The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Student contribution in asynchronous online discussion: a review of the research and empirical exploration
Overview
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Citations
Cites
Understanding and Validity in Qualitative Research
Maxwell, J. (1992) · Harvard Educational Review · doi:10.17763/haer.62.3.8323320856251826 · Cited by 2,951 · cited 1×
“This served to provide descriptive validity, ensuring that the students agreed that the interview data accurately capture their opinions ( Maxwell 1992 ).”
BackgroundInstructional design models for well-structured and III-structured problem-solving learning outcomes
Jonassen, D. H. (1997) · Educational Technology Research and Development · doi:10.1007/bf02299613 · Cited by 1,608
Interaction and cognitive engagement: An analysis of four asynchronous online discussions
Zhu, E. (2006) · Instructional Science · doi:10.1007/s11251-006-0004-0 · Cited by 363 · cited 1×
“Behavior of instructor or other participants (e.g., tone of postings—threatening, pontification on the part of others, lack of peer response, lack of instructor response) Bodzin and Park (2000), Hew and Cheung (2003b, c), Hew et al. (2005), Hewitt and Teplovs (1999), Hewitt (2005), Jeong (2004), Oliver and Shaw (2003)…”
BackgroundYang, Y.-T. C., Newby, T. J., & Bill, R. L. (2005) · American Journal of Distance Education · doi:10.1207/s15389286ajde1903_4 · Cited by 296
Cited by
A Case Study Investigating the Utilization of ChatGPT in Online Discussions
Lin, X., Luterbach, K., Gregory, K. H., & Sconyers, S. E. (2024) · Online Learning · doi:10.24059/olj.v28i2.4407 · Cited by 35
“LSC is defined as a situation where students make few or no postings, exhibit surface-level critical thinking, or engage in low-level knowledge construction (Hew et al., 2010).”
BackgroundUse of Artificial Intelligence to Grade Student Discussion Boards: An Exploratory Study
Rutner, S., & Scott, R. (2022) · Information Systems Education Journal · doi:10.62273/uqpe3732 · Cited by 2
Metadata
- Authors
- Hew, K. F., Cheung, W. S., & Ng, C. S. L.
- Venue
- Instructional Science
- Published
- 2009-01-15
- Volume
- 38
- Issue
- 6
- Pages
- 571-606
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2013281939
- Cited by
- 270
- References
- 4
- FWCI
- 45.07
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
