SEARCH

SEARCH BY CITATION

References

  • Baker, J. D. (2004). An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom. Internet and Higher Education, 7, 113.
  • Barab, S. A., Thomas, M. K., & Merrill, H. (2001). Online learning: From information dissemination to fostering collaboration. Journal of Interactive Learning Research, 12(1), 105143.
  • Bleed, R. (2006). The IT leader as alchemist: Finding the true gold. Educause, 3341.
  • Blignaut, A. S., & Nagel, L. (2007). Cousins Virtual Jane and Virtual Joe exceptional students. Unpublished manuscript.
  • Blignaut, A. S., & Trollip, S. R. (2003). Developing a taxonomy of faculty participation in asynchronous learning environments: An exploratory investigation. Computers & Education, 41, 149172.
  • Blignaut, A. S., & Trollip, S. R. (2005). Between a rock and a hard place: Faculty participation in online classrooms. Education Change, 9(2), 523.
  • Boeree, C. G. (1998). The qualitative methods workbook. Retrieved July 10, 2004 from http://www.ship.edu/~cgboeree/qualmethone.html
  • Boyle, T. (1997). Design for Multimedia Learning. Upper Saddle River, NJ: Prentice Hall.
  • Brown, A. L., & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. In D.Kuhn (Ed.), Developmental Perspectives on Teaching and Learning Thinking Skills. (Vol. 21, pp. 108126). Basel, NY: Karger.
  • Burrell, G., & Morgan, G. (1979). Sociological Paradigms and Organizational Analysis. London: Heinemann.
  • Chyung, Y. (2001). Improve the motivational appeal of online instruction for adult learners: What’s in it for me? American Journal of Distance Education, 15(3), 3649.
  • Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 611.
  • Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating Online Learning: Effective Strategies for Moderators. Madison, WI: Atwood Publishing.
  • Coppola, N. W., Hiltz, S. R., & Rotter, N. (2002). Becoming a virtual professor: Pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18(4), 169189.
  • Cronjé, J. C. (2001). Metaphors and models in Internet-based learning. Computers & Education, 37, 241256.
  • Cronjé, J. C., Adendorff, D. E., Meyer, S. M., & Van Ryneveld, L. (2006). Surviving the shipwreck: What makes online students stay online and learning? Educational Technology & Society, 9(4), 185193.
  • Davies, J., & Graff, M. (2005). Performance in e-learning: Online participation and student grades. British Journal of Educational Technology, 36(4), 657663.
  • Dick, B. (2005). Grounded theory: A thumbnail sketch. Resource Papers in Action Research. Retrieved March 16, 2006 from http://www.scu.edu.au/schools/gcm/ar/arp/grounded.html
  • Gagné, R. M., & Glaser, R. (1987). Foundations in learning research. In R. M.Gagné (Ed.), Instructional Technology: Foundations (pp. 4983). Hillsdale, NJ: Lawrence Erlbaum.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1), 723.
  • Greenberg, R., Loyd, G., & Wesley, G. (2002). Integrated simulation experiences to enhance clinical education. Medical Education, 36(11), 1109.
  • Ip, A., Linser, R., & Jasinski, M. (2002, July). The Zen of being an effective ‘mod’ in online role-play simulations. Paper presented at the Eighth Australian World Wide Web Conference, Queensland, Australia.
  • Johnson, C. S. (2001). A survey of current research on online communities of practice. Internet and Higher Education, 4, 4560.
  • Kettner-Polley, R. B. (2005). Virtual professor + virtual student = real education. Retrieved January 18, 2005 from http://iiswinprd03.petersons.com/distancelearning/code/articles/distancelearnprof10.asp
  • Khalil, D. D. (2006). Experiences of teaching nursing in four countries. Nursing Forum, 41(2), 8894.
  • King, F. B. (2002). A virtual student. Not an ordinary Joe. Internet and Higher Education, 5, 157166.
  • LeCompte, M. D. (2000). Analyzing qualitative data. Theory Into Practice, 39(3), 146154.
  • Mason, R. (1991). Moderating educational computer conferencing. The Distance Education Online Symposium, 1(19). Retrieved June 8, 2006 from http://www.emoderators.com/papers/mason.html
  • Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40(3), 237253.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass.
  • Moore, M. G. (1989). Three types of interaction. Journal of Distance Education, 3(2), 16.
  • Morris, L. V., Wu, S.-S., & Finnegan, C. L. (2005). Predicting retention in online general education courses. The American Journal of Distance Education, 19(1), 2336.
  • Nagel, L., Blignaut, A. S., & Cronjé, J. C. (2007). Facilitating an online distributed course: Virtual Jane, not an ordinary student. Manuscript submitted for publication.
  • Panitz, T. (1996). A definition of collaborative vs cooperative learning. Retrieved June 25, 2007 from http://www.city.londonmet.ac.uk/deliberations/collab.learning/panitz2.html
  • Pelz, B. (2004). (My) three principles of effective online pedagogy. Journal of Asynchronous Learning Networks, 8(3), 3346.
  • Reeves, T. C., Herrington, J., & Oliver, R. (2005). Design research: A socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher Education, 16(2), 97116.
  • Rieber, L. P. (1996). Animation as feedback in a computer-based simulation: Representation matters. Educational Technology Research and Development, 44(1), 522.
  • Schank, R. C. (2001). Educational technology: The promise and the myth. Retrieved June 25, 2005 from http://www1.worldbank.org/education/lifelong_learning/pdf/educational_technology.pdf
  • Sharp, L., & Fretchling, J. (1997). User-friendly handbook for mixed method evaluations. Retrieved December 22, 2006 from http://www.ehr.nsf.gov/EHR/REC/pubs/NSF97-153/START.HTM
  • Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306331.
  • Thornburg, D. D. (2001). Campfires in cyberspace: Primordial metaphors for learning in the 21st century. Education at a Distance, 15(6). Retrieved March 2, 2006 from http://www.usdla.org/html/journal/JUN01_Issue/article01.html
  • Trollip, S. R., & Blignaut, A. S. (2005, August). Measuring faculty participation in ALN as a basis for faculty development. Paper presented at the 19th Annual Conference on Distance Teaching and Learning, University of Wisconsin-Madison.
  • Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1). Retrieved February 4, 2006 from http://www.aln.org/publications/jaln/v2n1/v2n1_wegerif.asp
  • Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89100.