Social presence enhances student performance in an online geology course but depends on instructor facilitation

EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION

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Collaborative Learning Enhances Critical Thinking

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Effectiveness of Fully Online Courses for College Students: Response to a Department of Education Meta-Analysis

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Does Time Spent Online have an Influence on Student Performance? Evidence for a Large Business Studies Class

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Geology Goes Hollywood: Building a community of inquiry in a fully online introductory geology lecture and laboratory

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Teamwork facilitation and conflict resolution training in a HyFlex course during the COVID ‐19 pandemic

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I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic

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An exploratory study of social presence and cognitive engagement association in a collaborative virtual reality learning environment

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Teaching and cognitive presences: The mediating effect of social presence in a developing world context

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Using an engagement lens to model active learning in the geosciences

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Teaching presence predicts cognitive presence in blended learning during COVID-19: The chain mediating role of social presence and sense of community

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Geology Goes Hollywood: Building a community of inquiry in a fully online introductory geology lecture and laboratory

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Using the Community of Inquiry framework to analyze emojis as an emerging language in an online educational experience via WhatsApp

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The evaluation of problem-solving oriented e-module in learning computer-based subject

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Teaching Geology in Higher Education Institutions under COVID-19 Conditions

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COmmunication is RObust when NAtions Come Together: \nThe Importance of Collaboration during a Global Crisis

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Humanizing geoscience education research through participant-driven visual representation

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Patterns in student self-reported situational interest in online introductory geoscience labs during COVID

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Additional file 1 of I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic

Donham, C., Barron, H. A., Alkhouri, J. S., Changaran Kumarath, M., Alejandro, W., Menke, E., & Kranzfelder, P. (2022) · Figshare · doi:10.6084/m9.figshare.19204514

1 Social presence in online discussions as a process predictor of academic performancePreprint

Joksimovića, S., Gaševića, D., Kovanovićb, V., Rieckec, B. E., & Hatala, M. (2016)

Social presence in online discussions as a process predictor of academic performance

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Increasing Social Presence Online

Jones-Roberts, C. (2021) · Distance Learning · doi:10.1108/dl-03-2021-0026

Students' Perceptions of Social Presence: Rhetorical and Relational Goals Across Three Mediated Instructional Designs

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Social presence in collaborative learning: Analysis of interactions in knowledge building community

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