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ORCIDThe Internet and Higher Education, Volume 13
Volume 13, Numbers Issues 1-2, January 2010
Main Articles
- Karen Swan, Philip Ice:
The community of inquiry framework ten years later: Introduction to the special issue. 1-4 - D. Randy Garrison, Terry Anderson, Walter Archer:
The first decade of the community of inquiry framework: A retrospective. 5-9 - Peter Shea
, Suzanne Hayes, Jason Vickers, Mary Gozza-Cohen, Sedef Uzuner-Smith, Ruchi Mehta, Anna Valchova, Prahalad Rangan:
A re-examination of the community of inquiry framework: Social network and content analysis. 10-21 - Sebastian R. Diaz, Karen Swan, Philip Ice, Lori Kupczynski:
Student ratings of the importance of survey items, multiplicative factor analysis, and the validity of the community of inquiry survey. 22-30 - D. Randy Garrison, Martha Cleveland-Innes, Tak-Shing Fung:
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. 31-36 - J. Ben Arbaugh, Arthur W. Bangert, Martha Cleveland-Innes:
Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study. 37-44 - Lynette Nagel, Theuns G. Kotzé:
Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class. 45-51 - Jennifer C. Richardson, Philip Ice:
Investigating students' level of critical thinking across instructional strategies in online discussions. 52-59 - Norman D. Vaughan:
A blended community of inquiry approach: Linking student engagement and course redesign. 60-65
- Zehra Akyol, Philip Ice, D. Randy Garrison, Rob Mitchell:
The relationship between course socio-epistemological orientations and student perceptions of community of inquiry. 66-68 - Walter Archer:
Beyond online discussions: Extending the community of inquiry framework to entire courses. 69 - Patrick R. Lowenthal, Joanna C. Dunlap:
From pixel on a screen to real person in your students' lives: Establishing social presence using digital storytelling. 70-72 - Douglas Archibald:
Fostering the development of cognitive presence: Initial findings using the community of inquiry survey instrument. 73-74 - Laurie P. Dringus, Martha M. Snyder, Steven R. Terrell:
Facilitating discourse and enhancing teaching presence: Using mini audio presentations in online forums. 75-77 - Felix G. Hamza-Lup, Ioana A. Stanescu:
The haptic paradigm in education: Challenges and case studies. 78-81 - Beth Rubin, Ron Fernandes, Maria D. Avgerinou, James Moore:
The effect of learning management systems on student and faculty outcomes. 82-83 - Melissa Burgess, John R. Slate, Ana Rojas-LeBouef, Kimberly LaPrairie:
Teaching and learning in Second Life: Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology. 84-88
- Rick Harrington, Donald Loffredo:
MBTI personality type and other factors that relate to preference for online versus face-to-face instruction. 89-95 - Carol Ritter, Barbara Polnick, Raymond Fink II, Jeffery Oescher:
Classroom learning communities in educational leadership: A comparison study of three delivery options. 96-100
Volume 13, Number 3, June 2010
- A. Seugnet Blignaut, Christo J. Els:
Comperacy assessment of postgraduate students' readiness for higher education. 101-107 - George Bradford, Shelly Wyatt:
Online learning and student satisfaction: Academic standing, ethnicity and their influence on facilitated learning, engagement, and information fluency. 108-114 - Yvonne D. Harrison, Kevin Kostic, Suzanne C. Toton, Jerome Zurek:
Globalizing social justice education: The case of The Global Solidarity Network Study e-Broad Program. 115-126 - Gali Naveh, Dorit Tubin, Nava Pliskin:
Student LMS use and satisfaction in academic institutions: The organizational perspective. 127-133 - M. D. Peggy Roblyer, Michelle McDaniel, Marsena Webb, James Herman, James Vince Witty:
Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. 134-140 - Alfred P. Rovai, James R. Downey:
Why some distance education programs fail while others succeed in a global environment. 141-147 - Timothy Teo:
Development and validation of the E-learning Acceptance Measure (ElAM). 148-152
- Kathy L. Guthrie, Holly McCracken:
Making a difference online: Facilitating service-learning through distance education. 153-157 - Thamar M. Heijstra, Gudbjörg Linda Rafnsdottir:
The Internet and academics' workload and work-family balance. 158-163 - Sheng-Chau Tseng, Chin-Chung Tsai:
Taiwan college students' self-efficacy and motivation of learning in online peer assessment environments. 164-169 - Rebecca Van de Vord:
Distance students and online research: Promoting information literacy through media literacy. 170-175
Volume 13, Number 4, December 2010
Main Articles
- Katrina A. Meyer:
Web 2.0 research: Introduction to the special issue. 177-178 - Muhammad Kamarul Kabilan, Norlida Ahmad, Mohamad Jafre Zainol Abidin:
Facebook: An online environment for learning of English in institutions of higher education? 179-187 - Nike Arnold, Trena M. Paulus:
Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building. 188-196 - Gunnar Augustsson:
Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students. 197-205 - Olivia Halic, Debra Lee, Trena M. Paulus, Marsha Spence:
To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course. 206-213 - Ercan Top, Erman Yükseltürk, Fethi A. Inan:
Reconsidering usage of blogging in preservice teacher education courses. 214-217 - Karen Kear, John Woodthorpe, Sandy Robertson, Mike Hutchison:
From forums to wikis: Perspectives on tools for collaboration. 218-225 - Katrina A. Meyer:
A comparison of Web 2.0 tools in a doctoral course. 226-232 - Patrick Carmichael, Helen Burchmore:
Social software and academic practice: Postgraduate students as co-designers of Web 2.0 tools. 233-241
- Jyh-Chong Liang, Chin-Chung Tsai:
Learning through science writing via online peer assessment in a college biology course. 242-247 - M'hammed Abdous, Cherng-Jyh Yen:
A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments. 248-257 - David A. Bradbard, Cara Peters, Yoana Caneva:
Web accessibility policies at land-grant universities. 258-266 - Ling Wang:
Integrating communities of practice in e-portfolio assessment: Effects and experiences of mutual assessment in an online course. 267-271 - Anthony R. Artino Jr.:
Online or face-to-face learning? Exploring the personal factors that predict students' choice of instructional format. 272-276 - Jung-Wan Lee:
Online support service quality, online learning acceptance, and student satisfaction. 277-283 - Joyce Hwee Ling Koh, Susan C. Herring, Khe Foon Hew:
Project-based learning and student knowledge construction during asynchronous online discussion. 284-291 - Manuela Paechter, Brigitte Maier:
Online or face-to-face? Students' experiences and preferences in e-learning. 292-297
- Peter Shea, Suzanne Hayes, Jason Vickers, Mary Gozza-Cohen, Sedef Uzuner-Smith, Ruchi Mehta, Anna Valtcheva, Prahalad Rangan:
Corrigendum to "A re-examination of the community of inquiry framework: Social network and content analysis" [Internet and Higher Education 13 (2010) 10-21]. 298
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