Works matching IS 24725749 AND DT 2024 AND VI 28 AND IP 4
Results: 19
Quantifying Social Presence in Online-Based Learning: A Statistical and Pedagogical Analysis of Indicators from Social Network Analysis.
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- Online Learning, 2024, v. 28, n. 4, p. 414, doi. 10.24059/olj.v28i4.4134
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- Article
Student Achievement of Course Learning Goals in an Asynchronous Distance Learning Course Redesigned Using Fink's Taxonomy of Significant Learning.
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- Online Learning, 2024, v. 28, n. 4, p. 360, doi. 10.24059/olj.v28i4.3934
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- Article
The Effect of Video Camera, Microphone and Chat Box Use on Social Presence and Engagement in an Online Group Activity.
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- Online Learning, 2024, v. 28, n. 4, p. 354, doi. 10.24059/olj.v28i4.4133
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- Article
COVID-19 Stressors, Cognitive Reappraisal, and Students' Engagement in Online Learning: A Mediation Model.
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- Online Learning, 2024, v. 28, n. 4, p. 347, doi. 10.24059/olj.v28i4.4023
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- Article
Instructional Designers' Perceptions of Accessible and Inclusive Online Course Design.
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- Online Learning, 2024, v. 28, n. 4, p. 310, doi. 10.24059/olj.v28i4.3719
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- Article
An Exploratory Study of Low-Income Minority Students' Online Learning Experiences.
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- Online Learning, 2024, v. 28, n. 4, p. 309, doi. 10.24059/olj.v28i4.3953
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- Article
Supporting Tenure-Seeking Faculty in Online Programs: A Critical Discourse Analysis.
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- Online Learning, 2024, v. 28, n. 4, p. 258, doi. 10.24059/olj.v28i4.4136
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- Article
Exploring the Relationships of Learners and Instructors in Online Courses.
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- Online Learning, 2024, v. 28, n. 4, p. 257, doi. 10.24059/olj.v28i4.4051
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- Article
An Agile Approach to Collaborative Online International Learning: A Case Study of Virtual Indigenous Food Sovereignty and Public Policy Internships in Aotearoa (New Zealand) and Ontario, Canada.
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- Online Learning, 2024, v. 28, n. 4, p. 231, doi. 10.24059/olj.v28i4.4177
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- Article
Introduction to OLJ Section II.
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- Online Learning, 2024, v. 28, n. 4, p. 228
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- Article
Empowering Learning Networks: Insights from Social Network Analysis in Inquiry-Based Discussions.
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- Online Learning, 2024, v. 28, n. 4, p. 200, doi. 10.24059/olj.v28i4.4635
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- Article
Signs of Serendipitous Universal Design for Learning in Online Courses.
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- Online Learning, 2024, v. 28, n. 4, p. 177, doi. 10.24059/olj.v28i4.4525
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- Article
MOOC Teaching Assistants' Global-engaged Learning in the United States and China.
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- Online Learning, 2024, v. 28, n. 4, p. 147, doi. 10.24059/olj.v28i4.4567
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- Article
Envisioning Hopeful Futures: Designing Racially Just Online Learning.
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- Online Learning, 2024, v. 28, n. 4, p. 119, doi. 10.24059/olj.v28i4.4590
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- Article
Exploring the Relationship Between Motivation and Academic Performance Among Online and Blended Learners: A Meta-Analytic Review.
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- Online Learning, 2024, v. 28, n. 4, p. 76
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- Publication type:
- Article
Learning Online vs. Learning in Person: A Mixed-Methods Approach to Understanding How Student Preferences and Perceptions Have Evolved Since the Pandemic.
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- Online Learning, 2024, v. 28, n. 4, p. 56, doi. 10.24059/olj.v28i4.4565
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- Publication type:
- Article
The Impact of Different Instructor Participation Approaches in Asynchronous Online Discussions on Student Performance.
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- Online Learning, 2024, v. 28, n. 4, p. 34, doi. 10.24059/olj.v28i4.4573
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- Publication type:
- Article
The Impact of Social Media and Gamification of a Mobile Vocabulary Learning App: Self-Regulation and Learning Persistence.
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- Online Learning, 2024, v. 28, n. 4, p. 4, doi. 10.24059/olj.v28i4.4592
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- Article
Introduction to the Special Issue: Highlighting AERA's Online Teaching and Learning SIG 2024.
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- Online Learning, 2024, v. 28, n. 4, p. 1, doi. 10.24059/olj.v28i4.4832
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- Article