Online Learning: Patterns of Engagement and Interaction among In-Service teachers

By Faridah Pawan, Trena M Paulus, Senom T. Yalcin, Ching-Fen Chang. 2003

330 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5373144c85438c41110a02c0060e822c09fdf144

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Citations in the corpus

Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, methodology): “Contrary to most previous studies (e.g., Garrison et al., 2001; McKlin et al., 2001; Meyer, 2003; Pawan et al., 2003; Vaughan & Garrison, 2005; Kanuka et al., 2007; Stein et al., 2007), the integration phase was found to be the most active in both online and blended environments.”
Revisiting methodological issues in transcript analysis: Negotiated coding and reliability (2006, unknown): “When these issues are addressed, good reliability measures have been achieved (e.g., Anderson, Rourke, Garrison, & Archer, 2001; Celetin, unpublished manuscript; McKlin, Harmon, Evans, & Jones, 2002; Pawan, Paulus, Yalcin, & Chang, 2003; Rourke et al., 2001; Vaughan, 2004).”
Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning (2011, methodology): “The PI model has shown promising results previously and here as a tool to explore cognitive presence and the learning process (Pawan et al, 2003; Schrire, 2004, 2006).”
ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES (2019, background): “The body of evidence is growing rapidly, attesting to the importance of teaching presence for successful online learning [12, 13, 15, 25, 27, 33, 34, 35, 36, 37].”
Understanding telecollaboration through an analysis of intercultural discourse (2010, background): “The many forms of intercultural communications and telecollaborations mediated by Internet communication tools create compelling, surprising and sometimes even problematic conditions for learning (Kern, Ware, & Warschauer, 2004 ; Pawan, Paulus, Yalcin, & Chang, 2003 ; Ware & Kramsch, 2005 ).”
Researching the community of inquiry framework: Review, issues, and future directions (2007, background): “For example, without explicit guidance, students will “ engage primarily in ‘ serial monologues ’” (Pawan et al., 2003, p. 119).”
Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework (2006, background): “Others, such as Pawan et al. (2003), have found parallel results.”
Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad (2011, result): “This finding is not congruent with those of Pawan et al. (2003), who found that students who participated in asynchronous threaded discussions did not challenge other’s ideas and simply exchanged information.”
Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough (2005, methodology): “, cognitive presence) as measured by the progression through the phases of the practical inquiry model (Garrison, Anderson, and Archer 2001; Meyer 2003; Pawan et al. 2003).”