| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry
|
Rolim, Vitor
|
|
2019
|
42 |
C |
p. 53-65
|
artikel
|
| 2 |
Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation
|
Martin, Florence
|
|
2019
|
42 |
C |
p. 34-43
|
artikel
|
| 3 |
Editorial Board
|
|
|
2019
|
42 |
C |
p. ii
|
artikel
|
| 4 |
The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning
|
Zheng, Lanqin
|
|
2019
|
42 |
C |
p. 13-24
|
artikel
|
| 5 |
The role of an online first-year seminar in higher education doctoral students' scholarly development
|
Garcia, Crystal E.
|
|
2019
|
42 |
C |
p. 44-52
|
artikel
|
| 6 |
The role of social cues in supporting students to overcome challenges in online multi-stage assignments
|
Apps, Tiffani
|
|
2019
|
42 |
C |
p. 25-33
|
artikel
|
| 7 |
Towards a framework for an institution-wide quantitative assessment of teachers' online participation in blended learning implementation
|
Han, Xibin
|
|
2019
|
42 |
C |
p. 1-12
|
artikel
|
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