Introducing the Social Presence Model to Explore Online and Blended Learning Experiences.
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- Online Learning, 2015, v. 19, n. 2, p. 53, doi. 10.24059/olj.v19i2.453
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- Publication type:
- Article
Works matching IS 24725749 AND DT 2015 AND VI 19 AND IP 2
Results: 9
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Comparing Student Assessments and Perceptions of Online and Face-to-Face Versions of an Introductory Linguistics Course.
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- Online Learning, 2015, v. 19, n. 2, p. 33
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- Article
3
Student Satisfaction with Online Learning: Is it a Psychological Contract?
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- Online Learning, 2015, v. 19, n. 2, p. 122, doi. 10.24059/olj.v19i2.496
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- Publication type:
- Article
4
Exploring Adult Learners Usage of Information Communication Technology during a Virtual Peer Coaching Experience.
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- Online Learning, 2015, v. 19, n. 2, p. 107
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- Article
5
Web 2.0 Technologies and Building Online Learning Communities: Students' Perspectives.
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- Online Learning, 2015, v. 19, n. 2, p. 87
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- Publication type:
- Article
6
Is It Worth the Effort? The Impact of Incorporating Synchronous Lectures into an Online Course.
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- Online Learning, 2015, v. 19, n. 2, p. 73
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- Publication type:
- Article
7
A Large Sample Comparison of Grade Based Student Learning Outcomes in Online vs. Face-to-Face Courses.
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- Online Learning, 2015, v. 19, n. 2, p. 25, doi. 10.24059/olj.v19i2.454
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- Publication type:
- Article
8
Adopting MOOCs on Campus: A Collaborative Effort to Test MOOCs on Campuses of the University System of Maryland.
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- Online Learning, 2015, v. 19, n. 2, p. 7
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- Publication type:
- Article
9
Introduction.
- Published in:
- Online Learning, 2015, v. 19, n. 2, p. 1, doi. 10.24059/olj.v19i2.564
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- Publication type:
- Article