E-Learning in the 21st Century: A Framework for Research and Practice

By Tina Benevides. 2011

1,525 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5ba7330060464ab0b68df56db53a0d1f2e95f00d

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Citations in the corpus

Conceptualizing and Investigating Instructor Presence in Online Learning Environments. (2015, background): “To consider the dynamics and challenges present in online instructional environments, many scholars have utilized the Community of Inquiry (CoI) framework to ensure that research explorations are completed in a meaningful and efficient manner (Garrison, 2007).”
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). (2015, unknown): “…an effective community of learners: social presence, teaching presence, and cognitive presence (Akyol & Garrison, 2011; Akyol & Garrison, 2014; Annand, 2011; Garrison, 2007; Arbaugh, 2008; Garrison & Anderson, 2003; Garrison & Arbaugh, 2007; Shea et al., 2010; Stodel, Thompson, & MacDonald, 2006).”
The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses (2016, background): “Research also indicates a connection between students’ sense of community and their learning outcomes (e.g., Akyol & Garrison, 2011; Arbaugh et al., 2008).”
Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching (2009, background): “When repositioned in an educational context, co-presence can be related to the concept of student and teacher presence, central elements in Garrison and Anderson’s (2003) community of inquiry model (COI).”
An Exploration Into the Importance of a Sense of Belonging for Online Learners (2020, background): “Garrison (2011) articulates the importance of belonging in online communities of inquiry, stating that we should “establish a feeling of belonging to the critical community that must develop over time” (p. 32).”
Adopting HyFlex in higher education in response to COVID-19: students’ perspectives (2021, methodology): “These tools were utilised by the teacher to leverage the affordances of the technologies in ways that would create a sense of community among the students (Garrison, 2011) and provide them with opportunities for collaboration and reflection (Herrington et al., 2010).”
The Model for Introduction of Gamification into E-learning in Higher Education (2015, background): “The use of digital technologies and social networking has grown rapidly over the last decades, and these technologies are increasingly being incorporated into the teaching of higher education (Laurillard, 2005; Garrison, 2011).”
Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision (2015, background): “While technological advances were setting the stage for the transformation of higher education, a deeper understanding of online learning was developing in the literature (eg, Garrison & Kanuka, 2004; Garrison, 2011; Al-Qahtani & Higgins, 2012).”
Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018) (2020, background): “The most relevant theoretical framework in the studies about e-learning of this SLR is Community of Inquiry (CoI) [72,73].”
Designing for Learning in an Open World (2012, background): “…and teaching: social presence (i.e. the ability to identify with the community), teaching presence (i.e. the design, facilitation and direction of the learning) and cognitive presence (i.e. the construction of meaning through re fl ection and discourse) (Garrison et al. 2000 ; Garrison 2003 ) .”
Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, methodology): “The third category, direct instruction, is associated with more specific content issues, such as diagnosing misconceptions, injecting knowledge from diverse sources, or summarizing the discussion (Garrison & Anderson, 2003).”
Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning (2011, background): “This is made even more complex when studying the quality of latent cognitive learning outcomes (Garrison & Anderson, 2003).”
E-learning, M-learning and D-learning: Conceptual definition and comparative analysis (2018, background): “The e-learning term was originated in the mid-1990s when the Internet began to gather the momentum (Garrison, 2011) and the application of e-learning includes a computer-based learning as well as web-based learning.”