yusuke1997/dblp-id-title huggingface dataset:
Students' motivation and subjective task value of participating in online and blended learning environments
The "virtual face" of institutions: Why legislators and other outsiders view higher education as aloof
A thematic analysis of the most highly cited scholarship in the first decade of blended learning research
Mobile instant messaging support for teaching and learning in higher education
Integrated E-learning: Implications for pedagogy, technology and organization
Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness
Entering or advancing in the IT labor market: The role of an online graduate degree in computer science
Practical teaching programme online: : Overcoming communication issues ( Learning from the experience of PKPG Teaching Practice website in UNIMAS )
The Design and Management of Effective Distance Learning Programs: Discenza, R., Howard, C., and Schenk, K.D. (Eds.) (2002). Hershey, PA: Idea Group Publishing, 299 pages, ISBN-1-939798-20-3. US$74.95
Interactive rhetoric for online learning environments
Student ratings of the importance of survey items, multiplicative factor analysis, and the validity of the community of inquiry survey
Seeing Web 2.0 in context: A study of academic perceptions
The choice of reduced seat time in a blended course
Promoting university students' situational engagement in online learning for climate education
Implementing learning analytics for learning impact: Taking tools to task
A review of K12Planet.com - An educational portal
The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities
The role of structure, patterns, and people in blended learning
Comparing student and faculty perceptions of online and traditional courses
The effect of locus of control on learners' sense of community and academic success in the context of online learning communities
Taiwan college students' self-efficacy and motivation of learning in online peer assessment environments
A Web-Based Survey System for Distributed Learning Impact Evaluation
The nagging question when designing blended courses: Does the proportion of time devoted to online activities matter?
The role of social cues in supporting students to overcome challenges in online multi-stage assignments
The Web-based community college student: An examination of factors that lead to success and risk
The effects of technology on the Community of Inquiry and satisfaction with online courses
Using online tools for communication and collaboration: Understanding educators' experiences in an online course
A case study of Israeli higher-education institutes sharing scholarly information with the community via social networks
Sustaining Distance Training: Integrating Learning Technologies Into the Fabric of the enterprise: By Zane L. Berge (Ed.), The Jossey-Bass Business and Management Series, First edition, 413 pages, ISBN 0-7879-5331-8, 2001, by Jossey-Bass Inc., San Francisco, California, Price: US$36.95
Distance learning - a personal history
Interactional coherence in asynchronous learning networks: A rhetorical approach
The relationships between higher order thinking skills, cognitive density, and social presence in online learning
Capitalizing on social presence: The relationship between social capital and social presence
Community building, emergent design and expecting the unexpected: Creating a quality eLearning experience
Introducing an informal synchronous medium in a distance learning course: How is participation affected?
The effectiveness of wikis for project-based learning in different disciplines in higher education
Value creation and identity in cross-organizational communities of practice: A learner's perspective
Adaptive online course design: Analysis of changes in student behaviour throughout the degree lifecycle
Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity
Use of innovative technologies on an e-learning course
Content creation challenges and flow experience in educational games: The IT-Emperor case
Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities
Mining for gold: Identifying content-related MOOC discussion threads across domains through linguistic modeling
An active instructional approach based on the SAMR framework: Integrating AIGC into undergraduate freshmen learning
Teaching with the Internet
Project DAVES: An exploratory study of social presence, e-mentoring, and vocational counseling support in community college courses
Integrating to learn and learning to integrate: A case study of an online master's program on science-mathematics integration for middle school teachers
Regulating interest when learning online: Potential motivation and performance trade-offs
Blogs, Wikis, podcasts, and other powerful tools for the classrooms
Teaching in the 21 st century
Exploratory study of an AI-supported discussion representational tool for online collaborative learning in a Chinese university
Blended learning: A dangerous idea?
A welcome message from the new editors of the internet and higher education
The Internet 2 Middleware Initiative
Distance Learning on the Internet: An Exploratory Study
Factors relted to breadth of use in course management systems
Identifying different registers of digital literacy in virtual learning environments
Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment
A case study of blog-based learning in Korea: Technology becomes pedagogy
Statistics translated: A step-by-step guide to analyzing and interpreting data, S.R. Terrell. The Guilford Press, NY, NY (2013)
eSocrates Knowledge Management System and e-Learning Company: http: //www.esocrates.com
Success in On-Line Learning
The relationship between problems with technology and graduate students' evaluations of online teaching
Using Web 2.0 for learning in the community
A re-examination of the community of inquiry framework: Social network and content analysis
Computer and Internet Use on Campus: A Legal Guide to Issues of Intellectual Property, Free Speech, and Privacy: Hawke, Constance S. (2001). San Francisco, CA: Jossey-Bass, Inc., 172 pages. ISBN: 0-7879-5516-7. US$17.00
Exploring learner satisfaction and the effectiveness of microlearning in higher education
An analysis of research trends in dissertations and theses studying blended learning
Authenticity, relevance, and connectedness: Graduate students' learning preferences and experiences in an online reading education course
Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories
A survey of current research on online communities of practice
Examining reliability and validity of a Korean version of the Community of Inquiry instrument using exploratory and confirmatory factor analysis
From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations
Serious social media: On the use of social media for improving students' adjustment to college
A learning analytics journey: Bridging the gap between technology services and the academic need
How do medium naturalness, teaching-learning interactions and Students' personality traits affect participation in synchronous E -learning?
Empirical assessment of college student-athletes' persistence in e-learning courses: A case study of a U.S. National Association of Intercollegiate Athletics (NAIA) institution
Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework
The Internet and academics' workload and work-family balance
Online learning: Are subjective perceptions of instructional context related to academic success?
Library Research Success: Designing an Online Tutorial to Teach Information Literacy Skills to First-Year Students
Online with Dr. John A. Scigliano, Part 1
Investigating the combined effects of role assignment and discussion timing in a blended learning environment
Enhancing learning through human computer interaction, Hershey, PA: Information Science Reference, E. McKay (Ed.) (2007), 290 pages, ISBN-10: 1599043289 (hardcover), US$165.00
A usability survey of a contents-based video retrieval system by combining digital video and an electronic bulletin board
The impacts of scaffolding socially shared regulation on teamwork in an online project-based course
Net knowledge: Performance of new college students on an Internet skills proficiency test
Confirming the subdimensions of teaching, social, and cognitive presences: A construct validity study
"Feel free to ask": Nudging to promote asking questions in the online classroom
The Internet and Higher Education special issue on the history of online learning
Promoting awareness of Internet safety in Taiwan in-service teacher education: A ten-year experience
Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education
A comparison of student satisfaction and value of academic community between blended and online sections of a university-level educational foundations course
Modeling undergraduates' selection of course modality: A large sample, multi-discipline study
Interaction analysis of a blog/journal of teaching practice
The Web as a source of unconventional research materials in second language academic writing
In search of higher persistence rates in distance education online programs
Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities
Successful implementation of e-Learning: Pedagogical considerations
Open and Flexible Learning Series: Reusing Online Resources: F. Lockwood (Series Ed.) and A. Littlejohn (Vol. Ed.); Kogan, Sterling, VA, 2003, 254 pages, paper, ISBN: 0749439505 (US$32.50)
What lies beyond effectiveness and efficiency? Adventure learning design
The tensions of transformation in three cross-institutional wikibook projects
The relationship between course socio-epistemological orientations and student perceptions of community of inquiry
The benefit of reflection prompts for encouraging learning with hints in an online programming course
Dialogicality in making sense of online collaborative interaction: A conceptual perspective
Physical and social presence in 3D virtual role-play for pre-service teachers
MBTI personality type and other factors that relate to preference for online versus face-to-face instruction
Students as pinners: A multimodal analysis of a course activity involving curation on a social networking site
Students' use of content in Web-supported academic courses
Is online instruction perceived as effective as campus instruction by graduate students in education?
Empowering ChatGPT adoption in higher education: A comprehensive analysis of university students' intention to adopt artificial intelligence using self-determination and technology-to-performance chain theories
Assessing the quality of online courses from the students' perspective
Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model
Understanding students' perceptions of the benefits of online social networking use for teaching and learning
Development of an instrument to measure classroom community
'Close readings' of Internet corporate financial reporting: Towards a more critical pedagogy on the information highway
Editor's choice 2008: Selected online learning resources
Social software and academic practice: Postgraduate students as co-designers of Web 2.0 tools
Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation
Making the transition to e-learning strategies and issues, M. Bullen, D.P. Janes. Information Science Pub., Hershey, PA (2007), 366 pages, ISBN: 1-591-40950-0 (hardcover), US$89.95
Online support service quality, online learning acceptance, and student satisfaction
A systematic review of the Community of Inquiry survey
Group awareness increases student engagement in online collaborative writing
College students' conceptions of context-aware ubiquitous learning: A phenomenographic analysis
Self-efficacy as an evaluation measure for programs in support of online learning literacies for undergraduates
Becoming a competent self: A developmental process of adult distance learning
Does "teaching presence" exist in online MBA courses?
Emotions in online learning environments: Introduction to the special issue
To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course
Using computer-mediated simulation to improve institutional decision-making
Using digital storytelling to externalise personal knowledge of research processes: The case of a Knowledge Audio repository
The effects of sentiments and co-regulation on group performance in computer supported collaborative learning
Interview: Online With Dr. John A. Scigliano, Part 2
Creating shared understanding through chats in a community of inquiry
Integrating communities of practice in e-portfolio assessment: Effects and experiences of mutual assessment in an online course
Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences
The haptic paradigm in education: Challenges and case studies
Reliability of the Conflict Resolution Questionnaire: Considerations for using and developing Internet-based questionnaires
Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study
Podcasting syndication services and university students: Why don't they subscribe?
When Disney meets the research park: Metaphors and models for engineering an online learning community of tomorrow
For a good class, email: Technologically-mediated out-of-class communication and instructional outcomes
Multisectoral partnerships in e-learning: A potential force for improved human capital development in the Asia Pacific
Online and traditional assessments: what is the difference?
Tapping into students' digital literacy and designing negotiated learning to promote learner autonomy
A structural equation model of predictors of online learning retention
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes
How achievement emotions impact students' decisions for online learning, and what precedes those emotions
Internet Usage in Undergraduate Management Science and Operations Management Courses
Extending the Internet 2 domain
Collaborate like expert designers: An exploratory study of the role of individual preparation activity on students' collaborative learning
Clustering blended learning courses by online behavior data: A case study in a Korean higher education institute
Online interaction arrangements on quality of online interactions performed by diverse learners across disciplines
Building a critically transformative community of inquiry in an online undergraduate program
Unleashing the creative potential of faculty to create blended learning
Why some distance education programs fail while others succeed in a global environment
Students' engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance
Illustrating the "virtual" in virtual schooling: Challenges and strategies for creating real tools to prepare virtual teachers
Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning
Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning
Distance Education: The Complete Guide to Design, Delivery, and Improvement: Johnson, J. L. (2003). New York: Teachers College Press, 230 pages, ISBN: 0-8077-4373-0 (paper). US$32.95
Breaking free from the "digital rabbit hole": A configurational analysis of in-class smartphone distraction among university students
Confusion and complex learning during interactions with computer learning environments
Mentoring relationships in online classes
Editor's choice 2006: Selected online learning resources
More than words: Using digital cues to enhance student perceptions of online assignment feedback
A collaborative educational association rule mining tool
Instructional technologies: Cognitive aspects of online programs, P. Darbyshire. IRM Press, London (2004), 274 pages, US$58.46, ISBN: 159140237-9 (paper)
Impact of online instructional game features on college students' perceived motivational support and cognitive investment: A structural equation modeling study
Distance learning in higher education: a programmatic approach to planning, design, instruction, evaluation, and accreditation, Rovai, A., Ponton, M., & Baker, J., (2008), New York: Teachers College Press, 212 pages, ISBN: 978-0-8077-4878-7 (hardcover), US$29.65
Encouraging IT students to get serious about assignment writing: evaluation of a Web-based initiative
Revisiting methodological issues in transcript analysis: Negotiated coding and reliability
Academic work, the Internet and U.S. college students
Social network analysis of peer relationships and online interactions in a blended class using blogs
Distance learning: making connections across virtual space and time
Using clickstream data to measure, understand, and support self-regulated learning in online courses
New exploratory and confirmatory factor analysis insights into the community of inquiry survey
Identifying significant integration and institutional factors that predict online doctoral persistence
Teaching and learning in Second Life : Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology
Evaluation and Implementation of Distance Learning: Technologies, Tools and Techniques: Belanger, France, & Jordan, Dianne H. (2000). Hershey, PA: Idea Group Publishing, 246 pages. ISBN: 1-878-28963-2 (paperback). US$69.95
The role of multi-attributional student diversity in computer-supported collaborative learning
The Online Teaching Guide: A Handbook of Attitudes, Strategies, and Techniques for the Virtual Classroom: White, Ken W., & Weight, Bob H. (Eds.). (2000). Boston, MA: Allyn and Bacon, 192 pages. ISBN: 0205295312. US$31.00
Facilitation of computer-supported collaborative learning in mixed- versus same-culture dyads: Does a collaboration script help?
We're all in this together: The impact of Facebook groups on social connectedness and other outcomes in higher education
Retraction notice to "Affordances and constraints of BYOD (bring your own device) for learning and teaching in higher education: Teachers' perspectives" [The Internet and Higher Education Volume 32 (2016) 39-76]
Introduction and overview of the Symposium on Online Learning, SOLE 2001
Effects of role assignment in concept mapping mediated small group learning
Wikis and forums for collaborative problem-based activity: A systematic comparison of learners' interactions
Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course
A Quest for website accessibility in higher education institutions
Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms
Student preparedness for university e-learning environments
Faculty satisfaction in the online environment: An institutional study
Sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course
A mixed methods study of graduate students' self-determined motivation in synchronous hybrid learning environments
Web mining and higher education: Introduction to the special issue
Evaluating online conversation in an asynchronous learning environment: An application of Grice's cooperative principle
Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting
Conceptualizing the use of technology to foster peace via Adventure Learning
Addressing administrator/faculty conflict in an academic online environment
Supporting students' motivation for e-learning: Teachers matter on and off line
A practical framework for evaluating online distance education programs
The educational use of social annotation tools in higher education: A literature review
Introduction to the special issue on online teaching and learning
High tech, high touch: The impact of an online course intervention on academic performance and persistence in higher education
Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
Applying a web-based training to foster self-regulated learning - Effects of an intervention for large numbers of participants
The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning
The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning
Internet-based alternatives for equitable preparation, access, and success in gateway courses
Web 2.0 research: Introduction to the special issue
Investigating students' level of critical thinking across instructional strategies in online discussions
Learning "beyond the classroom" within an enterprise social network system
Standardizing the interview process and developing a faculty interview rubric: An effective method to recruit and retain online instructors
"Yes for sharing, no for teaching!": Social Media in academic practices
Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings
A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments
Implementing Distance Learning: Frameworks for Change
The node's guide to online discussions: The Node Learning Technologies Network. (2001). Published online by Node Learning Technologies Network, 35 pages, available at www.node.on.ca. US$17.95
Fostering student engagement in online discussion through social learning analytics
Learning presence in the revised community of inquiry framework: A systematic review of empirical research (2010-2024)
The effects of online syllabus interactivity on students' perception of the course and instructor
Can theory-driven learning analytics dashboard enhance human-AI collaboration in writing learning? Insights from an empirical experiment
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework
Why is the moon getting further away?: Helping the child connect to the world
Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools
Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes
Perception questionmark
Situating videoconferencing in a connected class toward intercultural knowledge development: A comparative reflection approach
Does professional development for online instruction improve student course outcomes?
Comparing a large- and small-scale online language course: An examination of teacher and learner perceptions
Student evaluation of teaching in the virtual and traditional classrooms: A comparative analysis
Exploring undergraduate students' perceptions of AI vs. human scoring and feedback
A research framework for the study of a campus-wide Web-based academic instruction project
A critical analysis and evaluation of Web-based environments for program development
Searching the Web: New Tools - New Dilemmas
Work coordination and collaborative knowledge construction in a small group collaborative virtual task
A comparison of outcomes of virtual school courses offered in synchronous and asynchronous formats