Vol. 19 No. 3 (2015)

Published: 2015-06-10

Introduction

Introduction

Peter Shea
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Community of Inquiry, Avatars, and Video

Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

Suzanne Hayes, Sedef Uzuner-Smith, Peter Shea
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Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom

Jennifer M. Cunningham
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Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

Cynthia Clark
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Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning

Jennifer Hegeman
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Blended and Experiential Learning

The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap

Cheryl A. Murphy, John C. Stewart
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Blended Learning at the Boundary: Designing a New Internship

Robert Heckman, Carsten S. Østerlund, Jeffrey Saltz
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Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students

Ingrid Mary Provident, Joyce Salls, Cathy Dolhi, Jodi , Schreiber, Amy Mattila, Emily Eckel
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Faculty Issues

Supporting Online Faculty through a Sense of Community and Collegiality

Aimee LaPointe Terosky, Chris Heasley
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Implicit Bias and First Name Stereotypes: What are the Implications for Online Instruction?

Wendy Conaway, Sonja Bethune
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Review of Literature

A Systematic Review of Empirical Studies on Participants' Interactions in Internet-Mediated Discussion Boards as a Course Component in Formal Higher Education Settings

Hong Zhou
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