Citations (38)
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Ziyu Wang & Matthew M. Chew. (2023) A new way to justice? Multimodal meaning construction in videoconferencing technology-based online criminal courts in China. Social Semiotics 0:0, pages 1-18.
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Sumedha Chauhan, Parul Gupta & Sandeep Goyal. (2023) The role of innovation type and country context in diffusion of innovative technologies in organisations – a meta-analytic review. Behaviour & Information Technology 42:11, pages 1845-1873.
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Michael Ahlf & Sara G. McNeil. (2023) An exploratory review of literature on moderation in asynchronous discussions. Distance Education 44:1, pages 137-161.
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Florence Martin & Jered Borup. (2022) Online learner engagement: Conceptual definitions, research themes, and supportive practices. Educational Psychologist 57:3, pages 162-177.
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Todd C. Shoepe, John F. McManus, Stephanie E. August, Nicholas L. Mattos, Tomasina C. Vollucci & Paul R. Sparks. (2020) Instructor Prompts and Student Engagement in Synchronous Online Nutrition Classes. American Journal of Distance Education 34:3, pages 194-210.
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Janet E. Dyment & Jillian Jane Downing. (2020) Online initial teacher education: a systematic review of the literature. Asia-Pacific Journal of Teacher Education 48:3, pages 316-333.
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Rhonda N. T. Nese, Paul Meng, Sarah Breiner, Erin Chaparro & Robert Algozzine. (2020) Using stakeholder feedback to improve online professional development opportunities. Journal of Research on Technology in Education 52:2, pages 148-162.
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Vandana Singh & Alexander Thurman. (2019) How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). American Journal of Distance Education 33:4, pages 289-306.
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Articles from other publishers (30)
Sharon Mallon, Chris Richards & Andy Rixon. (2023) Student and teacher experiences of online synchronous learning. Journal of Applied Research in Higher Education 15:5, pages 1688-1705.
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Vandana Singh & Alexander Thurman. (2023) A Systematic Literature Review of Online Learning Spanning 26 Years (1993–2018). Journal of Education for Library and Information Science 64:3, pages 233-256.
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Carla C. Johnson, Janet B. Walton, Lacey Strickler & Jennifer Brammer Elliott. (2022) Online Teaching in K-12 Education in the United States: A Systematic Review. Review of Educational Research 93:3, pages 353-411.
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Andrew A. Tawfik, Jessica Gatewood, Laura Armstrong & Craig E. Shepherd. (2022) Informal Learning in United States Libraries: A Systematic Review. TechTrends 67:3, pages 550-560.
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K. Sai Chandana, S. Niharika, P. Priyanka, Y. Vijayalakshmi, M. Dhana Lakshmi & SK. Ruffia. (2023) Student Academic Performance Enhancement Model Using Web Based Learning Methodology. Student Academic Performance Enhancement Model Using Web Based Learning Methodology.
Edem M. Azila-Gbettor, Martin K. Abiemo & Stanley Nelvis Glate. (2023) University support and online learning engagement during the Covid-19 period: The role of student vitality. Heliyon 9:1, pages e12832.
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Jenna Rogers, Xue Gong, Angela Byars-Winston, Melissa McDaniels, Nancy Thayer-Hart, Philip Cheng, Kelly Diggs-Andrews, Kermin J. Martínez-Hernández & Christine Pfund. (2022) Comparing the Outcomes of Face-to-Face and Synchronous Online Research Mentor Training Using Propensity Score Matching. CBE—Life Sciences Education 21:4.
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Géraldine Heilporn, Sawsen Lakhal & Marilou Bélisle. (2022) Examining effects of instructional strategies on student engagement in blended online courses. Journal of Computer Assisted Learning 38:6, pages 1657-1673.
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Maaike Grammens, Michiel Voet, Ruben Vanderlinde, Lieselot Declercq & Bram De Wever. (2022) A systematic review of teacher roles and competences for teaching synchronously online through videoconferencing technology. Educational Research Review 37, pages 100461.
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Amy L. McGinn. 2022. Research Anthology on Remote Teaching and Learning and the Future of Online Education. Research Anthology on Remote Teaching and Learning and the Future of Online Education
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Matteo Tuveri, Alessia Zurru, Daniela Fadda & Michele Saba. (2022) Online learning mediated by social teaching platforms: an experience from a flipped undergraduate physics course in renewable energies. European Journal of Physics 43:5, pages 055703.
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Hiba Bawadi, Hanan Abdul Rahim, Joyce Moawad, Rula Shami, Xiangyun Du, Alla El-Awaisi, Ayad Moslih Ibrahim Al-Moslih, Mohammad Diab & Ghadir Fakhri Al-Jayyousi. (2022) Health sciences students' and instructors' perceptions of the emergency switch to virtual internship amid the COVID-19 pandemic: A case from Qatar. Frontiers in Medicine 9.
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Kevin Fuchs. (2022) The Difference Between Emergency Remote Teaching and e-Learning. Frontiers in Education 7.
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Karen Englander & Bruce Russell. (2022) Community of Inquiry perceptions and divergences between students and instructors. System 106, pages 102777.
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Lam D. Pham, Gage F. Matthews & Xiu Cravens. (2022) What Students Value Most: A Qualitative Examination of Learner Experiences in a Fully Online Degree Program. Teachers College Record: The Voice of Scholarship in Education 124:2, pages 143-169.
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Géraldine Heilporn, Sawsen Lakhal & Marilou Bélisle. (2021) An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education 18:1.
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Liang Yu, Mingxiang Lan & Menghang Xie. (2021) The survey about live broadcast teaching in Chinese middle schools during the COVID-19 Pandemic. Education and Information Technologies 26:6, pages 7435-7449.
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Julia Priess-Buchheit. (2020) Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer's challenges, and guidelines. International Journal for Innovation Education and Research 8:10, pages 356-364.
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Khalid Kamal Naji, Xiangyun Du, Faris Tarlochan, Usama Ebead, Mahmood A. Hasan & Abdulla Khalid Al-Ali. (2020) Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar. Eurasia Journal of Mathematics, Science and Technology Education 16:10, pages em1886.
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Yingli Zhou & Jin’ai Sun. (2020) Using Social Media to Promote Intercultural Communication Between Chinese and American University Students. Chinese Journal of Applied Linguistics 43:2, pages 169-187.
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