References
- Adnan, M. (2017). Professional development in the transition to online teaching: The voice of entrant online instructors. ReCALL, 30(1), 88–111. https://doi.org/10.1017/S0958344017000106
- Angulo, L., & de la Rosa, O. (2006). Online faculty development in the Canary Islands: A study of ementoring. Higher Education in Europe, 31(1), 65–80. https://doi.org/10.1080/03797720600861243
- Cho, M., & Rathbun, G. (2013). Implementing teacher-centered online teacher professional development (oTPD) programme in higher education: A case study. Innovations in Education and Teaching International, 50(2), 144–156. https://doi.org/10.1080/14703297.2012.760868
- Fund, Z. (2007). The effects of scaffolded computerized science problemsolving on achievement outcomes: A comparative study of support programs. Journal of Computer Assisted Learning, 23(5), 410–424. https://doi.org/10.1111/j.1365-2729.2007.00226.x
- Gao, G., Zhang, T., & Franklin, T. (2013). Designing asynchronous online discussion environments: Recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469–483. https://doi.org/10.1111/j.1467-8535.2012.01330.x
- Herman, J. (2013). Faculty incentives for online course design, delivery, and professional development. Innovative Higher Education, 38(5), 397–410.
- Parks-Stamm, E., Zafonte, M., & Palenque, S. (2017). The effects of instructor participation and class size on student participation in an online class discussion forum. British Journal of Educational Technology, 48(6), 1250–1259. https://doi.org/10.1111/bjet.12512
- Rhode, J., Richter, S., & Miller, T. (2017). Designing personalized online teaching professional development through self-assessment. TechTrends, 61(5), 441–451. https://doi.org/10.1007/s11528-017-0211-3
- Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44(3), 217–235. https://doi.org/10.1016/j.compedu.2004.01.005