Key resources

Garrison, D.R. and Anderson, T. (2017). E-learning in the 21st Century – A community of inquiry framework for research and practice (3rd edition). Oxford: Routledge.

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(Note that earlier editions of this text were also referred to)

Salmon, G. (2011). E-moderating. Routledge: Abingdon.
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Salmon, G. (2013). E-tivities. Routledge: Abingdon.
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Other references and extension readings

Anderson, T. and Dron, J. (2011). Three generations of distance education pedagogy, International Review of Research in Open and Distance Learning, 12, 3, 80-97.
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Annand, D. (2011). Social presence within the community of inquiry framework. International Review of Research in Open and Distance Learning, 12, 5, 40-56.
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Armellini, A. and De Stefani, M. (2016). Social presence in the 21st century: An adjustment to the Community of Inquiry framework. British Journal of Educational Technology, 47, 6, 1202-16.
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Cho, M. H., Kim, Y. and Choi, D. (2017). The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher Education, 34, 10-17.
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De Wever, B., Schellens, T., Van Keer, H. and Valcke, M. (2008). Structuring Asynchronous Discussion Groups by Introducing Roles: Do Students Act in Line With Assigned Roles? Small Group Research, 39, 6, 770-794.
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Garrison, D.R. (2012). Article Review - Social Presence within the Community of Inquiry Framework. International Review of Research in Open and Distance Learning, 13, 1, 250-253.
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Hartnett, M., St. George, A., Dron, J., Henderson, S. and Anderson, T. (2011). Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent. International Review of Research in Open and Distributed Learning,12,6, 20-38.
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Heckman, R. and Annabi, H. (2005). A Content Analytic Comparison of Learning Processes in Online and Face‐to‐Face Case Study Discussions. Journal of Computer‐Mediated Communication,10,2.
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Jiang, W. (2017) Interdependence of Roles, Role Rotation, and Sense of Community in an Online Course. Distance Education, 38, 1, 84-105.
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Lentell, H. and O’Rourke, J. (2004). Tutoring Large Numbers: An unmet challenge. International Review of Research in Open and Distance Learning, 5, 1, 1-17.
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Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E. and Hopwood, B. (2019). Chronicling engagement: students’ experience of online learning over time. Distance Education, 40, 2, 262-277.
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Kanuka, H., Rourke, L. and Laflamme, E. (2007). Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent. The International Review of Research in Open and Distributed Learning, 12, 6, 20-38.
https://doi.org/10.19173/irrodl.v12i6.1030

Kanuka, H., Rourke, L. and Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38, 2, 260-271.
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Kolb, D.A. (2014). Experiential Learning: Experience as the Source of Learning and Development (2nd edition). New Jersey: Pearson

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Shea, P. and Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers and Education, 55, 4, 1721-1731.
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Shea, P. and Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers and Education, 59, 316-326.
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Stenbom, S. (2018). A systematic review of the Community of Inquiry survey. The internet and Higher Education. 39, 22-32.
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Warren, A. N. (2018). Navigating Assigned Roles for Asynchronous Online Discussions: Examining Participants’ Orientation Using Conversation Analysis. Online Learning Journal, 22, 4. 27-45.
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Wengrowicz, N. (2014). Teachers' pedagogical change mechanism – Pattern of structural relations between teachers' pedagogical characteristics and teachers' perceptions of transactional distance (TTD) in different teaching environments. Computers and Education, 76, 190-198.
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William, E. (2005). Unlearning Pedagogy. Journal of Learning Design. 1, 1, 1-11.
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Wise, A. F., and Chiu, M. M. (2014). The Impact of Rotating Summarizing Roles in Online Discussions: Effects on Learners’ Listening Behaviors during and Subsequent to Role Assignment. Computers in Human Behavior, 38, 261-71.
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Wise, A. F., Saghafian, M. and Padmanabhan, P. (2012). Towards More Precise Design Guidance: Specifying and Testing the Functions of Assigned Student Roles in Online Discussions. Educational Technology Research and Development. 60, 1, 55-82.
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Witthaus, G. (2018). Findings from a Case Study on Refugees Using MOOCs to (Re)enter Higher Education. Open Praxis, 10, 4, 343-357.
Open Praxis website

Yilmaz, R. and Yilmaz, G. K. (2019). Assigned Roles as a Structuring Tool in Online Discussion Groups: Comparison of Transactional Distance and Knowledge Sharing Behaviors. Journal of Educational Computing Research, 57, 5, 1303-1325.
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