Pre-service language teachers reflection development through online interaction in a hybrid learning course
Integrity signals
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Cites
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Interactions among peers and educators were key to promote collaboration and relationships but not enough to ensure the establishment of a social presence.
“The interactions among peers and educators were key to promote collaboration and relationships but not enough to ensure the establishment of a social presence (Mumford and Dikilitaş 2020).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Mumford and Dikilitaş 2020
Individuals' attitudes and previous experiences can determine their predispositions to learn to reflect and mediate in the skill of reflection itself.
“This is particularly relevant given that individuals' attitudes and previous experiences can determine their predispositions to learn to reflect and mediate in the skill of reflection itself (Mumford and Dikilitaş 2020).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Mumford and Dikilitaş 2020
Some studies described educational interventions that supported reflection and knowledge development.
“While some studies described educational interventions that supported reflection and knowledge development (e.g., Baran and Cagiltay 2010;Mumford and Dikilitaş 2020)”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Mumford and Dikilitaş 2020
Cites
Promoting reflection in professional courses: The challenge of context
Boud, D., & Walker, D. (1998) · Studies in Higher Education · doi:10.1080/03075079812331380384 · Cited by 922 · see citing works
Shea, P., & Bidjerano, T. (2009) · Computers & Education · doi:10.1016/j.compedu.2008.10.007 · Cited by 641 · see citing works
Comparative Case Studies: An Innovative Approach
Bartlett, L., & Vavrus, F. (2017) · Nordic Journal of Comparative and International Education (NJCIE) · doi:10.7577/njcie.1929 · Cited by 346 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019 · see citing works
- Authors
- Mumford, S., & Dikilitaş, K.
- Affiliations
- University of Stavanger (NO)
- Corresponding author
- Dikilitaş, Kenan
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2020-01
- Volume
- 144
- Pages
- 103706
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2976994880
- Cited by
- 123
- References
- 3
- Citations by year
- 2026: 4 · 2025: 18 · 2024: 15 · 2023: 31 · 2022: 28 · 2021: 18 · 2020: 9
- FWCI
- 37.13
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- reflective thinking, pre-service teachers, English teacher education, hybrid learning, online interaction, social presence, teacher research projects, practicum, online learning
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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.
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