Latent class analysis of K-12 teachers’ barriers to implementing OER
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Distance Education
Validation of the Online Learning Readiness Self-Check survey
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Effects of online teaching presence on students’ cognitive conflict and engagement
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Measuring learner–content interaction in digitally augmented learning experiences
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Becoming scholarly practitioners: creating community in online professional doctoral education
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Reimagining education futures to lead learning for tomorrow
Volume 42, Issue 3, August 2021, Page 327-330
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Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19
Volume 42, Issue 3, August 2021, Page 331-351
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Critical design elements in online courses
Volume 42, Issue 3, August 2021, Page 352-372
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Students’ and teachers’ perceived teaching presence in online courses
Volume 42, Issue 3, August 2021, Page 373-390
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Using learners’ self-generated quizzes in online courses
Volume 42, Issue 3, August 2021, Page 391-409
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Enhancing MOOC learners’ skills for self-directed learning
Volume 42, Issue 3, August 2021, Page 441-460
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Video use in online and blended courses: a qualitative synthesis
Volume 42, Issue 3, August 2021, Page 410-440
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