Fostering Cognitive Presence in Online Courses: A Systematic Review (2008-2020).
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 130, doi. 10.24059/olj.v26i1.3071
- By:
- Publication type:
- Article
Works matching IS 24725749 AND DT 2022 AND VI 26 AND IP 1
Results: 18
1
2
Introduction to Section II.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 150, doi. 10.24059/olj.v26i1.3280
- By:
- Publication type:
- Article
3
Advances in Cognitive Presence: Introduction to OLJ Special Issue.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 1
- By:
- Publication type:
- Article
4
Shared Metacognition in a Community of Inquiry.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 6, doi. 10.24059/olj.v26i1.3023
- By:
- Publication type:
- Article
5
Designing an Online Discussion Strategy with Learning Analytics Feedback on the Level of Cognitive Presence and Student Interaction in an Online Learning Community.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 80, doi. 10.24059/olj.v26i1.3065
- By:
- Publication type:
- Article
6
Predicting Cognitive Presence in At-Scale Online Learning: MOOC and For-Credit Online Course Environments.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 58, doi. 10.24059/olj.v26i1.3060
- By:
- Publication type:
- Article
7
Identifying a Gap in the Project Management Approach of the Online Program Management and University Partnership Business Model.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 302, doi. 10.24059/olj.v26i1.2584
- By:
- Publication type:
- Article
8
Evaluating a Structured Online Peer Evaluation System Among Graduate-Level Communication Capstone Students Through Action Research.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 93, doi. 10.24059/olj.v26i1.3077
- By:
- Publication type:
- Article
9
Manifestations of Cognitive Presence in Blended Learning Classes of the Philippine K-12 System.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 19, doi. 10.24059/olj.v26i1.3021
- By:
- Publication type:
- Article
10
Fostering Self-Directed Learning in MOOCs: Motivation, Learning Strategies, and Instruction.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 153, doi. 10.24059/olj.v26i1.2629
- By:
- Publication type:
- Article
11
Perceived and Actual Cognitive Presence: A Case Study of an Intentionally-Designed Asynchronous Online Course.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 38, doi. 10.24059/olj.v26i1.3051
- By:
- Publication type:
- Article
12
Implementing Blended First Year Chemistry in a Developing Country Using Online Resources.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 174, doi. 10.24059/olj.v26i1.2508
- By:
- Publication type:
- Article
13
Relationships between Connectedness, Performance Proficiency, Satisfaction, and Online Learning Continuance.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 285, doi. 10.24059/olj.v26i1.2637
- By:
- Publication type:
- Article
14
A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 325, doi. 10.24059/olj.v26i1.2604
- By:
- Publication type:
- Article
15
Development and validation of the Online Instructor Support Survey (OISS).
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 221, doi. 10.24059/olj.v26i1.2622
- By:
- Publication type:
- Article
16
Cheating on Unproctored Online Exams: Prevalence, Mitigation Measures, and Effects on Exam Performance.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 268, doi. 10.24059/olj.v26i1.2620
- By:
- Publication type:
- Article
17
The Challenges of Remote K-12 Education During the COVID-19 Pandemic: Differences by Grade Level.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 245, doi. 10.24059/olj.v26i1.2609
- By:
- Publication type:
- Article
18
Simplicity is Key": Literacy Graduate Students' Perceptions of Online Learning.
- Published in:
- Online Learning, 2022, v. 26, n. 1, p. 203, doi. 10.24059/olj.v26i1.2607
- By:
- Publication type:
- Article