Table of Contents

OLJ March 2022 (26)1

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Advances in Cognitive Presence Special Issue of Online Learning

Advances in Cognitive Presence: Introduction to OLJ Special Issue Ayesha Sadaf, Larisa Olesova, Nathaniel Ostashewski, Martha Cleveland-Innes, Peter Shea

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Shared Metacognition in a Community of Inquiry Randy Garrison

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Manifestations of Cognitive Presence in Blended Learning Classes of the Philippine K-12 System Juliet Aleta Rivera Villanueva, Petrea Redmond, Linda Galligan

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Perceived and Actual Cognitive Presence: A Case Study of an Intentionally-Designed Asynchronous Online Course Gamze Ozogul, Meina Zhu, Tanner M. Phillips

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Predicting Cognitive Presence in At-Scale Online Learning: MOOC and For-Credit Online Course Environments Jeonghyun Lee, Farahnaz Soleimani, India Irish, John Hosmer, IV, Meryem Yilmaz Soylu, Roy Finkelberg, Saurabh Chatterjee

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Designing an Online Discussion Strategy with Learning Analytics Feedback on the Level of Cognitive Presence and Student Interaction in an Online Learning Community Enas Alwafi

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Evaluating a Structured Online Peer Evaluation System Among Graduate-Level Communication Capstone Students Through Action Research Karen L Wilkinson

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Fostering Cognitive Presence in Online Courses: A Systematic Review (2008-2020) Robert L. Moore, Courtney N. Miller

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Section II

Introduction to Section II Peter Shea

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Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction Meina Zhu, Curtis J. Bonk, Sara Berri

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Implementing blended first-year chemistry in a developing country using online resources Charisse Tongson Reyes, Sara Helen Kyne, Gwendolyn Angela Lawrie, Christopher David Thompson

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“Simplicity is Key”: Literacy Graduate Students’ Perceptions of Online Learning Ann Van Wig, Shuling Yang, Chelsey Bahlmann Bollinger, Xiufang Chen, Tala Karkar Esperat, Kathryn Pole, Nance Wilson

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Development and validation of the Online Instructor Support Survey (OISS) Swapna Kumar, Albert Ritzhaupt, Neuza Sofia Pedro

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The Challenges of Remote K–12 Education During the COVID-19 Pandemic: Differences by Grade Level Nancy L Leech, Sophie Gullett, Miriam Howland Cummings, Carolyn A Haug

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Cheating on Unproctored Online Exams: Prevalence, Mitigation Measures, and Effects on Exam Performance Jacob Pleasants, John M Pleasants, Barbara Pleasants

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Relationships between Connectedness, Performance Proficiency, Satisfaction, and Online Learning Continuance Hungwei Tseng, Yu-Chun Kuo, Hsin-Te Yeh, Yingqi Tang

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Identifying a Gap in the Project Management Approach of the Online Program Management and University Partnership Business Model Swati Ramani, George Bradford, Shamini Dias, Lorne Olfman

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A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments Florence Martin, Tong Wu, Liyong Wan, Kui Xie

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