Towards a Theory of Online Learning

By Terry Anderson. 2004

757 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e2e735c6b647e423801889b6f10c7c0c90ae574f

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Citations in the corpus

Social software and participatory learning (2007, background): “According to Anderson (2004), “the greatest affordance of the Web for educational use is the profound and multifaceted increase in communication and interaction capability” (p. 42), which is even more evident in Web 2.0 when compared to the set of linked information sources that characterised “Web…”
The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools (2009, background): “For example, Anderson (2008) proposes a model in which the “affordances of the net” play a key role and where it is possible to include the many different forms of teaching and learning supported by present web technologies, with an outlook for future semantic web capabilities.”
The Three P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity. (2008, background): “In the words of Anderson (2004), “The greatest affordance of the Web for educational use is the profound and multifaceted increase in communication and interaction capability” (p. 42), which is even more evident in Web 2.0 when compared to the set of linked information sources that characterized…”
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). (2015, background): “This difference between what students can perform by themselves and what they can perform with others is Vygotsky’s “zone of proximal development” (Ally, 2004; Anderson, 2004; Ashcraft, Treadwell, & Kumar, 2008; Hrastinski, 2009; Stacey, 2002; Vygotsky, 1978; Woo & Reeves, 2007).”
Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers (2017, background): “While online education provides learners greater opportunities to access learning resources, it also generates new challenges to online learners (Anderson, 2008; Song & Hill, 2007).”
Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity (2020, background): “Within this cornucopia of options, ‘ the capacity for shifting the time and place of the educational interaction ’ (Anderson 2011b: 344) stands out as a valued source of flexibility.”
Social networking, knowledge sharing, and student learning: The case of university students (2016, background): “Balaji and Chakrabarti (2010) proposed a conceptual model based on online learning theory (Anderson, 2004) and media richness theory (Daft & Lengel, 1986) to investigate the effect of online discussion forums on learning.”
The Influence of Personality on Social Participation in Learning Environments (2006, background): “…there are problems in creating and sustaining a Web-based learning community, and the differences between that environment and a face-to-face environment (i.e., lack of placedness and synchronicity) may be more fundamental than the absence of body language and social presence (Anderson, 2004).”
Strategies to Engage Online Students and Reduce Attrition Rates. (2007, methodology): “…2000; Minich, 1996; Nash, 2005; Tinto, 1975; Towles, Ellis, & Spencer, 1993; Wojciechowski & Palmer, 2005); the learner-centered approach (Anderson, 2004; Carnevale, 2000; Diaz & Bontenbal, 2000; Minich, 1996; Rovai, 2002; Tinto, 1993); learning communities (Anderson, 2004; Rovai, 2002;…”
The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students (2020, background): “…Studies in Learning and Teaching https://scie-journal.com/index.php/SiLeT Based on the picture above, (Oliver et al., 2009) wants to see the interactions in distance education or online learning, such as student-student, student-teacher and…”
Persistence of Women in Online Degree-Completion Programs (2008, background): “Within the broader interpretive orientation, the study’s theoretical framework included distance learning models (Anderson, 2004; Berge, 2002; Huang, 2002; Kasworm, 2003; Salas, Kosarzycki, Burke, Fiore, & Stone, 2002), adult learning models (Brookfield, 1993; Freire, 1993; Knowles & Associates, 198”
Building Rapport to Improve Retention and Success in Online Classes (2016, background): “…encouraging student integration and engagement (Tinto 1975), for instance, through faculty phone calls and precourse orientations; developing a learner-centered approach (Anderson 2008); building learning communities where students support each other; and providing online student services.”
Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation (2019, background): “Researchers have examined the importance of meeting online learner needs, using a learner-centered approach (Anderson, 2004). Hughes (2004) recommends creating learning communities to enhance interaction and also providing online”