, Mount St. Vincent University, Canada; Eva Bures, Bishop's University, Canada

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 438–448

• Critical Thinking in Asynchronous Online Discussions: Examining the Role of the Student Facilitator

  Khe Foon Hew, Wing Sum Cheung & Siti Nurbaya Jumain, National Institute of Education, Singapore

  Global Learn 2010 (May 17, 2010) pp. 4210–4215

• Student Participation Patterns in Online Discussion: Incorporating Constructivist Discussion into Online Courses

  Hoe Kyeung Kim & Betzi Bateman, Cleveland State University, United States

  International Journal on E-Learning 9 (January 2010) pp. 79–98

• Detecting Critical Thinking in Synchronous Online Discussions: The Potential Role for Instant Messaging in Higher Education

  Susan Olubunmi & Janet McCracken, Simon Fraser University, Canada

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 3078–3086

• 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

• Dialogic Knowledge Construction as the Crucial Issue in Network-Based Learning in Vocational Education

  Helena Aarnio & Jouni Enqvist, Häme Polytechnic, Vocational Teacher Education College, Finland

  EdMedia + Innovate Learning 2001 (2001) pp. 1–6

• Student characteristics and participation patterns in online discussion

  Hoe Kyeung Kim & Betzi Bateman, Cleveland State University, United States

  Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2381–2387

• An Analysis of Student Practices in Asynchronous Computer Conferencing Environments

  Vanessa Peters & Jim Hewitt, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), Canada

  EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 778–785

• Student Motivation and Social Presence in Online Learning: Implications for Future Research

  Hua Bai, Purdue University, United States

  Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2714–2720

• Traditions to Transformations: The Forced Evolution of Higher Education

  Patricia L. Rogers, Bemidji State University, United States

  AACE Review (formerly AACE Journal) Vol. 9, No. 1 (2001) pp. 47–60

• When Good Courses Go Bad: The Anguish of Online Dysfunctionality

  Dianne Conrad, Univ. of Alberta, Canada

  EdMedia + Innovate Learning 2001 (2001) pp. 322–323

• Exploring Social Communication in Computer Conferencing

  Liam Rourke & Terry Anderson, University of Alberta, Canada

  Journal of Interactive Learning Research Vol. 13, No. 3 (2002) pp. 259–275

• Qualitative Methods in Evaluating the Quality of Online Learning

  Veronica Hendriks, United Nations University/Institute of Advanced Studies, Japan; Dorit Maor, School of Education, Murdoch University, Australia

  EdMedia + Innovate Learning 2003 (2003) pp. 2586–2593

• The Effects of Instructor Presence on Critical Thinking in Asynchronous Online Discussion

  Chaohua Ou, Trudy LeDoux & Steven Crooks, College of Education, Texas Technology University, United States

  Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2989–2993

• Comparing Communication Content and Reporting of Personal Experiences in Asynchronous Discussion Boards (On-Line vs. Traditional Undergraduates)

  Diane Wagoner, Indiana University of Pennsylvania, United States; Kay Wijekumar, The Pennsylvania State University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1806–1808

• The Relationship between Online Teacher Immediacy Behaviors and Online Instructional Effectiveness

  Hee-Young Kim, University of Houston, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1954–1959

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