Interaction in distance education and online learning: using evidence and theory to improve practice

By Philip C. Abrami, Robert M. Bernard, E. Bures, Eugene F. Borokhovski, Rana M. Tamim. Journal of Computing in Higher Education, 2011

412 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3504d8590b2f40491c59d39e406ffdfe830953dd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. Doris U. Bolliger

In Developmental and Educational Psychology

1. Rana M. Tamim
2. Eugene F. Borokhovski
3. Philip C. Abrami
4. Florence Martin
5. Doris U. Bolliger
6. Robert M. Bernard
7. Richard F. Schmid
8. C. Anne Wade

In Education

1. Eugene F. Borokhovski
2. Philip C. Abrami
3. Rana M. Tamim
4. Robert M. Bernard
5. Richard F. Schmid
6. Florence Martin
7. Doris U. Bolliger
8. C. Anne Wade

Citations in the corpus

• Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India (2020, neutral): “This is expected, since till date the use of online learning strategies by universities have been secondary for improving the student performance (Abrami, Bernard, Bures, Borokhovski, & Tamim, 2011).”
• A meta-analysis of blended learning and technology use in higher education: from the general to the applied (2014, background): “Abrami et al. (2011) argued that the next generation of designs for OL, and by extension BL, should help facilitate student motivation, self-regulated individual behavior and more purposeful student–student interaction.”
• The effects of technology use in postsecondary education: A meta-analysis of classroom applications (2014, background): “761889. Abrami, P. C., Bernard, R. M., Bures, E., Borokhovski, & Tamim, R. (2011). Interaction in distance education and online learning: using evidence and theory to improve practice. Journal of Computing in Higher Education (Special Issue: Improving Interaction in Distance Education Through Resear”
• Overcoming Faculty Avoidance of Online Education (2015, background): “Instructors may also leverage published information about student motivation and multimedia learning strategies that have been systematically investigated in the last decade (Abrami et al., 2011).”
• Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. (2018, background): “Online instructors are advised to invest sufficient time searching for scholarly reading and interactive instructional materials and designing well-thought-out assessments for the purpose of encouraging student-to-content engagement (Abrami et al., 2011; Banna et al., 2015).”
• Predicting student satisfaction and perceived learning within online learning environments (2018, neutral): “This is mainly because of the essential role interaction plays in online formal education, and also because interaction was mostly absent during the early stages of distance education (Abrami et al., 2011).”