Bibliography for Jenny PhD BETA

[1]

M. Aresta, L. Pedro, C. Santos, and A. Moreira, ‘Portraying the self in online contexts: context-driven and user-driven online identity profiles’, Contemporary Social Science, vol. 10, no. 1, pp. 70–85, Jan. 2015, doi: 10.1080/21582041.2014.980840.

[2]

P. Gedeon and L. Khalil, ‘Management of the Transition to e-Learning in Higher Education Based on Competence Quotient’, Procedia Computer Science, vol. 65, pp. 324–332, 2015, doi: 10.1016/j.procs.2015.09.091.

[3]

C. Leathwood and P. O’Connell, ‘“It’s a struggle”: the construction of the “new student” in higher education’, Journal of Education Policy, vol. 18, no. 6, pp. 597–615, Dec. 2003, doi: 10.1080/0268093032000145863.

[4]

M. Leese, ‘Bridging the gap: supporting student transitions into higher education’, Journal of Further and Higher Education, vol. 34, no. 2, pp. 239–251, May 2010, doi: 10.1080/03098771003695494.

[5]

M.-J. Luzón, ‘Constructing academic identities online: Identity performance in research group blogs written by multilingual scholars’, Journal of English for Academic Purposes, vol. 33, pp. 24–39, May 2018, doi: 10.1016/j.jeap.2018.01.004.

[6]

T. Moss and S. Pittaway, ‘Student identity construction in online teacher education: a narrative life history approach’, International Journal of Qualitative Studies in Education, vol. 26, no. 8, pp. 1004–1018, Sep. 2013, doi: 10.1080/09518398.2012.725139.

[7]

M. Oztok, ‘Tacit knowledge in online learning: community, identity, and social capital’, Technology, Pedagogy and Education, vol. 22, no. 1, pp. 21–36, Mar. 2013, doi: 10.1080/1475939X.2012.720414.

[8]

A. Peachey, M. Childs, and SpringerLink (Online service), Reinventing ourselves: contemporary concepts of identity in virtual worlds. London: Springer-Verlag, 2011 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1007/978-0-85729-361-9

[9]

K. Phirangee and A. Malec, ‘Othering in online learning: an examination of social presence, identity, and sense of community’, Distance Education, vol. 38, no. 2, pp. 160–172, May 2017, doi: 10.1080/01587919.2017.1322457.

[10]

A. T. Ragusa and A. Crampton, ‘Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments’, Rural Society, vol. 27, no. 2, pp. 125–142, May 2018, doi: 10.1080/10371656.2018.1472914.

[11]

L. Scanlon, L. Rowling, and Z. Weber, ‘“You don’t have like an identity … you are just lost in a crowd”: Forming a Student Identity in the First-year Transition to University’, Journal of Youth Studies, vol. 10, no. 2, pp. 223–241, May 2007, doi: 10.1080/13676260600983684.

[12]

L. M. Swenson, A. Nordstrom, and M. Hiester, ‘The Role of Peer Relationships in Adjustment to College’, Journal of College Student Development, vol. 49, no. 6, pp. 551–567, 2008, doi: 10.1353/csd.0.0038.

[13]

‘Developing digital literacies’. [Online]. Available: https://www.jisc.ac.uk/guides/developing-digital-literacies

[14]

H. Beetham, L. McGill, and A. Littlejohn, ‘Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project): Executive Summary, Conclusions and Recommendations’, 2009 [Online]. Available: http://oro.open.ac.uk/52237/1/llidaexecsumjune2009.pdf

[15]

L. Bennett, ‘Learning from the early adopters: developing the Digital Practitioner’, Research in Learning Technology, vol. 22, Jul. 2014, doi: 10.3402/rlt.v22.21453.

[16]

H. Beetham and R. Sharpe, Rethinking pedagogy for a digital age: designing for 21st century learning, 2nd ed. New York: Routledge, 2013.

[17]

‘This is Me RU Digitally Ready? Home of Digital Literacy and Digital Identity learning materials’. [Online]. Available: http://blogs.reading.ac.uk/this-is-me/

[18]

H. Lowe and A. Cook, ‘Mind the Gap: Are students prepared for higher education?’, Journal of Further and Higher Education, vol. 27, no. 1, pp. 53–76, Feb. 2003, doi: 10.1080/03098770305629.

[19]

H. S. Becker and ProQuest (Firm), Outsiders: studies in the sociology of deviance, Free Press trade paperback edition. New York, NY: Free Press, 2018 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4934644

[20]

H. Ahmed, M. Allaf, and H. Elghazaly, ‘COVID-19 and medical education’, The Lancet Infectious Diseases, vol. 20, no. 7, pp. 777–778, Jul. 2020, doi: 10.1016/S1473-3099(20)30226-7.

[21]

A. J. Azar et al., ‘Design, Implementation and Evaluation of a Distance Learning Framework to Expedite Medical Education during COVID-19 pandemic: A Proof-of-Concept Study’, Journal of Medical Education and Curricular Development, vol. 8, Jan. 2021, doi: 10.1177/23821205211000349.

[22]

A. Mian and S. Khan, ‘Medical education during pandemics: a UK perspective’, BMC Medicine, vol. 18, no. 1, Dec. 2020, doi: 10.1186/s12916-020-01577-y.

[23]

A. Amante and C. Balmer, ‘Italy rushes new doctors into service as coronavirus deaths rise above 2,500’, 2020. [Online]. Available: https://www.reuters.com/article/us-health-coronavirus-italy-idUSKBN214245

[24]

A. Remuzzi and G. Remuzzi, ‘COVID-19 and Italy: what next?’, The Lancet, vol. 395, no. 10231, pp. 1225–1228, Apr. 2020, doi: 10.1016/S0140-6736(20)30627-9.

[25]

D. C. Stokes, ‘Senior Medical Students in the COVID‐19 Response: An Opportunity to Be Proactive’, Academic Emergency Medicine, vol. 27, no. 4, pp. 343–345, Apr. 2020, doi: 10.1111/acem.13972.

[26]

P. Jump, ‘THE Leaders Survey: Will Covid-19 leave universities in intensive care?’, 2020. [Online]. Available: https://www.timeshighereducation.com/features/leaders-survey-will-covid-19-leave-universities-intensive-care

[27]

J. Jesionkowska, F. Wild, M. Fominykh, and J. Molka-Danielsen, ‘Pandemic-Induced Constraints on Rapid Transformation to Digital Education’, 2020 [Online]. Available: http://ceur-ws.org/Vol-2676/paper3.pdf

[28]

M. Barber, ‘Gravity assist Propelling higher education towards a brighter future’. Office for students, 2021 [Online]. Available: https://www.officeforstudents.org.uk/publications/gravity-assist-propelling-higher-education-towards-a-brighter-future/

[29]

P. Sahu, ‘Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff’, Cureus, Apr. 2020, doi: 10.7759/cureus.7541. [Online]. Available: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7198094/

[30]

‘Learning and teaching reimagined’. JISC, 2020 [Online]. Available: https://www.jisc.ac.uk/sites/default/files/ltr-report-change-and-challenge-for-students-staff-and-leaders-aug-2020.pdf

[31]

J. E. Hollander and B. G. Carr, ‘Virtually Perfect? Telemedicine for Covid-19’, New England Journal of Medicine, vol. 382, no. 18, pp. 1679–1681, Apr. 2020, doi: 10.1056/NEJMp2003539.

[32]

‘Timeline: WHO’s COVID-19 response’, 2019. [Online]. Available: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/interactive-timeline#event-0

[33]

M. MacKay, ‘COVID-19 response: EdTech expertise strengthening remote learning transition’, 2020 [Online]. Available: https://www.imperial.ac.uk/news/196253/covid-19-response-edtech-expertise-strengthening-remote/

[34]

E. Aspinall, ‘08 Apr COVID-19 Timeline’. [Online]. Available: https://bfpg.co.uk/2020/04/covid-19-timeline/

[35]

‘Coronavirus’. [Online]. Available: https://www.who.int/health-topics/coronavirus#tab=tab_1

[36]

R. Ravi, ‘Lockdown of colleges and universities due to COVID-19: Any impact on the educational system in India?’, Journal of Education and Health Promotion, vol. 9, no. 1, 2020, doi: 10.4103/jehp.jehp_327_20.

[37]

M. H. Rajab, A. M. Gazal, and K. Alkattan, ‘Challenges to Online Medical Education During the COVID-19 Pandemic’, Cureus, Jul. 2020, doi: 10.7759/cureus.8966.

[38]

M. A. A. Mahdy, ‘The Impact of COVID-19 Pandemic on the Academic Performance of Veterinary Medical Students’, Frontiers in Veterinary Science, vol. 7, Oct. 2020, doi: 10.3389/fvets.2020.594261.

[39]

H. Mohamed Atwa, S. Ahmed, M. Kamel Shehata, R. Wells, and H. Ahmed Amin, ‘Step-by-step guide to managing the educational crisis: Lessons learned from COVID-19 pandemic’, Journal of Microscopy and Ultrastructure, vol. 8, no. 4, 2020, doi: 10.4103/jmau.jmau_79_20.

[40]

P. Barabari and K. Moharamzadeh, ‘Novel Coronavirus (COVID-19) and Dentistry–A Comprehensive Review of Literature’, Dentistry Journal, vol. 8, no. 2, May 2020, doi: 10.3390/dj8020053.

[41]

M. N. Ferrel and J. J. Ryan, ‘The Impact of COVID-19 on Medical Education’, Cureus, Mar. 2020, doi: 10.7759/cureus.7492.

[42]

A. M. Al‐Hosan, N. M. AlRajeh, and B. A. Arnout, ‘The role of university teaching staff members in cognitive awareness and raising the level of health protection, value, and moral of students through the  ‐19 pandemic’, Journal of Public Affairs, Aug. 2020, doi: 10.1002/pa.2332.

[43]

K. R. Devkota, ‘Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal’, International Review of Education, Mar. 2021, doi: 10.1007/s11159-021-09886-x.

[44]

S. Chandratre, ‘Medical Students and COVID-19: Challenges and Supportive Strategies’, Journal of Medical Education and Curricular Development, vol. 7, Jan. 2020, doi: 10.1177/2382120520935059.

[45]

K. Mansoor, S. Cassum, A. Hirji, A. David, and A. Aijaz, ‘Challenges in Teaching Palliative Care Module Virtually during COVID-19 Era’, Asia-Pacific Journal of Oncology Nursing, vol. 7, no. 4, 2020, doi: 10.4103/apjon.apjon_42_20.

[46]

A. Akers, C. Blough, and M. S. Iyer, ‘COVID-19 Implications on Clinical Clerkships and the Residency Application Process for Medical Students’, Cureus, Apr. 2020, doi: 10.7759/cureus.7800.

[47]

J. Drea, ‘Online? In Person? The Power of Letting Students Choose’, 2021 [Online]. Available: https://hbsp.harvard.edu/inspiring-minds/online-in-person-the-power-of-letting-students-choose?

[48]

E. C. Lim, V. M. Oh, D. Koh, and R. C. Seet, ‘The Challenges of "Continuing Medical Education” in a Pandemic Era’, vol. 38, no. 8, pp. 724–726, 2009 [Online]. Available: https://www.annals.edu.sg/pdf/38VolNo8Aug2009/V38N8p724.pdf

[49]

‘Severe Acute Respiratory Syndrome (SARS)’, 2003. [Online]. Available: https://www.who.int/health-topics/severe-acute-respiratory-syndrome#tab=tab_1

[50]

‘Education: From disruption to recovery’, 2020. [Online]. Available: https://en.unesco.org/covid19/educationresponse

[51]

V. Gewin, ‘Five tips for moving teaching online as COVID-19 takes hold’, Nature, vol. 580, no. 7802, pp. 295–296, Apr. 2020, doi: 10.1038/d41586-020-00896-7.

[52]

J. Lau and B. Y. R. Dasgupta, ‘Will the coronavirus make online education go viral?’, 2020 [Online]. Available: https://www.timeshighereducation.com/features/will-coronavirus-make-online-education-go-viral

[53]

B. Murphy, ‘COVID-19: How the virus is impacting medical schools’, 2020 [Online]. Available: https://www.ama-assn.org/delivering-care/public-health/covid-19-how-virus-impacting-medical-schools

[54]

M. Pareek et al., ‘Ethnicity and COVID-19: an urgent public health research priority’, The Lancet, vol. 395, no. 10234, pp. 1421–1422, May 2020, doi: 10.1016/S0140-6736(20)30922-3.

[55]

E. Nordmann et al., ‘10 simple rules for supporting a temporary online pivot in higher education’, 27AD [Online]. Available: https://psyarxiv.com/qdh25

[56]

J. Peto et al., ‘Universal weekly testing as the UK COVID-19 lockdown exit strategy’, The Lancet, vol. 395, no. 10234, pp. 1420–1421, May 2020, doi: 10.1016/S0140-6736(20)30936-3.

[57]

R. Horton, ‘Offline: CoHERE—a call for a post-pandemic health strategy’, The Lancet, vol. 395, no. 10232, Apr. 2020, doi: 10.1016/S0140-6736(20)30895-3.

[58]

E. Dill, K. Fischer, B. McMurtrie, and b Supiano, ‘As Coronavirus Spreads, the Decision to Move Classes Online Is the First Step. What Comes Next?’, 2020 [Online]. Available: https://www.chronicle.com/article/as-coronavirus-spreads-the-decision-to-move-classes-online-is-the-first-step-what-comes-next/?

[59]

C. Prati, G. A. Pelliccioni, V. Sambri, S. Chersoni, and M. G. Gandolfi, ‘COVID‐19: its impact on dental schools in Italy, clinical problems in endodontic therapy and general considerations’, International Endodontic Journal, vol. 53, no. 5, pp. 723–725, May 2020, doi: 10.1111/iej.13291.

[60]

C. Rapanta, L. Botturi, P. Goodyear, L. Guàrdia, and M. Koole, ‘Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity’, Postdigital Science and Education, vol. 2, no. 3, pp. 923–945, Oct. 2020, doi: 10.1007/s42438-020-00155-y.

[61]

C. Rapanta, L. Botturi, P. Goodyear, L. Guàrdia, and M. Koole, ‘Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education’, Postdigital Science and Education, Aug. 2021, doi: 10.1007/s42438-021-00249-1.

[62]

S. Dost, A. Hossain, M. Shehab, A. Abdelwahed, and L. Al-Nusair, ‘Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students’, BMJ Open, vol. 10, no. 11, Nov. 2020, doi: 10.1136/bmjopen-2020-042378.

[63]

S. Dhawan, ‘Online Learning: A Panacea in the Time of COVID-19 Crisis’, Journal of Educational Technology Systems, vol. 49, no. 1, pp. 5–22, Sep. 2020, doi: 10.1177/0047239520934018.

[64]

L. R. Amir et al., ‘Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia’, BMC Medical Education, vol. 20, no. 1, Dec. 2020, doi: 10.1186/s12909-020-02312-0.

[65]

G. Baxter and T. Hainey, ‘Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery’, Journal of Research in Innovative Teaching & Learning, Mar. 2022, doi: 10.1108/JRIT-12-2021-0086.

[66]

C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, ‘The Difference Between Emergency Remote Teaching and Online Learning’, 2020 [Online]. Available: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

[67]

H. Knight et al., ‘Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study’, International Journal of Environmental Research and Public Health, vol. 18, no. 20, Oct. 2021, doi: 10.3390/ijerph182010675.

[68]

M. Nurunnabi, N. Almusharraf, and D. Aldeghaither, ‘Mental health and well-being during the COVID-19 pandemic in higher education: Evidence from G20 countries’, Journal of Public Health Research, vol. 9, no. s1, Jan. 2021, doi: 10.4081/jphr.2020.2010.

[69]

E. Nordman and C. Horlin, ‘Lecture recordings make for inclusive learning’, 2023 [Online]. Available: https://wonkhe.com/blogs/lecture-recordings-make-for-inclusive-learning/

[70]

I. Scott, ‘Education during  ‐19: pivots and consequences’, The Clinical Teacher, vol. 17, no. 4, pp. 443–444, Aug. 2020, doi: 10.1111/tct.13225.

[71]

‘UNITWIN/UNESCO Chair holders institutional responses to COVID-19: preliminary results of a survey conducted in April 2020’. UNESCO, 2020 [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000377254

[72]

J. McPake, L. Plowman, and C. Stephen, ‘Pre-school children creating and communicating with digital technologies in the home’, British Journal of Educational Technology, vol. 44, no. 3, pp. 421–431, May 2013, doi: 10.1111/j.1467-8535.2012.01323.x.

[73]

‘Digital Education Virtual Graduation, November 2017’, 2017. [Online]. Available: https://media.ed.ac.uk/media/Digital+Education+Virtual+Graduation%2C+November+2017/1_3uyjbwjy

[74]

L. Burke, ‘Virtual Classes in a Virtual World’, 22AD [Online]. Available: https://www.insidehighered.com/digital-learning/article/2019/11/22/stanford-conducts-classes-virtual-world

[75]

L. Mon, ‘A Virtual Graduation Ceremony for Online Distance Students’, 15AD [Online]. Available: https://er.educause.edu/articles/2010/12/a-virtual-graduation-ceremony-for-online-distance-students

[76]

V. Westbrook, ‘The virtual learning future’, Teaching in Higher Education, vol. 11, no. 4, pp. 471–482, Oct. 2006, doi: 10.1080/13562510600874276.

[77]

‘Digital multimedia sharing in virtual worlds’. [Online]. Available: https://patents.google.com/patent/US20090106671A1/en

[78]

Z. Zauber, ‘Graduation for University of Washington Certificate in Virtual Worlds’, 3AD. [Online]. Available: https://zinniazauber.wordpress.com/2009/09/03/graduation-for-university-of-washington-certificate-in-virtual-worlds/

[79]

‘University of Edinburgh - Virtual Graduation Ceremonies’, 2009. [Online]. Available: http://vue.ed.ac.uk/graduation.html

[80]

‘Graduates Start a New Life via Second Life’, 2010. [Online]. Available: https://online.bryantstratton.edu/slgraduation/

[81]

‘ETEC Virtual Graduation in Second Life’, 2013. [Online]. Available: https://coe.hawaii.edu/about/events/2013/04/etec-virtual-graduation-second-life

[82]

K. Feddy, ‘“Virtual” graduation ceremony’, 27AD. [Online]. Available: https://www.manchestereveningnews.co.uk/news/uk-news/virtual-graduation-ceremony-910609https://www.manchestereveningnews.co.uk/news/uk-news/virtual-graduation-ceremony-910609

[83]

D. Voyager, ‘2019 Mobile Apps For Second Life’, 30AD. [Online]. Available: https://danielvoyager.wordpress.com/2019/01/30/2019-mobile-apps-for-second-life/

[84]

L. Burke, ‘Virtual Classes in a Virtual World’, 22AD. [Online]. Available: https://www.insidehighered.com/digital-learning/article/2019/11/22/stanford-conducts-classes-virtual-world

[85]

J. L. Klink, A. Byars-Winston, and L. L. Bakken, ‘Coping efficacy and perceived family support: potential factors for reducing stress in premedical students’, Medical Education, vol. 42, no. 6, pp. 572–579, Jun. 2008, doi: 10.1111/j.1365-2923.2008.03091.x.

[86]

J. D. Hawthorne, ‘Virtual Event Attendance Systems’, 2006. [Online]. Available: https://patents.google.com/patent/US20080147430A1/en

[87]

‘“Virtual graduation” for students’, 2009. [Online]. Available: http://news.bbc.co.uk/1/hi/scotland/edinburgh_and_east/8378291.stm

[88]

‘Robot dons gown in virtual graduation ceremony’, 2018. [Online]. Available: https://www.bbc.co.uk/news/uk-scotland-glasgow-west-46399507

[89]

‘Robot stands in for US student at graduation’, 2018. [Online]. Available: https://www.bbc.co.uk/news/av/world-us-canada-44145602/robot-stands-in-for-us-student-at-graduation

[90]

S. Colbert, ‘Robots replace students at Japan graduation ceremony amid Covid-19 outbreak – video’, 2020. [Online]. Available: https://www.theguardian.com/world/video/2020/apr/08/robots-replace-students-at-japan-graduation-ceremony-amid-covid-19-outbreak-video

[91]

A. Klempka and A. Stimson, ‘Anonymous Communication on the Internet and Trolling’, vol. 1, 1AD [Online]. Available: https://digitalcommons.csp.edu/cgi/viewcontent.cgi?article=1001&context=comjournal

[92]

‘Digital multimedia sharing in virtual worlds’, 2007. [Online]. Available: https://patents.google.com/patent/US20090106671A1/en

[93]

‘Graduating Student Attends Convocation Via Robot’, 2015. [Online]. Available: https://cehd.gmu.edu/news/stories/graduating-student-attends-convocation-via-robot

[94]

J. D. Hawthorne, ‘Virtual Event Attendance Systems’, 2006. [Online]. Available: https://patents.google.com/patent/US20080147430A1/en

[95]

M. Meisewnzahl, ‘The avatars were controlled by the few graduates who physically attended the ceremony’, 2020. [Online]. Available: https://www.businessinsider.com/university-in-japan-used-robots-for-virtual-graduation-2020-4?r=US&IR=T#when-a-graduates-name-was-called-the-avatar-moved-to-the-universitys-president-omae-kenichi-who-stood-on-stage-the-graduates-face-appeared-on-the-tablet-so-they-could-experience-receiving-a-diploma-6

[96]

‘History of Graduation’. [Online]. Available: https://universitystory.gla.ac.uk/history-of-graduation/

[97]

D. Voyager, ‘2019 Mobile Apps For Second Life’, 2019. [Online]. Available: https://danielvoyager.wordpress.com/2019/01/30/2019-mobile-apps-for-second-life/

[98]

E. Campbell, ‘Twitter trolls: time for academics to fight back?’, 8AD. [Online]. Available: https://www.timeshighereducation.com/blog/twitter-trolls-time-academics-fight-back

[99]

A. Tattersall, ‘Don’t be a giraffe – How to avoid trolls on academic social media’, 8AD. [Online]. Available: https://blogs.lse.ac.uk/impactofsocialsciences/2019/04/08/dont-be-a-giraffe-how-to-avoid-trolls-on-academic-social-media/

[100]

T. Clarke, ‘Social Media Trolls: A Practical Guide for Dealing With Impossible People’, 28AD. [Online]. Available: https://blog.hootsuite.com/how-to-deal-with-trolls-on-social-media/

[101]

A. Rackham, ‘Disability blogger: “Trolls said I was too ugly for selfies, so I hit back”’, 11AD. [Online]. Available: https://www.bbc.co.uk/news/newsbeat-49662140

[102]

H. Waller, ‘As trolls invade, Zoom vows action’, 5AD. [Online]. Available: https://www.bostonglobe.com/business/2020/04/05/trolls-invade-zoom-vows-action/G6uIeGFl8iSDsqyZMhQ2MO/story.html

[103]

L. McKenzie, ‘“Zoombies” Take Over Online Classrooms’, 3AD. [Online]. Available: https://www.insidehighered.com/news/2020/04/03/zoombombing-isn%E2%80%99t-going-away-and-it-could-get-worse

[104]

‘Rapid Evidence Assessment: The Prevalence and Impact of Online Trolling’. UK Government Department for Digital, Culture, Media and Sport [Online]. Available: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/811449/DCMS_REA_Online_trolling_.pdf

[105]

A. Gibbons, ‘Coronavirus: Teachers warned of “zoombombing” risk’, 2AD. [Online]. Available: https://www.tes.com/news/coronavirus-teachers-warned-zoombombing-risk

[106]

‘World Changers Welcome Brand Toolkit’. [Online]. Available: https://www.gla.ac.uk/myglasgow/staff/brandtoolkit/universitycampaigns/worldchangerswelcome/

[107]

‘Students In Japan Have Been Having Their Graduation Ceremony In Minecraft Because Of Coronavirus’. [Online]. Available: https://www.awesomeinventions.com/graduation-ceremony-in-minecraft/

[108]

R. Neate, ‘Zoom booms as demand for video-conferencing tech grows’, 31AD. [Online]. Available: https://www.theguardian.com/technology/2020/mar/31/zoom-booms-as-demand-for-video-conferencing-tech-grows-in-coronavirus-outbreak

[109]

‘Coronavirus: Zoom under increased scrutiny as popularity soars’, 1AD. [Online]. Available: https://www.bbc.co.uk/news/business-52115434

[110]

J. Novet, ‘Why Zoom has become the darling of remote workers during the COVID-19 crisis’, 21AD. [Online]. Available: https://www.cnbc.com/2020/03/21/why-zoom-has-become-darling-of-remote-workers-amid-covid-19-outbreak.html

[111]

L. Amen, ‘May 2020 graduates invited to virtual celebration’, 17AD. [Online]. Available: https://news.unl.edu/newsrooms/today/article/may-2020-graduates-invited-to-virtual-celebration/

[112]

A. Favila, ‘Photo: “Cyber-graduation” in Manila’. [Online]. Available: https://www.nbcnews.com/health/health-news/live-blog/2020-05-22-coronavirus-news-n1212671/ncrd1212851#blogHeader

[113]

T. Desk, ‘Watch: Students from the Philippines attend cyber-graduation ceremony’, 23AD. [Online]. Available: https://indianexpress.com/article/trending/trending-globally/cyber-graduation-virtual-graduation-philippine-high-school-graduation-6423820/

[114]

‘Watch: Filipino students attend "cyber-graduation” ceremony’, 22AD. [Online]. Available: https://twitter.com/TIME/status/1263866493420396544?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1263866493420396544%7Ctwgr%5E&ref_url=https%3A%2F%2Findianexpress.com%2Farticle%2Ftrending%2Ftrending-globally%2Fcyber-graduation-virtual-graduation-philippine-high-school-graduation-6423820%2F

[115]

‘Virtual graduation to mark momentous day for medical students’, 3AD. [Online]. Available: https://www.ncl.ac.uk/press/articles/latest/2020/04/virtualgraduation/

[116]

L. Gallon, A. Abenia, F. Dubergey, and M. Negui, ‘Using a Telepresence robot in an educational context’, 2019 [Online]. Available: https://hal-univ-pau.archives-ouvertes.fr/hal-02410364/document

[117]

J. Bell, W. Cain, A. Peterson, and C. Cheng, ‘From 2D to Kubi to Doubles: Designs for Student Telepresence in Synchronous Hybrid Classrooms’, vol. 7, no. 3, 2016 [Online]. Available: https://www.learntechlib.org/p/209594/

[118]

A. Kristoffersson, S. Coradeschi, and A. Loutfi, ‘A Review of Mobile Robotic Telepresence’, Advances in Human-Computer Interaction, vol. 2013, pp. 1–17, 2013, doi: 10.1155/2013/902316.

[119]

V. A. Newhart, ‘Virtual inclusion via telepresence robots in the classroom’, in Proceedings of the extended abstracts of the 32nd annual ACM conference on Human factors in computing systems - CHI EA ’14, 2014, pp. 951–956, doi: 10.1145/2559206.2579417 [Online]. Available: http://dl.acm.org/citation.cfm?doid=2559206.2579417

[120]

S.-S. Yun, M. Kim, and M.-T. Choi, ‘Easy Interface and Control of Tele-education Robots’, International Journal of Social Robotics, vol. 5, no. 3, pp. 335–343, Aug. 2013, doi: 10.1007/s12369-013-0192-0.

[121]

P. Thompson and S. Chaivist, ‘Telepresence Robots as Embodied Agents in the Classroom’, pp. 911–912, 2019 [Online]. Available: https://repository.isls.org/bitstream/1/1726/1/911-912.pdf

[122]

K. Hasegawa and Y. Nakauchi, ‘Facilitation of telepresence robot turn-takings by gesture exaggeration’, in 2014 IEEE/SICE International Symposium on System Integration, Dec. 2014, pp. 650–654, doi: 10.1109/SII.2014.7028115 [Online]. Available: http://ieeexplore.ieee.org/document/7028115/

[123]

S. Yun, J. Shin, D. Kim, C. G. Kim, M. Kim, and M.-T. Choi, ‘Engkey: Tele-education Robot’, in Social Robotics, vol. 7072, B. Mutlu, C. Bartneck, J. Ham, V. Evers, and T. Kanda, Eds. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011, pp. 142–152 [Online]. Available: http://link.springer.com/10.1007/978-3-642-25504-5_15

[124]

E. Cha, S. Chen, and M. J. Mataric, ‘Designing telepresence robots for K-12 education’, in 2017 26th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN), Aug. 2017, pp. 683–688, doi: 10.1109/ROMAN.2017.8172377 [Online]. Available: http://ieeexplore.ieee.org/document/8172377/

[125]

B. Gleason and C. Greenhow, ‘Hybrid Education: The Potential of Teaching and Learning with Robot-Mediated Communication’, vol. 21, no. 4, 2017 [Online]. Available: https://www.learntechlib.org/p/183770/

[126]

N. Soares, J. C. Kay, and G. Craven, ‘Mobile Robotic Telepresence Solutions for the Education of Hospitalized Children’, vol. 1e, 2017 [Online]. Available: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5653953/

[127]

F. Tanaka, T. Takahashi, S. Matsuzoe, N. Tazawa, and M. Morita, ‘Child-operated telepresence robot: A field trial connecting classrooms between Australia and Japan’, in 2013 IEEE/RSJ International Conference on Intelligent Robots and Systems, Nov. 2013, pp. 5896–5901, doi: 10.1109/IROS.2013.6697211 [Online]. Available: http://ieeexplore.ieee.org/document/6697211/

[128]

V. A. Newhart, J. Olson, M. Warschauer, and J. Eccles, ‘Go home and get better: An exploration of inequitable educational services for homebound children’, 2017 [Online]. Available: https://escholarship.org/uc/item/8js3h9zc

[129]

K. W. C. Shin and J. Han, ‘Children’s perceptions of and interactions with a telepresence robot’, in 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI), Mar. 2016, pp. 521–522, doi: 10.1109/HRI.2016.7451836 [Online]. Available: http://ieeexplore.ieee.org/document/7451836/

[130]

C. Hakan Gurkanli, ‘Exploring design requirements for educational robots used in K-12 education from educator’s perspective’, Middle East Technical University, 2018 [Online]. Available: http://etd.lib.metu.edu.tr/upload/12622743/index.pdf

[131]

R. Yamamoto, H. Sekimoto, and K. Kubota, ‘Studying a Tele-Presence Robot Installed into a Hospital Classroom’, vol. 10, no. 1, pp. 53–62, 2016 [Online]. Available: http://jaems.jp/contents/icomej/vol10/7_yamamoto.pdf

[132]

‘Telepresence robot system for English tutoring’, in 2010 IEEE Workshop on Advanced Robotics and its Social Impacts, Oct. 2010, pp. 152–155, doi: 10.1109/ARSO.2010.5679999 [Online]. Available: http://ieeexplore.ieee.org/document/5679999/

[133]

N. T. Fitter, Y. Chowdhury, E. Cha, L. Takayama, and M. J. Matarić, ‘Evaluating the Effects of Personalized Appearance on Telepresence Robots for Education’, in Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction  - HRI ’18, 2018, pp. 109–110, doi: 10.1145/3173386.3177030 [Online]. Available: http://dl.acm.org/citation.cfm?doid=3173386.3177030

[134]

V. A. Newhart, M. Warschauer, and L. Sender, ‘Virtual Inclusion via Telepresence Robots in the Classroom: An Exploratory Case Study’, vol. 23, no. 4, pp. 9–25, 2016 [Online]. Available: https://escholarship.org/uc/item/9zm4h7nf

[135]

V. A. Newhart and J. S. Olson, ‘My Student is a Robot’, in Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems  - CHI ’17, 2017, pp. 342–347, doi: 10.1145/3025453.3025809 [Online]. Available: http://dl.acm.org/citation.cfm?doid=3025453.3025809

[136]

V. Ahumada-Newhart and J. S. Olson, ‘Going to School on a Robot’, ACM Transactions on Computer-Human Interaction, vol. 26, no. 4, pp. 1–28, Jun. 2019, doi: 10.1145/3325210.

[137]

V. A. Newhart and J. S. Olson, ‘My Student is a Robot’, in Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems  - CHI ’17, 2017, pp. 342–347, doi: 10.1145/3025453.3025809 [Online]. Available: http://dl.acm.org/citation.cfm?doid=3025453.3025809

[138]

S. Bayne, ‘Teacherbot: interventions in automated teaching’, Teaching in Higher Education, vol. 20, no. 4, pp. 455–467, May 2015, doi: 10.1080/13562517.2015.1020783.

[139]

A. Edwards, C. Edwards, P. R. Spence, C. Harris, and A. Gambino, ‘Robots in the classroom: Differences in students’ perceptions of credibility and learning between "teacher as robot” and "robot as teacher”’, Computers in Human Behavior, vol. 65, pp. 627–634, Dec. 2016, doi: 10.1016/j.chb.2016.06.005.

[140]

H. Macleod, C. Sinclair, J. Haywood, and A. Woodgate, ‘Massive Open Online Courses: designing for the unknown learner’, Teaching in Higher Education, vol. 21, no. 1, pp. 13–24, Jan. 2016, doi: 10.1080/13562517.2015.1101680.

[141]

W. Cain, J. Bell, and C. Cheng, ‘Implementing Robotic Telepresence in a Synchronous Hybrid Course’, in 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), Jul. 2016, pp. 171–175, doi: 10.1109/ICALT.2016.79 [Online]. Available: http://ieeexplore.ieee.org/document/7756950/

[142]

D. Sampsel, P. Vermeersch, and C. R. Doarn, ‘Utility and Effectiveness of a Remote Telepresence Robotic System in Nursing Education in a Simulated Care Environment’, Telemedicine and e-Health, vol. 20, no. 11, pp. 1015–1020, Nov. 2014, doi: 10.1089/tmj.2014.0038.

[143]

M. Lei, I. M. Clemente, and Y. Hu, ‘Engagement data of robotic students in a synchronous-hybrid course’, Data in Brief, vol. 24, Jun. 2019, doi: 10.1016/j.dib.2019.103822.

[144]

A. Rudolph et al., ‘Integrating Telepresence Robots Into Nursing Simulation’, Nurse Educator, vol. 42, no. 2, pp. E1–E4, 2017, doi: 10.1097/NNE.0000000000000329.

[145]

M. S. L. Khan and S. ur Réhman, ‘Embodied Head Gesture and Distance Education’, Procedia Manufacturing, vol. 3, pp. 2034–2041, 2015, doi: 10.1016/j.promfg.2015.07.251.

[146]

E. Luévano, E. L. de Lara, and J. E. Castro, ‘Use of Telepresence and Holographic Projection Mobile Device for College Degree Level’, Procedia Computer Science, vol. 75, pp. 339–347, 2015, doi: 10.1016/j.procs.2015.12.256.

[147]

D. Sampsel, G. Bharwani, D. Mehling, and S. Smith, ‘Robots as Faculty: Student and Faculty Perceptions’, Clinical Simulation in Nursing, vol. 7, no. 6, pp. e209–e218, Nov. 2011, doi: 10.1016/j.ecns.2010.02.009.

[148]

L. Butler, C. Bullin, J. Bally, M. Tomtene, and E. Neuls, ‘Learn Where You Live, Teach From a Distance: Choosing the Best Technology for Distributed Nursing Education’, vol. 43, 2016 [Online]. Available: https://thenorthernreview.ca/index.php/nr/article/view/590

[149]

M. Denojean-Mairet, ‘Telepresence Robot Enable Remote Lab in Distance Education’, Athabasca University Library, 2016 [Online]. Available: https://dt.athabascau.ca/jspui/handle/10791/189

[150]

N. Khojasteh, C. Liu, and S. R. Fussell, ‘Understanding Undergraduate Students’ Experiences of Telepresence Robots on Campus’, in Conference Companion Publication of the 2019 on Computer Supported Cooperative Work and Social Computing  - CSCW ’19, 2019, pp. 241–246, doi: 10.1145/3311957.3359450 [Online]. Available: http://dl.acm.org/citation.cfm?doid=3311957.3359450

[151]

A. Silvera, Accessibility Innovation in Higher Education Through Telepresence Robots. University of Victoria Library, 2019 [Online]. Available: https://venus.library.uvic.ca:8443/handle/1828/10779

[152]

E. Wertzberger, ‘The Future of Field Experiences in Distance Education’:, Theory & Practice in Rural Education, vol. 9, no. 2, pp. 35–46, Oct. 2019, doi: 10.3776/tpre.2019.v9n2p35-46.

[153]

H. Collins, H. Glover, F. Myers, and M. Watson, ‘Automation in distance learning: an empirical study of unlearning and academic identity change linked to automation of student messaging within distance learning’, 2016 [Online]. Available: http://oro.open.ac.uk/46254/

[154]

A. Reis, M. Martins, P. Martins, J. Sousa, and J. Barroso, ‘Telepresence Robots in the Classroom: The State-of-the-Art and a Proposal for a Telepresence Service for Higher Education’, in Technology and Innovation in Learning, Teaching and Education, vol. 993, M. Tsitouridou, J. A. Diniz, and T. A. Mikropoulos, Eds. Cham: Springer International Publishing, 2019, pp. 539–550 [Online]. Available: http://link.springer.com/10.1007/978-3-030-20954-4_41

[155]

G. Dimitoglou, ‘Telepresence: evaluation of robot stand-ins for remote student learning’, vol. 35, no. 3, 2019, doi: 10.5555/3381569.3381582. [Online]. Available: https://dl.acm.org/doi/abs/10.5555/3381569.3381582

[156]

M. Molloy, R. J. Shaw, J. Vaughn, and R. Hueckel, ‘An Innovative Use of Telepresence Robots for Educating Healthcare Professional’, vol. 225, pp. 989–990, 2016, doi: 10.3233/978-1-61499-658-3-989. [Online]. Available: http://ebooks.iospress.nl/publication/43291

[157]

E. Guizzo, ‘When My Avatar Went to Work’, IEEE Spectrum, vol. 47, no. 9, pp. 26–50, Sep. 2010, doi: 10.1109/MSPEC.2010.5557512.

[158]

M. S. L. Khan and S. ur Réhman, ‘Embodied Head Gesture and Distance Education’, Procedia Manufacturing, vol. 3, pp. 2034–2041, 2015, doi: 10.1016/j.promfg.2015.07.251.

[159]

M. Denojean-Mairet, Q. Tan, F. Pivot, and M. Ally, ‘A Ubiquitous Computing Platform - Affordable Telepresence Robot Design and Applications’, in 2014 IEEE 17th International Conference on Computational Science and Engineering, Dec. 2014, pp. 793–798, doi: 10.1109/CSE.2014.162 [Online]. Available: http://ieeexplore.ieee.org/document/7023672/

[160]

M. C. Davis, D. D. Can, J. Pindrik, B. G. Rocque, and J. M. Johnston, ‘Virtual Interactive Presence in Global Surgical Education: International Collaboration Through Augmented Reality’, World Neurosurgery, vol. 86, pp. 103–111, Feb. 2016, doi: 10.1016/j.wneu.2015.08.053.

[161]

M. Zhang, P. Duan, Z. Zhang, and S. Esche, ‘Development of Telepresence Teaching Robots With Social Capabilities’, in Volume 5: Engineering Education, Nov. 2018, doi: 10.1115/IMECE2018-86686 [Online]. Available: https://asmedigitalcollection.asme.org/IMECE/proceedings/IMECE2018/52064/Pittsburgh,%20Pennsylvania,%20USA/276416

[162]

K. M. Tsui and H. A. Yanco, ‘Design Challenges and Guidelines for Social Interaction Using Mobile Telepresence Robots’, Reviews of Human Factors and Ergonomics, vol. 9, no. 1, pp. 227–301, Nov. 2013, doi: 10.1177/1557234X13502462.

[163]

I. Rae, ‘Using robot-mediated communication to improve remote collaboration’, in CHI ’13 Extended Abstracts on Human Factors in Computing Systems on - CHI EA ’13, 2013, doi: 10.1145/2468356.2468709 [Online]. Available: http://dl.acm.org/citation.cfm?doid=2468356.2468709

[164]

D. Jadhav, P. Shah, and H. Shah, ‘A Study to Design VI Classrooms Using Virtual Reality Aided Telepresence’, in 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT), Jul. 2018, pp. 319–321, doi: 10.1109/ICALT.2018.00080 [Online]. Available: https://ieeexplore.ieee.org/document/8433527/

[165]

M. Lei, I. M. Clemente, and Y. Hu, ‘Student in the shell: The robotic body and student engagement’, Computers & Education, vol. 130, pp. 59–80, Mar. 2019, doi: 10.1016/j.compedu.2018.11.008.

[166]

K. Hasegawa and Y. Nakauchi, ‘Telepresence robot that exaggerates non-verbal cues for taking turns in multi-party teleconferences’, in Proceedings of the second international conference on Human-agent interaction - HAI ’14, 2014, pp. 293–296, doi: 10.1145/2658861.2658945 [Online]. Available: http://dl.acm.org/citation.cfm?doid=2658861.2658945

[167]

E. Alerby and N. Ekberg, The Digital Student: Beyond the Boundaries of the Body. NERA 2020 congress, 4-6 March, 2020, Turku, Finland, 2020 [Online]. Available: http://ltu.diva-portal.org/smash/record.jsf?pid=diva2%3A1417762&dswid=8049

[168]

N. M. Preradović and P. Jandrić, ‘USING VIDEO JOURNALS IN ACADEMIC SERVICE-LEARNING’, vol. 4, no. 4, pp. 407–419, 2016 [Online]. Available: https://hrcak.srce.hr/file/258023

[169]

M. Brown, M. Keppell, H. Hughes, N. Hard, S. Shillington, and L. Smith, ‘Superficial social inclusion? Reflections from first-time distance learners. A Practice Report’, The International Journal of the First Year in Higher Education, vol. 3, no. 2, Jul. 2012, doi: 10.5204/intjfyhe.v3i2.130.

[170]

M. Brown, M. Keppell, H. Hughes, N. Hard, and L. Smith, ‘Exploring the disconnections: Student interaction with support services upon commencement of distance education’, The International Journal of the First Year in Higher Education, vol. 4, no. 2, Jul. 2013, doi: 10.5204/intjfyhe.v4i2.171.

[171]

O. O. Moses, ‘Improving Mobile Learning with Enhanced Shih’s Model of Mobile Learning’, vol. 5, no. 11, pp. 22–28 [Online]. Available: https://eric.ed.gov/?id=ED504950

[172]

R. Sharpe, H. Beetham, G. Benfield, E. DeCicco, and E. Lessner, ‘Learners Experiences of E­learning Synthesis Report: Explaining Learner Differences’. JISC [Online]. Available: https://s3.amazonaws.com/academia.edu.documents/31859768/lxp2finalsynthesis.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1547728835&Signature=xL2%2FliindgsWItEKPm7AIrVoO34%3D&response-content-disposition=inline%3B%20filename%3DLearners_Experiences_of_E_learning_Synth.pdf

[173]

M. Brown, H. Hughes, M. Keppell, N. Hard, and L. Smith, ‘Stories from Students in Their First Semester of Distance Learning’, The International Review of Research in Open and Distributed Learning, vol. 16, no. 4, Nov. 2015, doi: 10.19173/irrodl.v16i4.1647.

[174]

M. Brown, H. Hughes, M. Keppell, N. Hard, and L. Smith, ‘In their own words: Student stories of seeking learning support’, Open Praxis, vol. 5, no. 4, Nov. 2013, doi: 10.5944/openpraxis.5.4.87.

[175]

A. F. Doubleday and S. J. Wille, ‘We are what we do: Examining learner-generated content in the anatomy laboratory through the lens of activity theory’, Anatomical Sciences Education, vol. 7, no. 5, pp. 361–369, Sep. 2014, doi: 10.1002/ase.1434.

[176]

M. Brown, H. Hughes, and L. Delaney, ‘Giving Voice to Distance Learners: Methodological Decisions and Challenges’, 2015 [Online]. Available: http://www.eurodl.org/index.php?p=special&sp=articles&inum=6&article=673&article=682

[177]

O. Conrad, ‘Community of Inquiry and Video in Higher Education: Engaging Students Online’ [Online]. Available: https://eric.ed.gov/?id=ED556456

[178]

B. Farmer, A. Yue, and C. Brooks, ‘Using blogging for higher order learning in large cohort university teaching: A case study’, Australasian Journal of Educational Technology, vol. 24, no. 2, Feb. 2008, doi: 10.14742/ajet.1215.

[179]

K. Safford and J. Stinton, ‘Barriers to blended digital distance vocational learning for non-traditional students’, British Journal of Educational Technology, vol. 47, no. 1, pp. 135–150, Jan. 2016, doi: 10.1111/bjet.12222.

[180]

J. Watkins and M. Wilkins, ‘Using YouTube in the EFL Classroom’, Language Education in Asia, vol. 2, no. 1, pp. 113–119, Aug. 2011, doi: 10.5746/LEiA/11/V2/I1/A09/Watkins_Wilkins.

[181]

P. Kelly and C. Stevens, ‘Narrowing the distance: using e-learner support to enhance the student experience’, 2009 [Online]. Available: http://www.eurodl.org/index.php?p=archives&year=2009&halfyea&article=380

[182]

M. Brown and H. Hughes, Understanding the student experience: Doing things better in studying first-time distance learners. European Distance and E-Learning Network 2014 Research Workshop, 27AD [Online]. Available: http://www.eden-online.org/wp-content/uploads/2016/05/RW_2014_Oxford_Proceedings_NAP.pdf#page=69

[183]

R. O’Dowd, ‘Online Intercultural Exchanges’, in The Encyclopedia of Applied Linguistics, C. A. Chapelle, Ed. Oxford, UK: Blackwell Publishing Ltd, 2012 [Online]. Available: http://doi.wiley.com/10.1002/9781405198431.wbeal1194

[184]

T. Andrews, B. Tynan, and K. Backstrom, Distance learners’ use of non-institutional social media to  augment and enhance their learning experience. ASCILITE 2012: 29th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Future Challenges, Sustainable Futures, 25AD [Online]. Available: https://eprints.usq.edu.au/22699/

[185]

Language learning strategies in independent settings. Clevedon: Multilingual Matters, 2008.

[186]

A. L. Jefferies, R. S. Hyde, and P. R. Bullen, ‘“How it was for me…”: First steps on our Learners’ Journeys through HE’, 2008 [Online]. Available: https://uhra.herts.ac.uk/handle/2299/3625

[187]

A. Jefferies, P. Bullen, and R. Hyde, ‘Researching Learners’ Journeys : STROLL: a JISC funded project (Student Reflections On Lifelong e-Learning)’, 1AD [Online]. Available: https://uhra.herts.ac.uk/handle/2299/8293

[188]

M. Brown, M. Keppell, H. Hughes, N. Hard, and L. Smith, Stories of learning spaces from distant places. 36th Higher Education Research and Development Society of Australasia Conference (HERDSA 2013): The Place of Learning and Teaching, 1AD [Online]. Available: https://eprints.usq.edu.au/24060/

[189]

A. Bellocchi, K. A. Mills, and S. M. Ritchie, ‘Emotional experiences of preservice science teachers in online learning: the formation, disruption and maintenance of social bonds’, Cultural Studies of Science Education, vol. 11, no. 3, pp. 629–652, Sep. 2016, doi: 10.1007/s11422-015-9673-9.

[190]

S. Gregory and M. Bannister-Tyrrell, ‘Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning’, Research and Practice in Technology Enhanced Learning, vol. 12, no. 1, Dec. 2017, doi: 10.1186/s41039-017-0059-3.

[191]

M. Brown, M. Keppell, H. Hughes, N. Hard, S. Shillington, and L. Smith, Living the new normal: reflections on the experiences of  first-time distance learners. ASCILITE 2012: 29th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Future Challenges, Sustainable Futures, 25AD [Online]. Available: https://eprints.usq.edu.au/24963/

[192]

K.-A. L. Kuhn, R. Russell-Bennett, and S. Rundle-Thiele, ‘Promoting Student Learning with Online Videos: A Research Agenda’, in Proceedings of the 2010 Academy of Marketing Science (AMS) Annual Conference, D. R. Deeter-Schmelz, Ed. Cham: Springer International Publishing, 2015, pp. 206–210 [Online]. Available: http://link.springer.com/10.1007/978-3-319-11797-3_118

[193]

J. T. Nagy, ‘Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model’, The International Review of Research in Open and Distributed Learning, vol. 19, no. 1, Feb. 2018, doi: 10.19173/irrodl.v19i1.2886.

[194]

S. J. Shannon, R. L. Francis, Y. L. Chooi, and S. L. Ng, ‘Approaches to the use of blended learning in teaching tectonics of design to architecture/design and architectural engineering students’, Architectural Science Review, vol. 56, no. 2, pp. 131–140, May 2013, doi: 10.1080/00038628.2012.744688.

[195]

A. Jefferies, ‘Video diaries: a discussion of their use for researching the learner experience in higher education’, International Journal of Learning Technology, vol. 10, no. 3, 2015, doi: 10.1504/IJLT.2015.072359.

[196]

J. McDowell, VELOCITy: Video Enhanced Learning Opportunities in Computing and Information Technology. British Educational Research Association Conference, 4AD [Online]. Available: http://eprints.hud.ac.uk/id/eprint/19912/

[197]

M. Brown, H. Hughes, M. Keppell, S. Shillington, and L. Smith, Lights, camera, action: Gathering experiences of first time distance learners. Ascilite 2011 Hobart, 4AD [Online]. Available: https://s3.amazonaws.com/academia.edu.documents/31832693/Brown-concise.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1547745256&Signature=1AA5GpaOPDaXuyRSX%2BpPuxOb6KM%3D&response-content-disposition=inline%3B%20filename%3DLights_Camera_Action_Gathering_Experienc.pdf

[198]

T. Andrews and B. Tyman, ‘Learner Characteristics and Patterns of Online Learning: How Online Learners Successfully Manage their Learning’, 2015 [Online]. Available: http://www.eurodl.org/index.php?p=special&sp=articles&inum=6&article=680&article=677

[199]

J. McDowell, Cultivating a viral community of practice to drive institutional enhancement through the promotion of video-enhanced learning, feedback and assessment. 7th International Blended Learning Conference, 2012 [Online]. Available: http://eprints.hud.ac.uk/id/eprint/19911/

[200]

M. A. L. Crisanto, ‘Group reporting as a tool to enhance the quality of courses’, Asian Association of Open Universities Journal, vol. 13, no. 1, pp. 73–87, Mar. 2018, doi: 10.1108/AAOUJ-01-2018-0006. [Online]. Available: https://www.emeraldinsight.com/doi/full/10.1108/AAOUJ-01-2018-0006

[201]

B. C. Wedlock and R. Growe, ‘The Technology Driven Student: How to Apply Bloom’s Revised Taxonomy to the Digital Generations’, vol. 7, no. 1 [Online]. Available: http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf

[202]

G. Farnadi et al., ‘Computational personality recognition in social media’, User Modeling and User-Adapted Interaction, vol. 26, no. 2–3, pp. 109–142, Jun. 2016, doi: 10.1007/s11257-016-9171-0.

[203]

J. Oomen-Early and A. D. Early, ‘Teaching in a Millennial World’, Pedagogy in Health Promotion, vol. 1, no. 2, pp. 95–107, Jun. 2015, doi: 10.1177/2373379915570041.

[204]

T. H. Brown, ‘Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): "An avalanche is coming: Higher education and the revolution ahead”.’, The International Review of Research in Open and Distributed Learning, vol. 16, no. 4, Nov. 2015, doi: 10.19173/irrodl.v16i4.1952.

[205]

E. Kahu, C. Stephens, L. Leach, and N. Zepke, ‘Linking academic emotions and student engagement: mature-aged distance students’ transition to university’, Journal of Further and Higher Education, vol. 39, no. 4, pp. 481–497, Jul. 2015, doi: 10.1080/0309877X.2014.895305.

[206]

R. Kaufmann and B. N. Frisby, ‘Let’s Connect: Using Adobe Connect to Foster Group Collaboration in the Online Classroom’, Communication Teacher, vol. 27, no. 4, pp. 230–234, Oct. 2013, doi: 10.1080/17404622.2013.798014.

[207]

C. Wankel, P. Blessinger, J. Stanaityte, and N. Washington, Increasing student engagement and retention using online learning activities: wikis, blogs and webquests, vol. v. 6A. Bingley: Emerald, 2012.

[208]

Q. E. Looi and S. L. See, ‘Assessing the Suitability of MMORPGs as Educational Games Using HCI Evaluation Methods’, in Informatics Engineering and Information Science, vol. 252, A. Abd Manaf, A. Zeki, M. Zamani, S. Chuprat, and E. El-Qawasmeh, Eds. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011, pp. 289–298 [Online]. Available: http://link.springer.com/10.1007/978-3-642-25453-6_26

[209]

K. Leon and S. Pigg, ‘Graduate Students Professionalizing in Digital Time/Space: A View From "Down Below”’, Computers and Composition, vol. 28, no. 1, pp. 3–13, Mar. 2011, doi: 10.1016/j.compcom.2010.12.002.

[210]

A. Jefferies, Diversity and Conformity in the Use of Technology by ‘Net Generation’ Learners : Exploring Research Outcomes to Inform Future Academic Practice. 9th European Conference for E-Learning, 2010 [Online]. Available: https://uhra.herts.ac.uk/handle/2299/7987

[211]

Handbook of research on Web 2.0 and second language learning. Hershey, Pa: Information Science Reference, 2009.

[212]

Solutions and innovations in web-based technologies for augmented learning. Hershey, PA: Information Science Reference, 2009.

[213]

L. Clarke, ‘Video reflections in initial teacher education’, British Journal of Educational Technology, vol. 40, no. 5, pp. 959–961, Sep. 2009, doi: 10.1111/j.1467-8535.2008.00896.x.

[214]

A. Jefferies, Building the future student’s blended learning experience from current research findings. 8th European Conference on eLearning, 2009, pp. 282–286 [Online]. Available: https://books.google.co.uk/books?hl=en&lr=&id=qGw4tvVrKUEC&oi=fnd&pg=PA282&dq=Building+the+future+student%27s+blended+learning+experience+from+current+research+findings&ots=rb42KbuOxk&sig=Rr_6A7hZra2b8E1UYyrANAMAXfs#v=onepage&q=Building%20the%20future%20student’s%20blended%20learning%20experience%20from%20current%20research%20findings&f=false

[215]

B. S. Greenberg, M. S. Eastin, P. Skalski, L. Cooper, M. Levy, and K. Lachlan, ‘Comparing Survey and Diary Measures of Internet and Traditional Media Use’, Communication Reports, vol. 18, no. 1–2, pp. 1–8, Apr. 2005, doi: 10.1080/08934210500084164.

[216]

J. Wachtler, M. Hubmann, H. Zöhrer, and M. Ebner, ‘An analysis of the use and effect of questions in interactive learning-videos’, Smart Learning Environments, vol. 3, no. 1, Dec. 2016, doi: 10.1186/s40561-016-0033-3.

[217]

G. Dale and C. Shawn Green, ‘The Changing Face of Video Games and Video Gamers: Future Directions in the Scientific Study of Video Game Play and Cognitive Performance’, Journal of Cognitive Enhancement, vol. 1, no. 3, pp. 280–294, Sep. 2017, doi: 10.1007/s41465-017-0015-6.

[218]

W. A. Eardley, D. E. Ashe, and B. D. Fletcher, ‘An Ontology Engineering Approach to User Profiling for Virtual Tours of Museums and Galleries’, International Journal of Knowledge Engineering, vol. 2, no. 2, pp. 85–91, 2016, doi: 10.18178/ijke.2016.2.2.058.

[219]

Y.-H. Cho, Y. Wang, and D. R. Fesenmaier, ‘Searching for Experiences’, Journal of Travel & Tourism Marketing, vol. 12, no. 4, pp. 1–17, Oct. 2002, doi: 10.1300/J073v12n04_01.

[220]

A. M. Martínez-Graña, J. L. Goy, and C. A. Cimarra, ‘A virtual tour of geological heritage: Valourising geodiversity using Google Earth and QR code’, Computers & Geosciences, vol. 61, pp. 83–93, Dec. 2013, doi: 10.1016/j.cageo.2013.07.020.

[221]

Y. Q. Liu and S. Briggs, ‘A Library in the Palm of Your Hand: Mobile Services in Top 100 University Libraries’, Information Technology and Libraries, vol. 34, no. 2, Jun. 2015, doi: 10.6017/ital.v34i2.5650.

[222]

G. A. Lee, A. Dunser, A. Nassani, and M. Billinghurst, ‘AntarcticAR: An outdoor AR experience of a virtual tour to Antarctica’, in 2013 IEEE International Symposium on Mixed and Augmented Reality - Arts, Media, and Humanities (ISMAR-AMH), Oct. 2013, pp. 29–38, doi: 10.1109/ISMAR-AMH.2013.6671264 [Online]. Available: http://ieeexplore.ieee.org/document/6671264/

[223]

H. Tüzün and F. Özdinç, ‘The effects of 3D multi-user virtual environments on freshmen university students’ conceptual and spatial learning and presence in departmental orientation’, Computers & Education, vol. 94, pp. 228–240, Mar. 2016, doi: 10.1016/j.compedu.2015.12.005.

[224]

F. Lozar et al., ‘Virtual Tour of Past Environmental and Climate Change: the Messinian Succession of the Tertiary Piedmont Basin (Italy)’, Geoheritage, vol. 7, no. 1, pp. 47–56, Mar. 2015, doi: 10.1007/s12371-014-0098-8.

[225]

R. K. Moloo, S. Pudaruth, M. Ramodhin, and R. B. Rozbully, ‘A 3D Virtual Tour of the University of Mauritius using WebGL’, in 2016 International Conference on Electrical, Electronics, and Optimization Techniques (ICEEOT), Mar. 2016, pp. 2891–2894, doi: 10.1109/ICEEOT.2016.7755226 [Online]. Available: http://ieeexplore.ieee.org/document/7755226/

[226]

J. Bosch, P. Ridao, D. Ribas, and N. Gracias, ‘Creating 360° underwater virtual tours using an omnidirectional camera integrated in an AUV’, in OCEANS 2015 - Genova, May 2015, pp. 1–7, doi: 10.1109/OCEANS-Genova.2015.7271525 [Online]. Available: http://ieeexplore.ieee.org/document/7271525/

[227]

S. Rice and M. N. Gregor, ‘This Library Orientation is Fun!: Building a Successful Virtual Tour Experience for Students’, pp. 583–588 [Online]. Available: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/RiceGregor_ThisLibrary.pdf

[228]

A. D’Alba and G. Jones, ‘Analyzing the Effects of a 3D Online Virtual Museum in Visitors’ Discourse, Attitudes, Preferences, and Knowledge Acquisition’, in Cases on 3D Technology Application and Integration in Education, K. F. Nettleton and L. Lennex, Eds. IGI Global, 2013, pp. 26–47 [Online]. Available: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-4666-2815-1.ch002

[229]

D. Mirk and H. Hlavacs, ‘Using Drones for Virtual Tourism’, in Intelligent Technologies for Interactive Entertainment, vol. 136, D. Reidsma, I. Choi, and R. Bargar, Eds. Cham: Springer International Publishing, 2014, pp. 144–147 [Online]. Available: http://link.springer.com/10.1007/978-3-319-08189-2_21

[230]

C. Garau and E. Ilardi, ‘The "Non-Places” Meet the "Places:” Virtual Tours on Smartphones for the Enhancement of Cultural Heritage’, Journal of Urban Technology, vol. 21, no. 1, pp. 79–91, Jan. 2014, doi: 10.1080/10630732.2014.884384.

[231]

N. D. Tung, J. Barr, D. J. Sheppard, D. A. Elliot, L. S. Tottey, and K. A. J. Walsh, ‘Spherical Photography and Virtual Tours for Presenting Crime Scenes and Forensic Evidence in New Zealand Courtrooms’, Journal of Forensic Sciences, vol. 60, no. 3, pp. 753–758, May 2015, doi: 10.1111/1556-4029.12736.

[232]

J. M. Harley, E. G. Poitras, A. Jarrell, M. C. Duffy, and S. P. Lajoie, ‘Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes’, Educational Technology Research and Development, vol. 64, no. 3, pp. 359–388, Jun. 2016, doi: 10.1007/s11423-015-9420-7.

[233]

J. E. Katz and D. Halpern, ‘Can Virtual Museums Motivate Students? Toward a Constructivist Learning Approach’, Journal of Science Education and Technology, vol. 24, no. 6, pp. 776–788, Dec. 2015, doi: 10.1007/s10956-015-9563-7.

[234]

O. Cosido et al., ‘3D tour through university spaces for the management and dissemination of the cultural heritage of the University of Cantabria’, in 2015 Digital Heritage, Sep. 2015, pp. 667–670, doi: 10.1109/DigitalHeritage.2015.7419594 [Online]. Available: http://ieeexplore.ieee.org/document/7419594/

[235]

Y.-C. Shih, ‘A virtual walk through London: culture learning through a cultural immersion experience’, Computer Assisted Language Learning, vol. 28, no. 5, pp. 407–428, Sep. 2015, doi: 10.1080/09588221.2013.851703.

[236]

C. Maines and S. Tang, ‘An Application of Game Technology to Virtual University Campus Tour and Interior Navigation’, in 2015 International Conference on Developments of E-Systems Engineering (DeSE), Dec. 2015, pp. 341–346, doi: 10.1109/DeSE.2015.15 [Online]. Available: http://ieeexplore.ieee.org/document/7563659/

[237]

E. Mogaji, ‘University WebsiteWebsites Design in International Student Recruitment: Some Reflections’, in International Marketing of Higher Education, T. Wu and V. Naidoo, Eds. New York: Palgrave Macmillan US, 2016, pp. 99–117 [Online]. Available: http://link.springer.com/10.1057/978-1-137-54291-5_5

[238]

A. Razia Sulthana, A. Arokiaraj Jovith, D. Saveetha, and A. K. Jaithunbi, ‘A game based virtual campus tour’, Journal of Physics: Conference Series, vol. 1000, Apr. 2018, doi: 10.1088/1742-6596/1000/1/012131.

[239]

D. Perdana, A. Irawan, and R. Munadi, ‘Implementation of a Web Based Campus Virtual Tour for Introducing Telkom University Building’, International journal of simulation: systems, science & technology, Mar. 2020, doi: 10.5013/IJSSST.a.20.01.06.

[240]

C. Maines and S. Tang, ‘An Application of Game Technology to Virtual University Campus Tour and Interior Navigation’, in 2015 International Conference on Developments of E-Systems Engineering (DeSE), Dec. 2015, pp. 341–346, doi: 10.1109/DeSE.2015.15 [Online]. Available: http://ieeexplore.ieee.org/document/7563659/

[241]

R. B. Rohizan, D. M. Vistro, and M. R. B. Puasa, ‘Enhanced Visitor Experience Through Campus Virtual Tour’, Journal of Physics: Conference Series, vol. 1228, May 2019, doi: 10.1088/1742-6596/1228/1/012067.

[242]

N. Pranuta Murnaka, ‘Virtual Campus Tour (Student Perception of University Virtual Environment)’, vol. 7, no. 19, pp. 4964–4969, 2020 [Online]. Available: http://www.jcreview.com/fulltext/197-1598166143.pdf

[243]

T. Mendolia-Moore, ‘The College Path: A Virtual Tour’, Bronco Scholar, 2019 [Online]. Available: https://broncoscholar.library.cpp.edu/handle/10211.3/208084

[244]

A. Wagler and M. D. Hanus, ‘Comparing Virtual Reality Tourism to Real-Life Experience: Effects of Presence and Engagement on Attitude and Enjoyment’, Communication Research Reports, vol. 35, no. 5, pp. 456–464, Oct. 2018, doi: 10.1080/08824096.2018.1525350.

[245]

A. Romano, ‘Stuck at Home? These 12 Famous Museums Offer Virtual Tours You Can Take on Your Couch (Video)’, 2020. [Online]. Available: https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours

[246]

‘Take Virtual Tours Of These Stunning Libraries’, 2020. [Online]. Available: http://www.ilovelibraries.org/article/take-virtual-tours-these-stunning-libraries

[247]

‘Heriot Watt University Virtual Tour’. [Online]. Available: https://www.hw.ac.uk/virtual-tours/

[248]

‘University of Dundee Virtual Tour’. [Online]. Available: https://www.dundee.ac.uk/virtual-tour/

[249]

‘Stanford | Visitor Information’. [Online]. Available: https://visit.stanford.edu/tours/virtual/

[250]

‘University of Stirling Virtual Tour’. [Online]. Available: https://www.stir.ac.uk/study/visit-us/virtualtour/#tour

[251]

‘Go Pro Fusion’. [Online]. Available: https://gopro.com/en/hk/shop/cameras/fusion/CHDHZ-103-FW.html

[252]

G. Hookham, K. Nesbitt, J. Cooper, and R. Rasiah, ‘Developing a Virtual Tour of a Community Pharmacy for Use in Education’, vol. 2, no. 1, pp. 33–37, 2014 [Online]. Available: http://www.it-in-industry.org/index.php/itii/article/view/10

[253]

S. Chen, QuickTime VR – An Image-Based Approach to Virtual Environment Navigation. SIGGRAPH ’95: Proceedings of the 22nd annual conference on Computer graphics and interactive techniques, 1995, pp. 29–38 [Online]. Available: https://cseweb.ucsd.edu/~ravir/6998/papers/p29-chen.pdf

[254]

R. B. Rohizan, D. M. Vistro, and M. R. B. Puasa, ‘Enhanced Visitor Experience Through Campus Virtual Tour’, Journal of Physics: Conference Series, vol. 1228, May 2019, doi: 10.1088/1742-6596/1228/1/012067.

[255]

K. Manning and G. Kuh, ‘Promoting Student Success: Making Place Matter to Student Success. Occasional Paper No. 13’, 2005 [Online]. Available: https://eric.ed.gov/?id=ED506539

[256]

P. Flores, ‘Establishing a Cultural Connection and a Sense of Place - Virtual Tour’, 2018 [Online]. Available: https://scholarspace.manoa.hawaii.edu/handle/10125/55886

[257]

R. Kramer, M. Modsching, K. ten Hagen, and U. Gretzel, ‘Behavioural Impacts of Mobile Tour Guides’, in Information and Communication Technologies in Tourism 2007, M. Sigala, L. Mich, and J. Murphy, Eds. Vienna: Springer Vienna, 2007, pp. 109–118 [Online]. Available: http://link.springer.com/10.1007/978-3-211-69566-1_11

[258]

A. Downing and L. Klein, ‘A multilingual virtual tour for international students: The Web-based lbrary at Baruch College opens doors’, vol. 62, 2001 [Online]. Available: https://crln.acrl.org/index.php/crlnews/article/view/19381/22673

[259]

A. Pickens, ‘A virtual tour of Muncie, Indiana for prospective international students to Ball State University’, Ball State University Muncie Indiana, 2009 [Online]. Available: https://cardinalscholar.bsu.edu/handle/123456789/195077?show=full

[260]

T. A. Mendolia-Moore, ‘The College Path: A Virtual Tour’, California State Polytechnic University, Pomona, 2018 [Online]. Available: https://scholarworks.calstate.edu/downloads/8p58pg378?locale=en

[261]

E. Cho, K. R. Smith, and S. K. Hubert, ‘Delivering Experiential Learning Through Virtual Study Tour and Alternative Internship Options During a Pandemic’, Journal of Family & Consumer Sciences, vol. 113, no. 2, pp. 14–20, Apr. 2021, doi: 10.14307/JFCS113.2.14.

[262]

K. Moros, ‘Virtual campus tour launched to increase undergraduate population’, vol. 21, no. 15, pp. 2–2, 2010 [Online]. Available: https://nsuworks.nova.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1422&context=nsudigital_newspaper/

[263]

D. S. Mancuso, D. T. Chlup, and R. R. McWhorter, ‘A Study of Adult Learning in a Virtual World’, Advances in Developing Human Resources, vol. 12, no. 6, pp. 681–699, Dec. 2010, doi: 10.1177/1523422310395368.

[264]

J. Davies and M. Graff, ‘Performance in e-learning: online participation and student grades’, British Journal of Educational Technology, vol. 36, no. 4, pp. 657–663, Jul. 2005, doi: 10.1111/j.1467-8535.2005.00542.x.

[265]

M. Mazzolini and S. Maddison, ‘Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums’, Computers & Education, vol. 40, no. 3, pp. 237–253, Apr. 2003, doi: 10.1016/S0360-1315(02)00129-X.

[266]

D. M. Poole, ‘Student Participation in a Discussion-Oriented Online Course’, Journal of Research on Computing in Education, vol. 33, no. 2, pp. 162–177, Dec. 2000, doi: 10.1080/08886504.2000.10782307.

[267]

L. V. Morris, C. Finnegan, and S.-S. Wu, ‘Tracking student behavior, persistence, and achievement in online courses’, The Internet and Higher Education, vol. 8, no. 3, pp. 221–231, Jul. 2005, doi: 10.1016/j.iheduc.2005.06.009.

[268]

K. F. Hew and W. S. Cheung, ‘Attracting student participation in asynchronous online discussions: A case study of peer facilitation’, Computers & Education, vol. 51, no. 3, pp. 1111–1124, Nov. 2008, doi: 10.1016/j.compedu.2007.11.002.

[269]

M. Bullen, ‘Participation and Critical Thinking in Online University Distance Education’, vol. 13, no. 2, 1998 [Online]. Available: http://ijede.ca/index.php/jde/article/view/140

[270]

P. A. Ertmer et al., ‘Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study’, Journal of Computer-Mediated Communication, vol. 12, no. 2, pp. 412–433, Jan. 2007, doi: 10.1111/j.1083-6101.2007.00331.x.

[271]

J. L. McBrien, R. Cheng, and P. Jones, ‘Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning’, The International Review of Research in Open and Distributed Learning, vol. 10, no. 3, Jun. 2009, doi: 10.19173/irrodl.v10i3.605.

[272]

J. Kibble, ‘Use of unsupervised online quizzes as formative assessment in a medical physiology course: effects of incentives on student participation and performance’, Advances in Physiology Education, vol. 31, no. 3, pp. 253–260, Sep. 2007, doi: 10.1152/advan.00027.2007.

[273]

K. Swan, ‘Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses’, Distance Education, vol. 22, no. 2, pp. 306–331, Jan. 2001, doi: 10.1080/0158791010220208.

[274]

M. F. Beaudoin, ‘Learning or lurking?’, The Internet and Higher Education, vol. 5, no. 2, pp. 147–155, Jun. 2002, doi: 10.1016/S1096-7516(02)00086-6.

[275]

A. Caspi, E. Chajut, and K. Saporta, ‘Participation in class and in online discussions: Gender differences’, Computers & Education, vol. 50, no. 3, pp. 718–724, Apr. 2008, doi: 10.1016/j.compedu.2006.08.003.

[276]

L. Song, E. S. Singleton, J. R. Hill, and M. H. Koh, ‘Improving online learning: Student perceptions of useful and challenging characteristics’, The Internet and Higher Education, vol. 7, no. 1, pp. 59–70, Jan. 2004, doi: 10.1016/j.iheduc.2003.11.003.

[277]

R. Junco, ‘The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement’, Computers & Education, vol. 58, no. 1, pp. 162–171, Jan. 2012, doi: 10.1016/j.compedu.2011.08.004.

[278]

E. Y. Huang, S. W. Lin, and T. K. Huang, ‘What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction’, Computers & Education, vol. 58, no. 1, pp. 338–349, Jan. 2012, doi: 10.1016/j.compedu.2011.08.003.

[279]

S. Vonderwell and S. Zachariah, ‘Factors that Influence Participation In Online Learning’, Journal of Research on Technology in Education, vol. 38, no. 2, pp. 213–230, Dec. 2005, doi: 10.1080/15391523.2005.10782457.

[280]

J. Coldwell, A. Craig, T. Paterson, and J. Mustard, ‘Online students : relationships between participation, demographics and academic performance’, vol. 6, pp. 19–30, 2008 [Online]. Available: http://dro.deakin.edu.au/view/DU:30017242

[281]

D. Conrad, ‘Deep in the Hearts of Learners: Insights into the Nature of Online Community’, vol. 17, no. 1, pp. 1–19, 2002 [Online]. Available: http://www.ijede.ca/index.php/jde/article/view/133

[282]

S. Palmer, D. Holt, and S. Bray, ‘Does the discussion help? The impact of a formally assessed online discussion on final student results’, British Journal of Educational Technology, vol. 39, no. 5, pp. 847–858, Sep. 2008, doi: 10.1111/j.1467-8535.2007.00780.x.

[283]

M.-L. Hung, C. Chou, C.-H. Chen, and Z.-Y. Own, ‘Learner readiness for online learning: Scale development and student perceptions’, Computers & Education, vol. 55, no. 3, pp. 1080–1090, Nov. 2010, doi: 10.1016/j.compedu.2010.05.004.

[284]

S. Cacciamani, D. Cesareni, F. Martini, T. Ferrini, and N. Fujita, ‘Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses’, Computers & Education, vol. 58, no. 3, pp. 874–884, Apr. 2012, doi: 10.1016/j.compedu.2011.10.019.

[285]

H. K. Kim and B. Bateman, ‘Student Participation Patterns in Online Discussion: Incorporating Constructivist Discussion into Online Courses’, vol. 9, no. 1, 2010 [Online]. Available: https://www.learntechlib.org/p/28165/

[286]

M. Kelly, C. Lyng, M. McGrath, and G. Cannon, ‘A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills’, Nurse Education Today, vol. 29, no. 3, pp. 292–300, Apr. 2009, doi: 10.1016/j.nedt.2008.09.004.

[287]

C. C. Robinson and H. Hullinger, ‘New Benchmarks in Higher Education: Student Engagement in Online Learning’, Journal of Education for Business, vol. 84, no. 2, pp. 101–109, Nov. 2008, doi: 10.3200/JOEB.84.2.101-109.

[288]

P.-S. D. Chen, A. D. Lambert, and K. R. Guidry, ‘Engaging online learners: The impact of Web-based learning technology on college student engagement’, Computers & Education, vol. 54, no. 4, pp. 1222–1232, May 2010, doi: 10.1016/j.compedu.2009.11.008.

[289]

W. Boston and P. Ice, Comprehensive Assessment of Student Retention in Online Learning Environments. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 18AD [Online]. Available: https://www.learntechlib.org/p/35779/

[290]

V. P. Dennen, ‘Pedagogical lurking: Student engagement in non-posting discussion behavior’, Computers in Human Behavior, vol. 24, no. 4, pp. 1624–1633, Jul. 2008, doi: 10.1016/j.chb.2007.06.003.

[291]

R.-S. Shaw, ‘A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums’, Computers & Education, vol. 58, no. 1, pp. 111–120, Jan. 2012, doi: 10.1016/j.compedu.2011.08.013.

[292]

J. Kim, ‘Influence of group size on students’ participation in online discussion forums’, Computers & Education, vol. 62, pp. 123–129, Mar. 2013, doi: 10.1016/j.compedu.2012.10.025.

[293]

K. Xie, V. Durrington, and Y. Ling Ling, ‘Relationship between Students’ Motivation and their Participation in Asynchronous Online’, vol. 7, no. 1, 2011 [Online]. Available: https://search.proquest.com/docview/1497199021?pq-origsite=gscholar

[294]

C.-Y. Chen, S. Pedersen, and K. L. Murphy, ‘The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication’, Instructional Science, vol. 40, no. 2, pp. 325–349, Mar. 2012, doi: 10.1007/s11251-011-9179-0.

[295]

E. A. Erichsen and D. U. Bolliger, ‘Towards understanding international graduate student isolation in traditional and online environments’, Educational Technology Research and Development, vol. 59, no. 3, pp. 309–326, Jun. 2011, doi: 10.1007/s11423-010-9161-6.

[296]

W. S. Cheung, K. F. Hew, and C. S. L. Ng, ‘Toward an Understanding of Why Students Contribute in Asynchronous Online Discussions’, Journal of Educational Computing Research, vol. 38, no. 1, pp. 29–50, Jan. 2008, doi: 10.2190/EC.38.1.b.

[297]

S. Allie et al., ‘Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education’, European Journal of Engineering Education, vol. 34, no. 4, pp. 359–367, Aug. 2009, doi: 10.1080/03043790902989457.

[298]

Y.-C. Kuo, A. E. Walker, K. E. E. Schroder, and B. R. Belland, ‘Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses’, The Internet and Higher Education, vol. 20, pp. 35–50, Jan. 2014, doi: 10.1016/j.iheduc.2013.10.001.

[299]

W. W. K. Ma and A. H. K. Yuen, ‘Understanding online knowledge sharing: An interpersonal relationship perspective’, Computers & Education, vol. 56, no. 1, pp. 210–219, Jan. 2011, doi: 10.1016/j.compedu.2010.08.004.

[300]

R. Harrison and M. Thomas, ‘Identity in Online Communities: Social Networking Sites and Language Learning’, vol. 7, no. 2, 2009 [Online]. Available: https://search.proquest.com/docview/223216120?pq-origsite=gscholar

[301]

O. Wasilik and D. U. Bolliger, ‘Faculty satisfaction in the online environment: An institutional study’, The Internet and Higher Education, vol. 12, no. 3–4, pp. 173–178, Dec. 2009, doi: 10.1016/j.iheduc.2009.05.001.

[302]

J. Seale, ‘Doing student voice work in higher education: an exploration of the value of participatory methods’, British Educational Research Journal, vol. 36, no. 6, pp. 995–1015, Jan. 2009, doi: 10.1080/01411920903342038.

[303]

J. B. Arbaugh, A. Desai, B. Rau, and B. S. Sridhar, ‘A review of research on online and blended learning in the management disciplines: 1994–2009’, Organization Management Journal, vol. 7, no. 1, pp. 39–55, Mar. 2010, doi: 10.1057/omj.2010.5.

[304]

J.-S. Lee, ‘The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?’, The Journal of Educational Research, vol. 107, no. 3, pp. 177–185, May 2014, doi: 10.1080/00220671.2013.807491.

[305]

K. A. Hosler and B. D. Arend, ‘The importance of course design, feedback, and facilitation: student perceptions of the relationship between teaching presence and cognitive presence’, Educational Media International, vol. 49, no. 3, pp. 217–229, Sep. 2012, doi: 10.1080/09523987.2012.738014.

[306]

R.-M. Conrad and J. A. Donaldson, Engaging the online learner: activities and resources for creative instruction, 1st ed., vol. v. 1. San Francisco, CA: Jossey-Bass, 2004.

[307]

S. Kai‐Wai Chu and D. M. Kennedy, ‘Using online collaborative tools for groups to co‐construct knowledge’, Online Information Review, vol. 35, no. 4, pp. 581–597, Aug. 2011, doi: 10.1108/14684521111161945.

[308]

K. D. Benne and P. Sheats, ‘Functional Roles of Group Members’, Journal of Social Issues, vol. 4, no. 2, pp. 41–49, Apr. 2010, doi: 10.1111/j.1540-4560.1948.tb01783.x.

[309]

Vincent Tinto, Leaving college. Chicago: University of Chicago Press, 1987.

[310]

D. Boud, ‘Using journal writing to enhance reflective practice’, New Directions for Adult and Continuing Education, vol. 2001, no. 90, Summer 2001, doi: 10.1002/ace.16.

[311]

D. Boud, R. N. Cohen, and J. Sampson, Peer learning in higher education: learning from & with each other. London: Kogan Page, 2001.

[312]

C. A. Jara, F. A. Candelas, F. Torres, S. Dormido, F. Esquembre, and O. Reinoso, ‘Real-time collaboration of virtual laboratories through the Internet’, Computers & Education, vol. 52, no. 1, pp. 126–140, Jan. 2009, doi: 10.1016/j.compedu.2008.07.007.

[313]

J. Delahunty, ‘“Who am I?”: Exploring identity in online discussion forums’, International Journal of Educational Research, vol. 53, pp. 407–420, Jan. 2012, doi: 10.1016/j.ijer.2012.05.005.

[314]

S. M. Pittaway, ‘Student and Staff Engagement: Developing an Engagement Framework in a Faculty of Education’, Australian Journal of Teacher Education, vol. 37, no. 4, Apr. 2012, doi: 10.14221/ajte.2012v37n4.8.

[315]

K. D. Strang, ‘Measuring online learning approach and mentoring preferences of international doctorate students’, International Journal of Educational Research, vol. 48, no. 4, pp. 245–257, Jan. 2009, doi: 10.1016/j.ijer.2009.11.002.

[316]

D. Keegan, Theoretical principles of distance education. London: Routledge, 1993.

[317]

A. Burgess and R. Ivanič, ‘Writing and Being Written: Issues of Identity Across Timescales’, Written Communication, vol. 27, no. 2, pp. 228–255, Apr. 2010, doi: 10.1177/0741088310363447.

[318]

M. G. Moore, ‘Editorial: Three types of interaction’, American Journal of Distance Education, vol. 3, no. 2, pp. 1–7, Jan. 1989, doi: 10.1080/08923648909526659.

[319]

S. R. Hiltz, The virtual classroom: learning without limits via computer networks. Norwood, N.J.: Ablex Pub. Corp, 1994.

[320]

A. Kirkwood and L. Price, ‘Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses?’, Studies in Higher Education, vol. 30, no. 3, pp. 257–274, Jun. 2005, doi: 10.1080/03075070500095689.

[321]

S. Cottrell and N. Morris, Study skills connected: using technology to support your studies. Basingstoke, Hampshire: Palgrave Macmillan, 2012.

[322]

T. Muir, N. Milthorpe, C. Stone, J. Dyment, E. Freeman, and B. Hopwood, ‘Chronicling engagement: students’ experience of online learning over time’, Distance Education, vol. 40, no. 2, pp. 262–277, Apr. 2019, doi: 10.1080/01587919.2019.1600367.

[323]

C. Stone, ‘Opportunity through Online Learning: Improving student access, participation and success in higher education’, 2017 [Online]. Available: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/

[324]

‘Higher Education Standards Panel Final Report - Improving Retention, Completion and Success in Higher Education’. Austrailian Government Department of Education, Skills and Employement, 2018 [Online]. Available: https://www.dese.gov.au/uncategorised/resources/higher-education-standards-panel-final-report-improving-retention-completion-and-success-higher

[325]

J. A. Fredricks, P. C. Blumenfeld, and A. H. Paris, ‘School Engagement: Potential of the Concept, State of the Evidence’, Review of Educational Research, vol. 74, no. 1, pp. 59–109, Mar. 2004, doi: 10.3102/00346543074001059.

[326]

G. D. Kuh, ‘Assessing What Really Matters to Student Learning Inside The National Survey of Student Engagement’, Change: The Magazine of Higher Learning, vol. 33, no. 3, pp. 10–17, May 2001, doi: 10.1080/00091380109601795.

[327]

H. Ilgaz and Y. Gülbahar, ‘A snapshot of online learners: e-Readiness, e-Satisfaction and expectations’, The International Review of Research in Open and Distributed Learning, vol. 16, no. 2, Apr. 2015, doi: 10.19173/irrodl.v16i2.2117.

[328]

A. T. Ragusa and A. Crampton, ‘Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments’, Rural Society, vol. 27, no. 2, pp. 125–142, May 2018, doi: 10.1080/10371656.2018.1472914.

[329]

J. Delahunty, I. Verenikina, and P. Jones, ‘Socio-emotional connections: identity, belonging and learning in online interactions. A literature review’, Technology, Pedagogy and Education, vol. 23, no. 2, pp. 243–265, Apr. 2014, doi: 10.1080/1475939X.2013.813405.

[330]

D. R. Garrison, M. Cleveland-Innes, and T. S. Fung, ‘Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework’, The Internet and Higher Education, vol. 13, no. 1–2, pp. 31–36, Jan. 2010, doi: 10.1016/j.iheduc.2009.10.002.

[331]

G. Salmon, ‘Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions’, Research in Learning Technology, vol. 13, no. 3, Oct. 2005, doi: 10.3402/rlt.v13i3.11218.

[332]

A. Black, ‘The use of asynchronous discussion: Creating a text of talk.’, vol. 5, no. 1, 2005 [Online]. Available: https://citejournal.org/volume-5/issue-1-05/english-language-arts/the-use-of-asynchronous-discussion-creating-a-text-of-talk

[333]

L. W. Anderson and B. S. Bloom, A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives, Abridged ed. New York, N.Y.: Longman, 2001.

[334]

A. Mehrabian, ‘Some referents and measures of nonverbal behavior’, Behavior Research Methods & Instrumentation, vol. 1, no. 6, pp. 203–207, Jan. 1968, doi: 10.3758/BF03208096.

[335]

J. A. Fredricks, P. C. Blumenfeld, and A. H. Paris, ‘School Engagement: Potential of the Concept, State of the Evidence’, Review of Educational Research, vol. 74, no. 1, pp. 59–109, Mar. 2004, doi: 10.3102/00346543074001059.

[336]

G. D. Kuh, ‘Assessing What Really Matters to Student Learning Inside The National Survey of Student Engagement’, Change: The Magazine of Higher Learning, vol. 33, no. 3, pp. 10–17, May 2001, doi: 10.1080/00091380109601795.

[337]

B. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goals. 1956.

[338]

Bill Cope, Mary Kalantzis, and Simon J. Appleford, Ubiquitous Learning. University of Illinois Press, 2010.

[339]

S. Smith, R. Pickford, L. Edwards, J. Priestley, R. Sellers, and G. Sinclair, ‘Building a Sense Of Belonging in students: Using a participatory approach with staff to share academic practice’, Journal of Perspectives in Applied Academic Practice, vol. 9, no. 1, pp. 44–53, Jun. 2021, doi: 10.14297/jpaap.v9i1.448.

[340]

Z. Akyol, D. R. Garrison, and M. Y. Ozden, ‘Online and blended communities of inquiry: Exploring the developmental and perceptional differences’, The International Review of Research in Open and Distributed Learning, vol. 10, no. 6, Dec. 2009, doi: 10.19173/irrodl.v10i6.765.

[341]

Z. Akyol and R. D. Garrison, ‘The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence’, vol. 12, no. 3–4, pp. 3–22, 2008 [Online]. Available: https://eric.ed.gov/?id=EJ837483

[342]

Z. Akyol and D. R. Garrison, ‘Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning’, British Journal of Educational Technology, vol. 42, no. 2, pp. 233–250, Mar. 2011, doi: 10.1111/j.1467-8535.2009.01029.x.

[343]

E. Allen and J. Seaman, ‘Changing Course: Ten Years of Tracking Online Education in the United States’. Babson Survey Research Group and Quahog Research Group, LLC [Online]. Available: http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

[344]

L. H. Anderman, ‘Academic and Social Perceptions as Predictors of Change in Middle School Students’ Sense of School Belonging’, The Journal of Experimental Education, vol. 72, no. 1, pp. 5–22, Jan. 2003, doi: 10.1080/00220970309600877.

[345]

J. A. Anistranski and B. B. Brown, ‘A Little Help From Their Friends? How Social Factors Relate to Students’ Sense of Belonging at a Large Public University’, Journal of College Student Retention: Research, Theory & Practice, Jan. 2021, doi: 10.1177/1521025120985107.

[346]

N. Araújo, D. Carlin, B. Clarke, L. Morieson, K. Lukas, and R. Wilson, ‘Belonging in the first year: A creative discipline cohort case study’, The International Journal of the First Year in Higher Education, vol. 5, no. 2, Jul. 2014, doi: 10.5204/intjfyhe.v5i2.240.

[347]

L. M. Arcila Hernández, K. R. Zamudio, A. G. Drake, and M. K. Smith, ‘Implementing team‐based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course’, Ecology and Evolution, Dec. 2020, doi: 10.1002/ece3.6863.

[348]

J. Arciuli, E. Emerson, and G. Llewellyn, ‘Adolescents’ self-report of school satisfaction: The interaction between disability and gender.’, School Psychology, vol. 34, no. 2, pp. 148–158, Mar. 2019, doi: 10.1037/spq0000275.

[349]

N. Araújo, D. Carlin, B. Clarke, L. Morieson, K. Lukas, and R. Wilson, ‘Belonging in the first year: A creative discipline cohort case study’, The International Journal of the First Year in Higher Education, vol. 5, no. 2, Jul. 2014, doi: 10.5204/intjfyhe.v5i2.240.

[350]

J. Bamford and L. Pollard, ‘Developing relationality and student belonging: The need for building cosmopolitan engagement in undergraduate communities’, London Review of Education, Jul. 2018, doi: 10.18546/LRE.16.2.03.

[351]

P. J. Bateman, P. H. Gray, and B. S. Butler, ‘—The Impact of Community Commitment on Participation in Online Communities’, Information Systems Research, vol. 22, no. 4, pp. 841–854, Dec. 2011, doi: 10.1287/isre.1090.0265.

[352]

A. L. Blanchard and M. L. Markus, ‘Sense of virtual community - maintaining the experience of belonging’, in Proceedings of the 35th Annual Hawaii International Conference on System Sciences, 2002, pp. 3566–3575, doi: 10.1109/HICSS.2002.994449 [Online]. Available: http://ieeexplore.ieee.org/document/994449/

[353]

A. L. Blanchard and M. L. Markus, ‘The experienced “sense” of a virtual community’, ACM SIGMIS Database, vol. 35, no. 1, Feb. 2004, doi: 10.1145/968464.968470.

[354]

M. Boumadan, R. Soto-Varela, M. Ortiz-Padilla, and C. Poyatos-Dorado, ‘What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?’, Sustainability, vol. 12, no. 19, Sep. 2020, doi: 10.3390/su12198064.

[355]

D. U. Bolliger and F. Martin, ‘Instructor and student perceptions of online student engagement strategies’, Distance Education, vol. 39, no. 4, pp. 568–583, Oct. 2018, doi: 10.1080/01587919.2018.1520041.

[356]

K. Booker, ‘Connection and Commitment: How Sense of Belonging and Classroom Community Influence Degree Persistence for African American Undergraduate Women’, vol. 28, no. 2, pp. 218–229, 2016 [Online]. Available: https://eric.ed.gov/?id=EJ1111140

[357]

K. C. Booker, ‘Likeness, Comfort, and Tolerance: Examining African American Adolescents’ Sense of School Belonging’, The Urban Review, vol. 39, no. 3, pp. 301–317, Jul. 2007, doi: 10.1007/s11256-007-0053-y.

[358]

F. Borgonovi and A. Ferrara, ‘Academic achievement and sense of belonging among non-native-speaking immigrant students: The role of linguistic distance’, Learning and Individual Differences, vol. 81, Jul. 2020, doi: 10.1016/j.lindif.2020.101911.

[359]

J. Borup, R. E. West, and C. R. Graham, ‘Improving online social presence through asynchronous video’, The Internet and Higher Education, vol. 15, no. 3, pp. 195–203, Jun. 2012, doi: 10.1016/j.iheduc.2011.11.001.

[360]

R. E. Brown, ‘The process of community-building in distance learning classes’, vol. 5, no. 2, 2001, doi: 10.1.1.467.113&rep=rep1&type=pdf. [Online]. Available: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.467.113&rep=rep1&type=pdf

[361]

P. Burke, A. Bennett, C. Burgess, K. Gray, and E. Southgate, ‘Capability, Belonging and Equity in Higher Education: Developing Inclusive Approach’, 2016 [Online]. Available: https://www.newcastle.edu.au/__data/assets/pdf_file/0011/243992/CAPABILITY-ONLINE.pdf

[362]

E. C. Parker, ‘Exploring student experiences of belonging within an urban high school choral ensemble: an action research study’, Music Education Research, vol. 12, no. 4, pp. 339–352, Dec. 2010, doi: 10.1080/14613808.2010.519379.

[363]

L. Carvalho, C. Garduno Freeman, A. Kearney, M. Mentis, and R. Martinez-Maldonado, ‘Spaces of inclusion and belonging: The learning imaginaries of doctoral students in a multi-campus and distance university’, Australasian Journal of Educational Technology, vol. 34, no. 6, Dec. 2018, doi: 10.14742/ajet.4483.

[364]

D. Carroll, C. Fulmer, D. Sobel, D. Garrison-Wade, L. Aragon, and L. Corval, ‘Peer reviewed PDF on ERIC Download full text ERIC Number: EJ937180 Record Type: Journal Publication Date: 2011 Pages: 8 Abstractor: As Provided Reference Count: 36 ISBN: N/A ISSN: ISSN-0827-3383 School Culture for Students with Significant Support Needs: Belonging Is Not Enough’, vol. 26, pp. 120–127, 2011 [Online]. Available: https://eric.ed.gov/?id=EJ937180

[365]

A. Cashmore, J. Scott, and C. Cane, ‘"Belonging” and "intimacy” factors in the retention of students – an investigation into the student perceptions of effective practice and how that practice can be replicated.’ [Online]. Available: https://www.heacademy.ac.uk/system/files/resources/leicester_what_works_final_report_0.pdf

[366]

Kate Carruthers Thomas, Rethinking Student Belonging in Higher Education. Routledge.

[367]

W. T. Chinyamurindi, ‘Narratives of a sense of belonging: Perspectives from a sample of international students in South Africa’, South African Journal of Higher Education, vol. 32, no. 3, Jul. 2018, doi: 10.20853/32-3-2581.

[368]

R. Cooper, ‘Constructing Belonging in a Diverse Campus Community’, Journal of College and Character, vol. 10, no. 3, Feb. 2009, doi: 10.2202/1940-1639.1085.

[369]

S. Dawson, ‘“Seeing” the learning community: An exploration of the development of a resource for monitoring online student networking’, British Journal of Educational Technology, vol. 41, no. 5, pp. 736–752, Sep. 2010, doi: 10.1111/j.1467-8535.2009.00970.x.

[370]

N. Dabbagh, ‘The Online Learner: Characteristics and Pedagogical Implications’, vol. 7, no. 3 [Online]. Available: https://www.learntechlib.org/p/22904/

[371]

I. Dahlstrom-Hakki, Z. Alstad, and M. Banerjee, ‘Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence’, Computers & Education, vol. 150, Jun. 2020, doi: 10.1016/j.compedu.2020.103842.

[372]

L. Delaney and M. Brown, ‘To walk invisible: distance students in a dual-mode university’, Distance Education, vol. 39, no. 2, pp. 209–223, Apr. 2018, doi: 10.1080/01587919.2018.1457948.

[373]

L. Ebert, T. Levett-Jones, and D. Jones, ‘Nursing and Midwifery Students’ Sense of Connectedness Within Their Learning Communities’, Journal of Nursing Education, vol. 58, no. 1, pp. 47–52, Jan. 2019, doi: 10.3928/01484834-20190103-08.

[374]

O. Farrell and J. Brunton, ‘A balancing act: a window into online student engagement experiences’, International Journal of Educational Technology in Higher Education, vol. 17, no. 1, Dec. 2020, doi: 10.1186/s41239-020-00199-x.

[375]

T. M. Freeman, L. H. Anderman, and J. M. Jensen, ‘Sense of Belonging in College Freshmen at the Classroom and Campus Levels’, The Journal of Experimental Education, vol. 75, no. 3, pp. 203–220, Apr. 2007, doi: 10.3200/JEXE.75.3.203-220.

[376]

H. Fiock, ‘Designing a Community of Inquiry in Online Courses’, The International Review of Research in Open and Distributed Learning, vol. 21, no. 1, pp. 134–152, Jan. 2020, doi: 10.19173/irrodl.v20i5.3985.

[377]

K. Foley and L. Marr, ‘Scaffolding Extracurricular Online Events to Support Distance Learning University Students’, Journal of Interactive Media in Education, vol. 2019, no. 1, Sep. 2019, doi: 10.5334/jime.525.

[378]

D. R. Garrison and M. Cleveland-Innes, ‘Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough’, American Journal of Distance Education, vol. 19, no. 3, pp. 133–148, Sep. 2005, doi: 10.1207/s15389286ajde1903_2.

[379]

D. R. Garrison and J. B. Arbaugh, ‘Researching the community of inquiry framework: Review, issues, and future directions’, The Internet and Higher Education, vol. 10, no. 3, pp. 157–172, Jan. 2007, doi: 10.1016/j.iheduc.2007.04.001.

[380]

J. Gao, B. Zhao, M. Tu, and Y. Xiong, ‘The Construction of Online Learning Community for Learners’ Sense of Belonging’, in 2018 IEEE 9th International Conference on Software Engineering and Service Science (ICSESS), Nov. 2018, pp. 1–4, doi: 10.1109/ICSESS.2018.8663792 [Online]. Available: https://ieeexplore.ieee.org/document/8663792/

[381]

C. Goodenow, ‘Classroom Belonging among Early Adolescent Students’, The Journal of Early Adolescence, vol. 13, no. 1, pp. 21–43, Feb. 1993, doi: 10.1177/0272431693013001002.

[382]

C. Goodenow, ‘The psychological sense of school membership among adolescents: Scale development and educational correlates’, vol. 30, no. 1, pp. 79–90, doi: 10.1002/1520-6807. [Online]. Available: https://onlinelibrary.wiley.com/doi/pdf/10.1002/1520-6807%28199301%2930%3A1%3C79%3A%3AAID-PITS2310300113%3E3.0.CO%3B2-X

[383]

M. Graff, ‘Individual Differences in Sense of Classroom Community in a Blended Learning Environment’, Journal of Educational Media, vol. 28, no. 2–3, pp. 203–210, Oct. 2003, doi: 10.1080/1358165032000165635.

[384]

S. J. Greenland and C. Moore, ‘Patterns of online student enrolment and attrition in Australian open access online education: a preliminary case study’, Open Praxis, vol. 6, no. 1, Feb. 2014, doi: 10.5944/openpraxis.6.1.95.

[385]

K. L. Guthrie and J. L. Meriwether, ‘Leadership Development in Digital Spaces Through Mentoring, Coaching, and Advising’, New Directions for Student Leadership, vol. 2018, no. 158, pp. 99–110, Jun. 2018, doi: 10.1002/yd.20291.

[386]

O. Halic, D. Lee, T. Paulus, and M. Spence, ‘To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course’, The Internet and Higher Education, vol. 13, no. 4, pp. 206–213, Dec. 2010, doi: 10.1016/j.iheduc.2010.04.001.

[387]

L. R. M. Hausmann, J. W. Schofield, and R. L. Woods, ‘Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students’, Research in Higher Education, vol. 48, no. 7, pp. 803–839, Jul. 2007, doi: 10.1007/s11162-007-9052-9.

[388]

C. Haythornthwaite, M. M. Kazmer, J. Robins, and S. Shoemaker, ‘Community Development Among Distance Learners: Temporal and Technological Dimensions’, Journal of Computer-Mediated Communication, vol. 6, no. 1, Jun. 2006, doi: 10.1111/j.1083-6101.2000.tb00114.x.

[389]

Caroline Haythornthwaite, The Internet in Everyday Life. New York: John Wiley & Sons, Ltd., 2007.

[390]

N. Hernández-Sellés and M. González-Sanmamed, ‘Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools’, Computers & Education, vol. 138, pp. 1–12, Sep. 2019, doi: 10.1016/j.compedu.2019.04.012.

[391]

A. S. Herridge, J. McNaughtan, and L. J. James, ‘Online Orientation among Community College Students: Academic Engagement and Sense of Belonging’, vol. 27, no. 1, pp. 17–31, 2020 [Online]. Available: https://search.proquest.com/docview/2401888477/abstract/D9141AB7BC6F4CB0PQ/1?accountid=14116

[392]

M. Hoffman, J. Richmond, J. Morrow, and K. Salomone, ‘Investigating "Sense of Belonging” in First-Year College Students’, Journal of College Student Retention: Research, Theory & Practice, vol. 4, no. 3, pp. 227–256, Nov. 2002, doi: 10.2190/DRYC-CXQ9-JQ8V-HT4V.

[393]

G. H. Hofstede and G. J. Hofstede, Cultures and organizations: software of the mind : [intercultural cooperation and its importance for survival], [Rev. & exp. 2nd ed.]. New York, NY: McGraw-Hill, 2005.

[394]

S. Hrastinski, ‘What is online learner participation? A literature review’, Computers & Education, vol. 51, no. 4, pp. 1755–1765, Dec. 2008, doi: 10.1016/j.compedu.2008.05.005.

[395]

S. Hrastinski, ‘A theory of online learning as online participation’, Computers & Education, vol. 52, no. 1, pp. 78–82, Jan. 2009, doi: 10.1016/j.compedu.2008.06.009.

[396]

D. H. LIm, M. L. Morris, and V. W. Kurpritz, ‘Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction’, vol. 11, pp. 27–42, 2007 [Online]. Available: https://eric.ed.gov/?id=EJ842695

[397]

G. Hughes, ‘Diversity, identity and belonging in e-learning communities: some theories and paradoxes’, Teaching in Higher Education, vol. 12, no. 5, pp. 709–720, Oct. 2007, doi: 10.1080/13562510701596315.

[398]

G. Hughes, ‘Identity and belonging in social learning groups: the importance of distinguishing social, operational and knowledge‐related identity congruence’, British Educational Research Journal, vol. 36, no. 1, pp. 47–63, Feb. 2010, doi: 10.1080/01411920902834167.

[399]

S. Hurtado and D. F. Carter, ‘Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students’ Sense of Belonging’, Sociology of Education, vol. 70, no. 4, Oct. 1997, doi: 10.2307/2673270.

[400]

K. Illeris, ‘Transformative Learning and Identity’, Journal of Transformative Education, vol. 12, no. 2, pp. 148–163, Apr. 2014, doi: 10.1177/1541344614548423.

[401]

L. Joan  Mantz Yorke, M. Hill, J. O’ Mahony, and M. York, ‘Supporting student success: strategies for institutional change’. Higher Education Academy, 2017 [Online]. Available: https://www.advance-he.ac.uk/knowledge-hub/supporting-student-success-strategies-institutional-change

[402]

D. R. Johnson et al., ‘Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups’, Journal of College Student Development, vol. 48, no. 5, pp. 525–542, 2007, doi: 10.1353/csd.2007.0054.

[403]

G. Johnson, K. Scholes, and R. Whittington, Exploring corporate strategy: text and cases, 8th ed. Harlow, Essex: Financial Times Prentice Hall, 2008 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273724186

[404]

C. Johnson and J. Taylor, ‘Validity and Reliability of the Sense of Belonging Instrument with Online Graduate Nursing Students’, in 2019 Eighth International Conference on Educational Innovation through Technology (EITT), Oct. 2019, pp. 16–18, doi: 10.1109/EITT.2019.00012 [Online]. Available: https://ieeexplore.ieee.org/document/8924049/

[405]

T. Jowsey, G. Foster, P. Cooper-Ioelu, and S. Jacobs, ‘Blended learning via distance in pre-registration nursing education: A scoping review’, Nurse Education in Practice, vol. 44, Mar. 2020, doi: 10.1016/j.nepr.2020.102775.

[406]

Y. J. Joo, K. Y. Lim, and E. K. Kim, ‘Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model’, Computers & Education, vol. 57, no. 2, pp. 1654–1664, Sep. 2011, doi: 10.1016/j.compedu.2011.02.008.

[407]

E. Kahu, ‘Increasing the emotional engagement of first year mature-aged distance students: Interest and belonging’, The International Journal of the First Year in Higher Education, vol. 5, no. 2, Jul. 2014, doi: 10.5204/intjfyhe.v5i2.231.

[408]

M. Kara, F. Erdoğdu, M. Kokoç, and K. Cagiltay, ‘Challenges Faced by Adult Learners in Online Distance Education: A Literature Review’, Open Praxis, vol. 11, no. 1, Mar. 2019, doi: 10.5944/openpraxis.11.1.929.

[409]

S. Kift, K. Nelson, and J. Clarke, ‘Transition pedagogy: A third generation approach to FYE - A case study of policy and practice for the higher education sector’, vol. 1, no. 1, pp. 1–20, 2010 [Online]. Available: https://fyhejournal.com/article/download/13/60/13-1-153-1-10-20100802.pdf

[410]

A. M. Klem and J. P. Connell, ‘Relationships Matter: Linking Teacher Support to Student Engagement and Achievement’, Journal of School Health, vol. 74, no. 7, pp. 262–273, Sep. 2004, doi: 10.1111/j.1746-1561.2004.tb08283.x.

[411]

D. J. Kim and D. Zhang, ‘The Effects of Sense of Presence, Sense of Belonging, and Cognitive Absorption on Satisfaction and User Loyalty toward an Immersive 3D Virtual World’, in Exploring the Grand Challenges for Next Generation E-Business, vol. 52, R. Sharman, H. R. Rao, and T. S. Raghu, Eds. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011, pp. 30–43 [Online]. Available: http://link.springer.com/10.1007/978-3-642-17449-0_4

[412]

R. F. Kizilcec and A. Kambhampaty, ‘Identifying course characteristics associated with sociodemographic variation in enrollments across 159 online courses from 20 institutions’, PLOS ONE, vol. 15, no. 10, Oct. 2020, doi: 10.1371/journal.pone.0239766.

[413]

J. Koh, Y.-G. Kim, and Y.-G. Kim, ‘Sense of Virtual Community: A Conceptual Framework and Empirical Validation’, vol. 8, no. 2, pp. 75–94, 2003, doi: 10.1080/10684415.2003.11004295. [Online]. Available: https://www.tandfonline.com/doi/abs/10.1080/10864415.2003.11044295#aHR0cHM6Ly93d3cudGFuZGZvbmxpbmUuY29tL2RvaS9wZGYvMTAuMTA4MC8xMDg2NDQxNS4yMDAzLjExMDQ0Mjk1P25lZWRBY2Nlc3M9dHJ1ZUBAQDA=

[414]

E. Kubincova, V. H. M. Dale, and J. Kerr, ‘How a MOOC can effectively facilitate student transitions to an online distance postgraduate programme’, Research in Learning Technology, vol. 26, Sep. 2018, doi: 10.25304/rlt.v26.2055.

[415]

M. M. Laurie, ‘eService-Learning’, in Disruptive and Emerging Technology Trends Across Education and the Workplace, J. A. Delello and R. R. McWhorter, Eds. IGI Global, 2020, pp. 116–142 [Online]. Available: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-2914-0.ch005

[416]

H. J. Leavitt, L. R. Pondy, and D. M. Boje, Readings in managerial psychology, 4th ed. Chicago: Chicago U.P, 1989.

[417]

K. Lee, H. Choi, and Y. H. Cho, ‘Becoming a competent self: A developmental process of adult distance learning’, The Internet and Higher Education, vol. 41, pp. 25–33, Apr. 2019, doi: 10.1016/j.iheduc.2018.12.001.

[418]

X. Liu, R. J. Magjuka, C. J. Bonk, and S. Lee, ‘DOES SENSE OF COMMUNITY MATTER? An Examination of Participants’ Perceptions of Building Learning Communities in Online Courses’, vol. 8, no. 1, pp. 87–88, 2007 [Online]. Available: https://search.proquest.com/docview/231180604?pq-origsite=gscholar

[419]

A. M. Locks, S. Hurtado, N. A. Bowman, and L. Oseguera, ‘Extending Notions of Campus Climate and Diversity to Students’ Transition to College’, The Review of Higher Education, vol. 31, no. 3, pp. 257–285, 2008, doi: 10.1353/rhe.2008.0011.

[420]

S. Ludwig-hardman and J. C. Dunlap, ‘Learner Support Services for Online Students: Scaffolding for success’, The International Review of Research in Open and Distributed Learning, vol. 4, no. 1, Apr. 2003, doi: 10.19173/irrodl.v4i1.131.

[421]

S. J. Lopez and M. C. Louis, ‘The Principles of Strengths-Based Education’, Journal of College and Character, vol. 10, no. 4, Apr. 2009, doi: 10.2202/1940-1639.1041.

[422]

A. Mason, Community, solidarity, and belonging: levels of community and their normative significance. Cambridge: Cambridge University Press, 2000.

[423]

D. Maor, ‘The Teacher’s Role in Developing Interaction and Reflection in an Online Learning Community’, Educational Media International, vol. 40, no. 1–2, pp. 127–138, Jan. 2003, doi: 10.1080/0952398032000092170.

[424]

R. Masika and J. Jones, ‘Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together’, Teaching in Higher Education, vol. 21, no. 2, pp. 138–150, Feb. 2016, doi: 10.1080/13562517.2015.1122585.

[425]

Information technology and constructivism in higher education. Hershey, PA: Information Science Reference, 2009.

[426]

M. M. S. de Oliveira, A. S. T. Penedo, and V. S. Pereira, ‘Distance education: advantages and disadvantages of the point of view of education and society’, Dialogia, no. 29, pp. 139–152, Aug. 2018, doi: 10.5585/dialogia.N29.7661.

[427]

R. Matheson and M. Sutcliffe, ‘Creating belonging and transformation through the adoption of flexible pedagogies in masters level international business management students’, Teaching in Higher Education, vol. 22, no. 1, pp. 15–29, Jan. 2017, doi: 10.1080/13562517.2016.1221807.

[428]

M. Martinez, ‘High attrition rates in e-learning: challenges, predictors, and solutions’, pp. 1–9, 2003 [Online]. Available: https://www.learningguild.com/pdf/2/071403mgt-l.pdf

[429]

R. Maestas, G. S. Vaquera, and L. M. Zehr, ‘Factors Impacting Sense of Belonging at a Hispanic-Serving Institution’, Journal of Hispanic Higher Education, vol. 6, no. 3, pp. 237–256, Jul. 2007, doi: 10.1177/1538192707302801.

[430]

A. H. Maslow, ‘A theory of human motivation.’, Psychological Review, vol. 50, no. 4, pp. 370–396, 1943, doi: 10.1037/h0054346.

[431]

A. H. Maslow, A Theory of Human Motivation. Sublime books, 14AD.

[432]

A. H. Maslow, Toward a Psychology of Being. Dancing Unicorn Books, 28AD.

[433]

J. M. McInnerney and T. S. Roberts, ‘Online Learning: Social Interaction and the Creation of a Sense of Community’, vol. 7, no. 3, pp. 73–81, 2004 [Online]. Available: https://www.jstor.org/stable/jeductechsoci.7.3.73

[434]

C. Meehan and K. Howells, ‘In search of the feeling of “belonging” in higher education: undergraduate students transition into higher education’, Journal of Further and Higher Education, pp. 1–15, Sep. 2018, doi: 10.1080/0309877X.2018.1490702.

[435]

J. J. Miller, ‘Impact of a University Recreation Center on Social Belonging and Student Retention’, Recreational Sports Journal, vol. 35, no. 2, pp. 117–129, Oct. 2011, doi: 10.1123/rsj.35.2.117.

[436]

Z. Millei and J. Sumsion, ‘The “Work” of Community in Belonging, Being and Becoming: The Early Years Learning Framework for Australia’, Contemporary Issues in Early Childhood, vol. 12, no. 1, pp. 71–85, Mar. 2011, doi: 10.2304/ciec.2011.12.1.71.

[437]

L. M. Dos Santos, ‘How Does COVID-19 Pandemic Influence the Sense of Belonging and Decision-Making Process of Nursing Students: The Study of Nursing Students’ Experiences’, International Journal of Environmental Research and Public Health, vol. 17, no. 15, Aug. 2020, doi: 10.3390/ijerph17155603.

[438]

L. Moller, ‘Designing communities of learners for asynchronous distance education’, Educational Technology Research and Development, vol. 46, no. 4, pp. 115–122, Dec. 1998, doi: 10.1007/BF02299678.

[439]

C. Moore and S. Greenland, ‘Employment-driven online student attrition and the  assessment policy divide: An Australian open-access higher education perspective’, vol. 21, no. 1, pp. 52–62, 2017 [Online]. Available: https://files.eric.ed.gov/fulltext/EJ1148193.pdf

[440]

H. E. Muse, ‘The Web-based community college student: An examination of factors that lead to success and risk’, The Internet and Higher Education, vol. 6, no. 3, pp. 241–261, Jul. 2003, doi: 10.1016/S1096-7516(03)00044-7.

[441]

C. Ní Shé et al., ‘Teaching online is different: critical perspectives from the literature’, 2019, doi: 10.5281/zenodo.3479402. [Online]. Available: http://doras.dcu.ie/23890/

[442]

P. O’Keeffe, ‘A sense of belonging: Improving student rentention’, vol. 47, no. 4, pp. 605–613, 2013 [Online]. Available: https://researchrepository.rmit.edu.au/discovery/fulldisplay?docid=alma9921862552801341&context=L&vid=61RMIT_INST:ResearchRepository&lang=en&search_scope=Research&adaptor=Local%20Search%20Engine&tab=Research&query=any,contains,A%20sense%20of%20belonging:%20Improving%20student%20retention&offset=0

[443]

S. O’ Shea, C. Stone, and J. Delahunty, ‘"I “feel” like I am at university even though I am online.” Exploring how students narrate their engagement with higher education institutions in an online learning environment’, Distance Education, vol. 36, no. 1, pp. 41–58, Jan. 2015, doi: 10.1080/01587919.2015.1019970.

[444]

K. F. Osterman, ‘Students’ Need for Belonging in the School Community’, Review of Educational Research, vol. 70, no. 3, pp. 323–367, Sep. 2000, doi: 10.3102/00346543070003323.

[445]

K. F. Osterman, ‘Teacher Practice and Students’ Sense of Belonging’, in International Research Handbook on Values Education and Student Wellbeing, T. Lovat, R. Toomey, and N. Clement, Eds. Dordrecht: Springer Netherlands, 2010, pp. 239–260 [Online]. Available: http://link.springer.com/10.1007/978-90-481-8675-4_15

[446]

R. M. Palloff and K. Pratt, The virtual student: a profile and guide to working with online learners. San Francisco, Calif: Jossey-Bass, 2003.

[447]

A. Page, J. Charteris, J. Anderson, and C. Boyle, ‘Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic’, European Journal of Special Needs Education, pp. 1–15, Jan. 2021, doi: 10.1080/08856257.2021.1872842.

[448]

S. Peacock and C. DePlacido, ‘Supporting Staff Transitions into Online Learning: A Networking Approach’, Journal of Perspectives in Applied Academic Practice, vol. 6, no. 2, pp. 67–75, Sep. 2018, doi: 10.14297/jpaap.v6i2.336.

[449]

S. Peacock, J. Cowan, L. Irvine, and J. Williams, ‘An Exploration Into the Importance of a Sense of Belonging for Online Learners’, The International Review of Research in Open and Distributed Learning, vol. 21, no. 2, pp. 18–35, Apr. 2020, doi: 10.19173/irrodl.v20i5.4539.

[450]

L. D. Pittman and A. Richmond, ‘University Belonging, Friendship Quality, and Psychological Adjustment During the Transition to College’, The Journal of Experimental Education, vol. 76, no. 4, pp. 343–362, Jul. 2008, doi: 10.3200/JEXE.76.4.343-362.

[451]

F. Procentese, V. Capone, D. Caso, A. Donizzetti, and F. Gatti, ‘Academic Community in the Face of Emergency Situations: Sense of Responsible Togetherness and Sense of Belonging as Protective Factors against Academic Stress during COVID-19 Outbreak’, Sustainability, vol. 12, no. 22, Nov. 2020, doi: 10.3390/su12229718.

[452]

J. Preece, B. Nonnecke, and D. Andrews, ‘The top five reasons for lurking: improving community experiences for everyone’, Computers in Human Behavior, vol. 20, no. 2, pp. 201–223, Mar. 2004, doi: 10.1016/j.chb.2003.10.015.

[453]

J. Quinn, ‘Belonging in a learning community: The re-imagined university and imagined social capital’, Studies in the Education of Adults, vol. 37, no. 1, pp. 4–17, Mar. 2005, doi: 10.1080/02660830.2005.11661504.

[454]

P. Redmond, A. Heffernan, L. Abawi, A. Brown, and R. Henderson, ‘An Online Engagement Framework for Higher Education’, Online Learning, vol. 22, no. 1, Mar. 2018, doi: 10.24059/olj.v22i1.1175.

[455]

S. Rizvi, B. Rienties, and S. A. Khoja, ‘The role of demographics in online learning; A decision tree based approach’, Computers & Education, vol. 137, pp. 32–47, Aug. 2019, doi: 10.1016/j.compedu.2019.04.001.

[456]

B. Rogaly and B. Taylor, Moving histories of class and community: identity, place and belonging in contemporary England, Pbk. ed. Houndmills: Palgrave Macmillan, 2011.

[457]

J. Roberts, ‘Future and changing roles of staff in distance education: a study to identify training and professional development needs’, Distance Education, vol. 39, no. 1, pp. 37–53, Jan. 2018, doi: 10.1080/01587919.2017.1419818.

[458]

A. P. Rovai, ‘Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks’, The Internet and Higher Education, vol. 5, no. 4, pp. 319–332, Jan. 2002, doi: 10.1016/S1096-7516(02)00130-6.

[459]

A. P. Rovai, ‘Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks’, The Internet and Higher Education, vol. 5, no. 4, pp. 319–332, Jan. 2002, doi: 10.1016/S1096-7516(02)00130-6.

[460]

A. P. Rovai, ‘Development of an instrument to measure classroom community’, The Internet and Higher Education, vol. 5, no. 3, pp. 197–211, Sep. 2002, doi: 10.1016/S1096-7516(02)00102-1.

[461]

A. P. Rovai and H. Jordan, ‘Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses’, The International Review of Research in Open and Distributed Learning, vol. 5, no. 2, Aug. 2004, doi: 10.19173/irrodl.v5i2.192.

[462]

A. P. Rovai and M. J. Wighting, ‘Feelings of alienation and community among higher education students in a virtual classroom’, The Internet and Higher Education, vol. 8, no. 2, pp. 97–110, Apr. 2005, doi: 10.1016/j.iheduc.2005.03.001.

[463]

A. P. Rovai, ‘Building classroom community at a distance: A case study’, Educational Technology Research and Development, vol. 49, no. 4, pp. 33–48, Dec. 2001, doi: 10.1007/BF02504946.

[464]

A. P. Rovai, ‘In search of higher persistence rates in distance education online programs’, The Internet and Higher Education, vol. 6, no. 1, pp. 1–16, Jan. 2003, doi: 10.1016/S1096-7516(02)00158-6.

[465]

A. P. Rovai and M. J. Wighting, ‘Feelings of alienation and community among higher education students in a virtual classroom’, The Internet and Higher Education, vol. 8, no. 2, pp. 97–110, Apr. 2005, doi: 10.1016/j.iheduc.2005.03.001.

[466]

A. P. Rovai, ‘Building Sense of Community at a Distance’, The International Review of Research in Open and Distributed Learning, vol. 3, no. 1, Apr. 2002, doi: 10.19173/irrodl.v3i1.79.

[467]

A. Salles et al., ‘Social Belonging as a Predictor of Surgical Resident Well-being and Attrition’, Journal of Surgical Education, vol. 76, no. 2, pp. 370–377, Mar. 2019, doi: 10.1016/j.jsurg.2018.08.022.

[468]

A. Saykılı, ‘Distance Education: Definitions, Generations, Key Concepts and Future Directions’, vol. 5, no. 1, pp. 2–17, 2018 [Online]. Available: http://ijcer.net/en/download/article-file/498240

[469]

N. K. Schlossberg, ‘Marginality and mattering: Key issues in building community’, New Directions for Student Services, vol. 1989, no. 48, pp. 5–15, Winter 1989, doi: 10.1002/ss.37119894803.

[470]

M. Sedgwick and J. Rougeau, ‘Points of tension: a qualitative descriptive study of significant events that influence undergraduate nursing students’ sense of belonging’, vol. 10, no. 4, 30AD [Online]. Available: https://www.rrh.org.au/journal/article/1569

[471]

Ormond Simpson, Student retention in online, open, and distance learning. London: Kogan Page, 2003.

[472]

P. Shea, C. Sau Li, and A. Pickett, ‘A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses’, The Internet and Higher Education, vol. 9, no. 3, pp. 175–190, Jul. 2006, doi: 10.1016/j.iheduc.2006.06.005.

[473]

P. Shea and T. Bidjerano, ‘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 & Education, vol. 55, no. 4, pp. 1721–1731, Dec. 2010, doi: 10.1016/j.compedu.2010.07.017.

[474]

P. Shea, K. Swan, C. Sau LI, and A. Pickett, ‘DEVELOPING LEARNING COMMUNITY IN ONLINE ASYNCHRONOUS COLLEGE COURSES: THE ROLE OF TEACHING PRESENCE’, 2005 [Online]. Available: https://s3.amazonaws.com/academia.edu.documents/4091310/10.1.1.96.343.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1529508933&Signature=fr14pmkLcSToqoCpe42%2FpF2jwtY%3D&response-content-disposition=inline%3B%20filename%3DDeveloping_learning_community_in_online.pdf

[475]

A. B. Smoyer, K. O’Brien, and E. Rodriguez-Keyes, ‘Lessons learned from COVID-19: Being known in online social work classrooms’, International Social Work, vol. 63, no. 5, pp. 651–654, Sep. 2020, doi: 10.1177/0020872820940021.

[476]

A. Seymour-Walsh, A. Weber, and A. Bell, ‘Practical approaches to pedagogically rich online tutorials in health professions education’, Rural and Remote Health, May 2020, doi: 10.22605/RRH6045.

[477]

Y. Solomon, ‘Not belonging? What makes a functional learner identity in undergraduate mathematics?’, Studies in Higher Education, vol. 32, no. 1, pp. 79–96, Feb. 2007, doi: 10.1080/03075070601099473.

[478]

K. M. Soria and R. Stubblefield, ‘Knowing Me, Knowing You’, Journal of College Student Retention: Research, Theory & Practice, vol. 17, no. 3, pp. 351–372, Nov. 2015, doi: 10.1177/1521025115575914.

[479]

L. B. Spanierman et al., ‘Living Learning Communities and Students’ Sense of Community and Belonging’, Journal of Student Affairs Research and Practice, vol. 50, no. 3, pp. 308–325, Jul. 2013, doi: 10.1515/jsarp-2013-0022.

[480]

E. Stacey, ‘Collaborative Learning in an Online Environment’, vol. 14, no. 2, pp. 14–33, 1999 [Online]. Available: http://www.ijede.ca/index.php/jde/article/view/154

[481]

C. Stone and S. O’Shea, ‘Older, online and first: Recommendations for retention and success’, Australasian Journal of Educational Technology, vol. 35, no. 1, Mar. 2019, doi: 10.14742/ajet.3913.

[482]

E. J. Stodel, T. L. Thompson, and C. J. MacDonald, ‘Learners’ Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework’, The International Review of Research in Open and Distributed Learning, vol. 7, no. 3, Dec. 2006, doi: 10.19173/irrodl.v7i3.325.

[483]

A. J. Stewart, ‘Sense of belonging in digital spaces’, Fresno State University, 2020 [Online]. Available: https://scholarworks.calstate.edu/concern/theses/kd17cw43j

[484]

T. L. Strayhorn and Ebooks Corporation Limited, College students’ sense of belonging: a key to educational success for all students. New York: Routledge, 2012 [Online]. Available: http://GLA.eblib.com/patron/FullRecord.aspx?p=1101369

[485]

L. Tett, V. E. Cree, and H. Christie, ‘From further to higher education: transition as an on-going process’, Higher Education, vol. 73, no. 3, pp. 389–406, Mar. 2017, doi: 10.1007/s10734-016-0101-1.

[486]

L. Thomas, J. Herbert, and M. Teras, ‘A sense of belonging to enhance participation, success and retention in online programs’, The International Journal of the First Year in Higher Education, vol. 5, no. 2, Jul. 2014, doi: 10.5204/intjfyhe.v5i2.233.

[487]

E. Toufaily, T. Zalan, and D. Lee, ‘What Do Learners Value in Online Education? An Emerging Market Perspective’, vol. 12, no. 2, pp. 24–39, 2018 [Online]. Available: https://eric.ed.gov/?id=EJ1193341

[488]

E. Tovar and M. A. Simon, ‘Factorial Structure and Invariance Analysis of the Sense of Belonging Scales’, Measurement and Evaluation in Counseling and Development, vol. 43, no. 3, pp. 199–217, Oct. 2010, doi: 10.1177/0748175610384811.

[489]

A. Todri, P. Papajorgji, H. Moskowitz, and F. Scalera, ‘Perceptions regarding Distance Learning in Higher Education, Smoothing the Transition’, Contemporary Educational Technology, vol. 13, no. 1, Nov. 2020, doi: 10.30935/cedtech/9274.

[490]

S. Trawalter, K. Hoffman, and L. Palmer, ‘Out of place: Socioeconomic status, use of public space, and belonging in higher education.’, Journal of Personality and Social Psychology, vol. 120, no. 1, pp. 131–144, Jan. 2021, doi: 10.1037/pspi0000248.

[491]

G. Trujillo and K. D. Tanner, ‘Considering the Role of Affect in Learning: Monitoring Students’ Self-Efficacy, Sense of Belonging, and Science Identity’, CBE—Life Sciences Education, vol. 13, no. 1, pp. 6–15, Mar. 2014, doi: 10.1187/cbe.13-12-0241.

[492]

‘Supporting student transitions into online learning’, 2018. [Online]. Available: https://www.teaching-matters-blog.ed.ac.uk/supporting-student-transitions-into-online-learning/

[493]

‘Student Transitions Map’. QAA Scotland [Online]. Available: https://www.studenttransitionmap.uk/images/studentTransImage.pdf

[494]

A. Vaccaro, M. Daly-Cano, and B. M. Newman, ‘A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model’, Journal of College Student Development, vol. 56, no. 7, pp. 670–686, 2015, doi: 10.1353/csd.2015.0072.

[495]

A. Vaccaro and B. M. Newman, ‘A Sense of Belonging Through the Eyes of First-Year LGBPQ Students’, Journal of Student Affairs Research and Practice, vol. 54, no. 2, pp. 137–149, Apr. 2017, doi: 10.1080/19496591.2016.1211533.

[496]

A. A. Whittaker, ‘Effects of Team-Based Learning on Self-Regulated Online Learning’, International Journal of Nursing Education Scholarship, vol. 12, no. 1, pp. 45–54, Jan. 2015, doi: 10.1515/ijnes-2014-0046.

[497]

J. White and J. Nonnamaker, ‘Belonging and Mattering: How Doctoral Students Experience Community’, Journal of Student Affairs Research and Practice, vol. 45, no. 3, Jan. 2008, doi: 10.2202/1949-6605.1860.

[498]

D. Wilson et al., ‘Belonging and Academic Engagement Among Undergraduate STEM Students: A Multi-institutional Study’, Research in Higher Education, vol. 56, no. 7, pp. 750–776, Nov. 2015, doi: 10.1007/s11162-015-9367-x.

[499]

D. Wilson, D. Spring, and L. Hansen, ‘Psychological sense of community & belonging in engineering education’, in 2008 38th Annual Frontiers in Education Conference, Oct. 2008, pp. F3F-21-F3F-24, doi: 10.1109/FIE.2008.4720650 [Online]. Available: http://ieeexplore.ieee.org/document/4720650/

[500]

J. Williams, J. Ritter, and S. M. Bullock, ‘Understanding the Complexity of Becoming a Teacher Educator: Experience, belonging, and practice within a professional learning community’, Studying Teacher Education, vol. 8, no. 3, pp. 245–260, Nov. 2012, doi: 10.1080/17425964.2012.719130.

[501]

H. W. Pichon, ‘Developing a sense of belonging in the classroom: community college students taking courses on a four-year college campus’, Community College Journal of Research and Practice, vol. 40, no. 1, pp. 47–59, Jan. 2016, doi: 10.1080/10668926.2014.964429.

[502]

S. Won, L. C. Hensley, and C. A. Wolters, ‘Brief Research Report: Sense of Belonging and Academic Help-Seeking as Self-Regulated Learning’, The Journal of Experimental Education, vol. 89, no. 1, pp. 112–124, Jan. 2021, doi: 10.1080/00220973.2019.1703095.

[503]

X. Xie, K. Siau, and F. F.-H. Nah, ‘COVID-19 pandemic – online education in the new normal and the next normal’, Journal of Information Technology Case and Application Research, vol. 22, no. 3, pp. 175–187, Jul. 2020, doi: 10.1080/15228053.2020.1824884.

[504]

S. J. Yoo and W. D. Huang, ‘Engaging Online Adult Learners in Higher Education: Motivational Factors Impacted by Gender, Age, and Prior Experiences’, The Journal of Continuing Higher Education, vol. 61, no. 3, pp. 151–164, Sep. 2013, doi: 10.1080/07377363.2013.836823.

[505]

M. Y. Ahn and H. H. Davis, ‘Students’ sense of belonging and their socio-economic status in higher education: a quantitative approach’, Teaching in Higher Education, pp. 1–14, Jun. 2020, doi: 10.1080/13562517.2020.1778664.

[506]

L. Zhao, Y. Lu, B. Wang, P. Y. K. Chau, and L. Zhang, ‘Cultivating the sense of belonging and motivating user participation in virtual communities: A social capital perspective’, International Journal of Information Management, vol. 32, no. 6, pp. 574–588, Dec. 2012, doi: 10.1016/j.ijinfomgt.2012.02.006.

[507]

B. Wellman, Networks in the Global Village. Routledge, 2018 [Online]. Available: https://www.taylorfrancis.com/books/9780429967269

[508]

S. Bayne, ‘Mere jelly’: the bodies of networked learners. Sheffield: Networked Learning 2004, 2004 [Online]. Available: https://pdfs.semanticscholar.org/e0d0/beedd312c42807da2dbfba48b72fb54c56d1.pdf

[509]

A. A. Bellack and J. R. Davitz, ‘The language of the classroom, meanings communicated in high school teaching.’, 1963 [Online]. Available: https://eric.ed.gov/?id=ED003273

[510]

B. M. Hagerty, R. A. Williams, J. C. Coyne, and M. R. Early, ‘Sense of belonging and indicators of social and psychological functioning’, Archives of Psychiatric Nursing, vol. 10, no. 4, pp. 235–244, Aug. 1996, doi: 10.1016/S0883-9417(96)80029-X.

[511]

S. Shillington, M. Brown, A. MacKay, S. Paewai, G. Suddaby, and F. White, ‘Avoiding the goulash: closing gaps and bridging distances’, Open Learning: The Journal of Open, Distance and e-Learning, vol. 27, no. 1, pp. 65–80, Feb. 2012, doi: 10.1080/02680513.2012.640789.

[512]

E. R. Kahu, ‘Framing student engagement in higher education’, Studies in Higher Education, vol. 38, no. 5, pp. 758–773, Jun. 2013, doi: 10.1080/03075079.2011.598505.

[513]

Pina Tarricone, The taxonomy of metacognition. London: PsyPress, 2011 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=668569

[514]

L. S. Vygotskiĭ and Askews & Holts Library Services, Mind in society: the development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press, 1978 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780674076686

[515]

J. Hattie, Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge, 2009.

[516]

V. Dale and N. Sheridan, ‘Learners, Teachers and Places:  A conceptual framework for creative pedagogies’, vol. 2, no. 1, 2021 [Online]. Available: https://gla-my.sharepoint.com/:w:/g/personal/nathalie_sheridan_glasgow_ac_uk/ESyWVR7uy1RLo0lwByF44loBycwUHSZBd-QMke_EezMajA?e=4%3APflKVi&at=9&CID=6DBAA9B8-240B-4F32-9C61-BC74F21FC07A&wdLOR=c5AB6452F-539A-4F56-B424-430268C513E3

[517]

H. Carmichael and B. Moore, ‘Common Framework for Online Education’. University of Southampton, 2020 [Online]. Available: https://www.southampton.ac.uk/chep/teaching-and-learning/common-framework.page

[518]

G. Singh, ‘Supporting Black, Asian Minority Ethnic (BAME) Students During The COVID-19 Crisis’, 2020 [Online]. Available: https://shadesofnoir.org.uk/supporting-black-asian-minority-ethnic-bame-students-during-the-covid-19-crisis/

[519]

D. McConnell and Society for Research into Higher Education, E-learning groups and communities. Maidenhead, Eng: Society for Research into Higher Education & Open University Press, 2006.

[520]

A. W. Astin, What matters in college?: four critical years revisited, First edition. San Francisco, California: Jossey-Bass Publishers, 1993.

[521]

B. M. K. Hagerty, J. Lynch-Sauer, K. L. Patusky, M. Bouwsema, and P. Collier, ‘Sense of belonging: A vital mental health concept’, Archives of Psychiatric Nursing, vol. 6, no. 3, pp. 172–177, Jun. 1992, doi: 10.1016/0883-9417(92)90028-H.

[522]

A. Astin, ‘Student Involvement: A Developmental Theory for Higher Education’, vol. 40, no. 5, pp. 518–529, 1999 [Online]. Available: https://www.middlesex.mass.edu/ace/downloads/astininv.pdf

[523]

‘Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence’, The Journal of Higher Education, vol. 79, no. 5, pp. 540–563, 2008, doi: 10.1353/jhe.0.0019.

[524]

M. Barr, ‘Designing online courses for better learning and well-being outcomes’, 2021 [Online]. Available: https://www.timeshighereducation.com/campus/designing-online-courses-better-learning-and-wellbeing-outcomes

[525]

Y. Si, ‘Supporting students’ emotional needs in distance learning’, 2021 [Online]. Available: https://www.timeshighereducation.com/campus/supporting-students-emotional-needs-distance-learning

[526]

F. Darby, ‘How to create human connection when teaching online’, 2021 [Online]. Available: https://www.timeshighereducation.com/campus/how-create-human-connection-when-teaching-online

[527]

M. Islam, ‘Building belonging: Developing religiously inclusive cultures for Muslim students in higher education’. Advance HE, 2021 [Online]. Available: https://www.advance-he.ac.uk/knowledge-hub/building-belonging-developing-religiously-inclusive-cultures-muslim-students-higher

[528]

C. Cooke, ‘Research in belonging’. [Online]. Available: https://miro.com/app/board/o9J_l2Mhowg=/

[529]

A. Cook-Sather and P. Felton, ‘Where Student Engagement Meets Faculty Development: How Student-Faculty Pedagogical Partnership Fosters a Sense of Belonging’, vol. 1, no. 2, 2017 [Online]. Available: https://sehej.raise-network.com/raise/article/view/cook

[530]

B. Read, L. Archer, and C. Leathwood, ‘Challenging Cultures? Student Conceptions of “Belonging” and “Isolation” at a Post-1992 University’, Studies in Higher Education, vol. 28, no. 3, pp. 261–277, Aug. 2003, doi: 10.1080/03075070309290.

[531]

D. White, ‘Belonging is inconvenient’, 2022. [Online]. Available: http://daveowhite.com/inconvenient/

[532]

C. Meehan and K. Howells, ‘In search of the feeling of “belonging” in higher education: undergraduate students transition into higher education’, Journal of Further and Higher Education, vol. 43, no. 10, pp. 1376–1390, Nov. 2019, doi: 10.1080/0309877X.2018.1490702.

[533]

S. R. Asher and M. S. Weeks, ‘Loneliness and Belongingness in the College Years’, in The handbook of solitude : psychological perspectives on social isolation, social withdrawal, and being alone, R. J. Coplan and J. C. Bowker, Eds. Wiley, 2013, pp. 283–301 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://onlinelibrary.wiley.com/doi/10.1002/9781118427378.ch16

[534]

D. Cole, C. B. Newman, and L. I. Hypolite, ‘Sense of Belonging and Mattering Among Two Cohorts of First-Year Students Participating in a Comprehensive College Transition Program’, American Behavioral Scientist, vol. 64, no. 3, pp. 276–297, Mar. 2020, doi: 10.1177/0002764219869417.

[535]

K. Gravett and R. Ajjawi, ‘Belonging as situated practice’, Studies in Higher Education, pp. 1–11, Feb. 2021, doi: 10.1080/03075079.2021.1894118.

[536]

G. Elliott, S. Kao, and A.-M. Grant, ‘Mattering: Empirical Validation of a Social-Psychological Concept’, Self and Identity, vol. 3, no. 4, pp. 339–354, Oct. 2004, doi: 10.1080/13576500444000119.

[537]

G. Flett, A. Khan, and C. Su, ‘Mattering and Psychological Well-being in College and University Students: Review and Recommendations for Campus-Based Initiatives’, International Journal of Mental Health and Addiction, vol. 17, no. 3, pp. 667–680, Jun. 2019, doi: 10.1007/s11469-019-00073-6.

[538]

D. Whitten, A. James, and C. Roberts, ‘Factors That Contribute to a Sense of Belonging in Business Students on a Small 4-Year Public Commuter Campus in the Midwest’, Journal of College Student Retention: Research, Theory & Practice, vol. 22, no. 1, pp. 99–117, May 2020, doi: 10.1177/1521025117726520.

[539]

‘Help earning your CUNY degree’. [Online]. Available: https://growingupnyc.cityofnewyork.us/programs/cuny-asap/#:~:text=CUNY%20ASAP%20helps%20students%20earn,colleges%20in%20all%20five%20boroughs

[540]

T. A. Pychyl, G. L. Flett, M. Long, E. Carreiro, and R. Azil, ‘Faculty Perceptions of Mattering in Teaching and Learning: A Qualitative Examination of the Views, Values, and Teaching Practices of Award-Winning Professors’, Journal of Psychoeducational Assessment, vol. 40, no. 1, pp. 142–158, Feb. 2022, doi: 10.1177/07342829211057648.

[541]

D. Whitten, A. James, and C. Roberts, ‘Factors That Contribute to a Sense of Belonging in Business Students on a Small 4-Year Public Commuter Campus in the Midwest’, Journal of College Student Retention: Research, Theory & Practice, vol. 22, no. 1, pp. 99–117, May 2020, doi: 10.1177/1521025117726520.

[542]

‘Belonging inclusion and mental health are all connected’, 2022 [Online]. Available: https://wonkhe.com/blogs/belonging-inclusion-and-mental-health-are-all-connected/

[543]

I. Prilleltensky, ‘Mattering at the Intersection of Psychology, Philosophy, and Politics’, American Journal of Community Psychology, vol. 65, no. 1–2, pp. 16–34, Mar. 2020, doi: 10.1002/ajcp.12368.

[544]

‘UNIVERSITY OF LEEDS A place where all students belong - Access and Student Success Strategy 2025’. [Online]. Available: https://ses.leeds.ac.uk/info/22252/access_and_student_success/1250/access_and_student_success_strategy

[545]

‘Belonging at Leeds’. [Online]. Available: https://peopledevelopment.leeds.ac.uk/belonging-at-leeds/

[546]

‘Fostering a Sense of Belonging at our University, A Guide for Schools’. University of Edinburgh, 2020 [Online]. Available: https://www.ed.ac.uk/files/atoms/files/belongingguide.pdf

[547]

D. F. Chambliss and C. G. Takacs, How college works. Cambridge, Massachusetts: Harvard University Press, 2014 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780674726093

[548]

M. Curnock Cook, ‘Connectedness, trust and student engagement’, 2020 [Online]. Available: https://www.hepi.ac.uk/2020/03/24/connectedness-trust-and-student-engagement/

[549]

C. Evans, D. Muijs, and M. Tomlinson, ‘Engaged student learning’. Higher Education Academy, 2015 [Online]. Available: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/engaged_student_learning_high-impact_pedagogies_1568037336.pdf

[550]

S. Kenny, B. McGrath, and R. Phillips, Eds., The Routledge handbook of community development: perspectives from around the globe. New York, NY: Routledge, 2018.

[551]

Catherine Bovill, Joy Jarvis, and Karen Smith, Co-Creating Learning and Teaching. Critical Publishing, 2020.

[552]

H. O. Akinbode, ‘A sense of belonging – what it means for higher education institutions’, 2022 [Online]. Available: https://blogs.kcl.ac.uk/behaviouralinsights/2022/01/12/a-sense-of-belonging-what-it-means-for-higher-education-institutions/

[553]

C. D. Slaten, Z. M. Elison, E. D. Deemer, H. A. Hughes, and D. A. Shemwell, ‘The Development and Validation of the University Belonging Questionnaire’, The Journal of Experimental Education, vol. 86, no. 4, pp. 633–651, Oct. 2018, doi: 10.1080/00220973.2017.1339009.

[554]

E. Knekta, K. Chatzikyriakidou, and M. McCartney, ‘Evaluation of a Questionnaire Measuring University Students’ Sense of Belonging to and Involvement in a Biology Department’, CBE—Life Sciences Education, vol. 19, no. 3, Sep. 2020, doi: 10.1187/cbe.19-09-0166.

[555]

‘Sense of belonging scale’. [Online]. Available: https://www.imperial.ac.uk/education-research/evaluation/what-can-i-evaluate/sense-of-belonging/tools-for-assessing-sense-of-belonging/sense-of-belonging-scale/

[556]

G. M. Walton and G. L. Cohen, ‘A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students’, Science, vol. 331, no. 6023, pp. 1447–1451, Mar. 2011, doi: 10.1126/science.1198364.

[557]

‘Interviews’. [Online]. Available: https://www.imperial.ac.uk/education-research/evaluation/what-can-i-evaluate/sense-of-belonging/tools-for-assessing-sense-of-belonging/interviews/

[558]

J. W. Stokes, ‘Examining the Sense of Belonging of First-Generation Students and their College Persistence: An Exploratory Interview Study’, The University of Tennessee Knoxville, 2017 [Online]. Available: https://trace.tennessee.edu/utk_graddiss/4756/

[559]

J. A. Scaia, ‘Do I Belong? What Students Teach Us About Belonging to a New University’, University of South Florida, 2021 [Online]. Available: https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=10058&context=etd

[560]

E. A. Canning, J. LaCosse, K. M. Kroeper, and M. C. Murphy, ‘Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students’, Social Psychological and Personality Science, vol. 11, no. 5, pp. 647–657, Jul. 2020, doi: 10.1177/1948550619882032.

[561]

L. Gourlay, ‘“Student engagement” and the tyranny of participation’, Teaching in Higher Education, vol. 20, no. 4, pp. 402–411, May 2015, doi: 10.1080/13562517.2015.1020784.

[562]

Doreen B. Massey, Space, place, and gender. Minneapolis: University of Minnesota Press, 1994.

[563]

C. S. Dweck, Self-theories. Psychology Press, 2013 [Online]. Available: https://www.taylorfrancis.com/books/9781317710332

[564]

A. Michou, M. Vansteenkiste, A. Mouratidis, and W. Lens, ‘Enriching the hierarchical model of achievement motivation: Autonomous and controlling reasons underlying achievement goals’, British Journal of Educational Psychology, vol. 84, no. 4, pp. 650–666, Dec. 2014, doi: 10.1111/bjep.12055.

[565]

‘Supporting the Identity Development of Underrepresented Students (SIDUS)’. [Online]. Available: https://www.imperial.ac.uk/education-research/our-work/identities-in-education/sidus/

[566]

J. K. Viola, ‘Belonging and Global Citizenship in a STEM University’, Education Sciences, vol. 11, no. 12, Dec. 2021, doi: 10.3390/educsci11120803.

[567]

L. D. Pittman and A. Richmond, ‘Academic and Psychological Functioning in Late Adolescence: The Importance of School Belonging’, The Journal of Experimental Education, vol. 75, no. 4, pp. 270–290, Jul. 2007, doi: 10.3200/JEXE.75.4.270-292.

[568]

C. Furrer and E. Skinner, ‘Sense of relatedness as a factor in children’s academic engagement and performance.’, Journal of Educational Psychology, vol. 95, no. 1, pp. 148–162, Mar. 2003, doi: 10.1037/0022-0663.95.1.148.

[569]

R. Raaper, ‘Contemporary dynamics of student experience and belonging in higher education’, Critical Studies in Education, vol. 62, no. 5, pp. 537–542, Oct. 2021, doi: 10.1080/17508487.2021.1983852.

[570]

K. W. Guyotte, M. A. Flint, and K. S. Latopolski, ‘Cartographies of belonging: mapping nomadic narratives of first-year students’, Critical Studies in Education, vol. 62, no. 5, pp. 543–558, Oct. 2021, doi: 10.1080/17508487.2019.1657160.

[571]

K. M. Cooper and S. E. Brownell, ‘Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students’, CBE—Life Sciences Education, vol. 15, no. 3, Sep. 2016, doi: 10.1187/cbe.16-01-0074.

[572]

‘Pride and Prejudice in Education’. University and College Union, 2016 [Online]. Available: https://www.ucu.org.uk/media/8359/Summary-of-Pride-and-Prejudice-in-Education-report-Oct-16/pdf/Summary_of_Pride_and_Prejudice_in_Eduation_report_Oct_2016.pdf

[573]

P. Bourdieu, ‘The Forms of Capital’, in Readings in Economic Sociology, N. W. Biggart, Ed. Oxford, UK: Blackwell Publishers Ltd, 2002, pp. 280–291 [Online]. Available: https://onlinelibrary.wiley.com/doi/10.1002/9780470755679.ch15

[574]

J. Brodie and R. Osowska, ‘Supporting entrepreneurship students’ sense of belonging in online virtual spaces’, Industry and Higher Education, vol. 35, no. 4, pp. 353–359, Aug. 2021, doi: 10.1177/0950422221999264.

[575]

S. Peacock, J. Cowan, L. Irvine, and J. Williams, ‘An Exploration Into the Importance of a Sense of Belonging for Online Learners’, The International Review of Research in Open and Distributed Learning, vol. 21, no. 2, pp. 18–35, Apr. 2020, doi: 10.19173/irrodl.v20i5.4539.

[576]

‘Principle 9 A Sense of Belonging’. [Online]. Available: https://staff.napier.ac.uk/services/dlte/DSP/Pages/DSP_09Belonging.aspx

[577]

P. Lucas et al., ‘Knowing me, Knowing you: Humanitas in work-integrated learning during adversity’, Journal of University Teaching and Learning Practice, pp. 159–176, Dec. 2021, doi: 10.53761/1.18.7.10.

[578]

F. Passantino, ‘Reflections: diversity, inclusion and belonging in education Post-Covid’, Intercultural Education, vol. 32, no. 5, pp. 583–589, Sep. 2021, doi: 10.1080/14675986.2021.1857575.

[579]

S. D. Campbell, A. R. Carter-Sowell, and J. S. Battle, ‘Campus climate comparisons in academic pursuits: How race still matters for African American college students’, Group Processes & Intergroup Relations, vol. 22, no. 3, pp. 390–402, Apr. 2019, doi: 10.1177/1368430218823065.

[580]

O. Groves and S. O’Shea, ‘Learning to “be” a university student: First in family students negotiating membership of the university community’, International Journal of Educational Research, vol. 98, pp. 48–54, 2019, doi: 10.1016/j.ijer.2019.08.014.

[581]

A. Jackson, G. Capper, and S. Blake, ‘The four foundations of belonging at university’ [Online]. Available: https://wonkhe.com/blogs/the-four-foundations-of-belonging-at-university/

[582]

J. Hulme, ‘Belonging, being, and becoming: Exploring possible selves through the transitions into, through, and beyond higher education’, 2023. [Online]. Available: https://higherpsyched.home.blog/2023/06/08/belonging-being-and-becoming-exploring-possible-selves-through-the-transitions-into-through-and-beyond-higher-education/

[583]

N. J. Currant, ‘"My Stomach Churns”: Belonging and Strategies for Belonging for BME Students in a White University’, Oxford Brookes University, 2020 [Online]. Available: https://radar.brookes.ac.uk/radar/file/ea510237-87ca-4f14-bc9e-5e3edcffa073/1/Currant2020Belonging.pdf

[584]

C. Lancaster, ‘A study of sense of belonging and its relationship with engagement, persistence, and intersectionality in higher education’, Eastern Michigan University, 2020 [Online]. Available: https://commons.emich.edu/cgi/viewcontent.cgi?article=2397&context=theses

[585]

L. D. Hoops, ‘College Students’ Sense of Belonging and Instructor Messages about Student Success’, The Ohio State University, 2017 [Online]. Available: https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=osu1492690711368004&disposition=inline

[586]

B. P. Hamann, ‘Exploration of Sense of Belonging Phenomenon for Students Who Commute t Commute to Campus at Priv o Campus at Private, Not-F ate, Not-For-Profit, F oour-Year Institutions’, Bellarmine University, 2022 [Online]. Available: https://scholarworks.bellarmine.edu/cgi/viewcontent.cgi?article=1137&context=tdc

[587]

M. L. Perez, ‘Sense of Belonging from a Distance: How Online Students Describe, Perceive, and Experience Belonging to the Institution’, Portland State University, 2020 [Online]. Available: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=6536&context=open_access_etds

[588]

T. M. Vang, ‘SCHOOL BELONGING MATTERS IN COLLEGE: PREDICTORS AND OUTCOMES ASSOCIATED WITH SCHOOL BELONGING’, California State University, Sacramento, 2020 [Online]. Available: https://dspace.calstate.edu/bitstream/handle/10211.3/218167/Vang%20Tseng%20Thesis.pdf?sequence=5

[589]

A. N. Dirksen, ‘An Exploratory Research to Students’ Sense of Belonging in Distance Education in Higher Education in the Netherlands during the COVID-19 pandemic’, University of Twente, 2022 [Online]. Available: http://essay.utwente.nl/91556/1/Dirksen_MA_BMS_2.pdf

[590]

K. Holcomb, ‘"Where do we fit in?”: Exploring a Sense of Belonging Among Fat College Students’, 2022 [Online]. Available: https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=2053&context=theses

[591]

A. E. K. Palmer, ‘Social Satisfaction and Sense of Belonging: Revisiting Student Persistence’, UNIVERSITY OF MINNESOTA BY, 2016 [Online]. Available: https://conservancy.umn.edu/bitstream/handle/11299/185084/Kaser_umn_0130M_17804.pdf?sequence=1

[592]

S. D. Davis, ‘A Sense of Belonging Among Minority Students at a Southeastern State Flagship University’, Abilene Christian University, 2020 [Online]. Available: https://digitalcommons.acu.edu/cgi/viewcontent.cgi?article=1243&context=etd

[593]

L. Jackson, ‘Sense of Belonging of Black Students in STEM Majors: A mixed methods study’, Virginia Commonwealth University, 2016 [Online]. Available: https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=5503&context=etd

[594]

k Campbell, ‘Building Belonging in the Post-Pandemic Landscape’, 2021 [Online]. Available: https://www.researchgate.net/publication/355196274_Building_Belonging_in_the_Post-Pandemic_Landscape

[595]

M. Gopalan, A. Linden-Carmichael, and S. Lanza, ‘College Students’ Sense of Belonging and Mental Health Amidst the COVID-19 Pandemic’, Journal of Adolescent Health, vol. 70, no. 2, pp. 228–233, Feb. 2022, doi: 10.1016/j.jadohealth.2021.10.010.

[596]

C. W. Graham and Z. Moir, ‘Belonging to the university or being in the world: From belonging to relational being’, vol. 19, no. 4, 2022 [Online]. Available: https://ro.uow.edu.au/jutlp/vol19/iss4/04

[597]

K. Gravett and R. Ajjawi, ‘Belonging as situated practice’, Studies in Higher Education, vol. 47, no. 7, pp. 1386–1396, Jul. 2022, doi: 10.1080/03075079.2021.1894118.

[598]

C. Haddow and J. Brodie, ‘Harnessing innovation approaches to support community and belonging in Higher Education’, Innovations in Education and Teaching International, pp. 1–14, Feb. 2023, doi: 10.1080/14703297.2023.2176907.

[599]

C. Haddow and J. Brodie, ‘What Works for “Authentic Belonging” Enhancement in Criminology?.’, 2023. [Online]. Available: https://bscltn.wordpress.com/2023/04/17/what-works-for-authentic-belonging-enhancement-in-criminology/

[600]

H. Spencer-Oatey, D. Dauber, J. Jing, and W. Lifei, ‘Chinese students’ social integration into the university community: hearing the students’ voices’, Higher Education, vol. 74, no. 5, pp. 739–756, Nov. 2017, doi: 10.1007/s10734-016-0074-0.

[601]

S. G. A. van Herpen, M. Meeuwisse, W. H. A. Hofman, and S. E. Severiens, ‘A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance’, Studies in Higher Education, vol. 45, no. 4, pp. 862–877, Apr. 2020, doi: 10.1080/03075079.2019.1572088.

[602]

J. M. Scoulas, ‘College students’ perceptions on sense of belonging and inclusion at the academic library during COVID-19’, The Journal of Academic Librarianship, vol. 47, no. 6, Dec. 2021, doi: 10.1016/j.acalib.2021.102460.

[603]

D. J. Nguyen and A. Herron, ‘Keeping up with the Joneses or feeling priced out?: Exploring how low-income students’ financial position shapes sense of belonging.’, Journal of Diversity in Higher Education, vol. 14, no. 3, pp. 429–440, Sep. 2021, doi: 10.1037/dhe0000191.

[604]

R. E. Maunder, ‘Students’ peer relationships and their contribution to university adjustment: the need to belong in the university community’, Journal of Further and Higher Education, vol. 42, no. 6, pp. 756–768, Aug. 2018, doi: 10.1080/0309877X.2017.1311996.

[605]

J. D. Edwards, R. S. Barthelemy, and R. F. Frey, ‘Relationship between Course-Level Social Belonging (Sense of Belonging and Belonging Uncertainty) and Academic Performance in General Chemistry 1’, Journal of Chemical Education, vol. 99, no. 1, pp. 71–82, Jan. 2022, doi: 10.1021/acs.jchemed.1c00405.

[606]

C. Dweck, ‘The power of believing that you can improve’, 2014. [Online]. Available: https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve

[607]

A. L. Duckworth, ‘Grit: The power of passion and perseverance’, 2013. [Online]. Available: https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance?language=en

[608]

S. Claro, D. Paunesku, and C. S. Dweck, ‘Growth mindset tempers the effects of poverty on academic achievement’, Proceedings of the National Academy of Sciences, vol. 113, no. 31, pp. 8664–8668, Aug. 2016, doi: 10.1073/pnas.1608207113.

[609]

A. Todd, ‘“What Is? What If? What Next?” Why institutions must urgently identify, support, and celebrate their student-parents – and imagining a world in which they do so’, Widening Participation and Lifelong Learning, vol. 24, no. 3, pp. 165–188, Feb. 2023, doi: 10.5456/WPLL.24.3.165.

[610]

A. Todd, ‘Let’s get visible: evidence-based interventions aimed at supporting, empowering and celebrating student-parents in higher education.’, Journal of Learning Development in Higher Education, no. 26, Feb. 2023, doi: 10.47408/jldhe.vi26.920.

[611]

P. Prasad, R. Balse, and J. M. Warriem, ‘Understanding Students’ Experiences in an Online Programming Course from a Transactional Distance Perspective’, in Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 1, Jun. 2023, pp. 96–102, doi: 10.1145/3587102.3588850 [Online]. Available: https://dl.acm.org/doi/10.1145/3587102.3588850

[612]

D. K. DiGiacomo, E. L. Usher, J. Han, J. M. Abney, A. E. Cole, and J. T. Patterson, ‘The benefits of belonging: Students’ perceptions of their online learning experiences’, Distance Education, vol. 44, no. 1, pp. 24–39, Jan. 2023, doi: 10.1080/01587919.2022.2155615.

[613]

W. G. Spady, ‘Dropouts from higher education: Toward an empirical model’, Interchange, vol. 2, no. 3, pp. 38–62, Sep. 1971, doi: 10.1007/BF02282469.

[614]

A. M. Rusch, A. S. Duncan, and D. A. Joyner, ‘Student Life at Scale: Humanizing the Student Experience at Scale through Belonging, Engagement, and Community’, in Proceedings of the Tenth ACM Conference on Learning @ Scale, Jul. 2023, pp. 257–261, doi: 10.1145/3573051.3596167 [Online]. Available: https://dl.acm.org/doi/10.1145/3573051.3596167

[615]

C. Donovan and M. Erskine-Shaw, ‘“Maybe I can do this. Maybe I should be here”: evaluating an academic literacy, resilience and confidence programme’, Journal of Further and Higher Education, vol. 44, no. 3, pp. 326–340, Mar. 2020, doi: 10.1080/0309877X.2018.1541972.

[616]

T. L. Strayhorn, ‘Exploring Ethnic Minority First-Year College Students’ Well-Being and Sense of Belonging: A Qualitative Investigation of a Brief Intervention’, American Journal of Qualitative Research, vol. 6, no. 1, pp. 42–58, Dec. 2021, doi: 10.29333/ajqr/11422.

[617]

M. Abramson and P. Jones, ‘Empowering under-represented students to succeed in higher education: initiatives in early engagement at a post-1992 university’ [Online]. Available: http://www.face.stir.ac.uk/documents/paper107-PeterJonesR.pdf

[618]

I. Subbarao et al., ‘A Consensus-based Educational Framework and Competency Set for the Discipline’, Disaster Medicine and Public Health Preparedness, vol. 2, no. 01, pp. 57–68, Mar. 2008, doi: 10.1097/DMP.0b013e31816564af.

[619]

‘Framework for Educational Leadership’. [Online]. Available: http://www.scelscotland.org.uk/about-the-framework/

[620]

D. R. Garrison and N. D. Vaughan, Blended Learning in Higher Education. San Francisco, CA, USA: Jossey-Bass, 2007 [Online]. Available: http://doi.wiley.com/10.1002/9781118269558

[621]

J. Holland, ‘The Excellent Online Instructor: Strategies for Professional Development. By Rena M. Palloff and Keith Pratt. San Francisco, Calif.: Jossey-Bass, 2011. xxii + 176 pages. ISBN 978-0-470-63523-0. $42.00.’, Teaching Theology & Religion, vol. 16, pp. e17–e17, Jul. 2013, doi: 10.1111/teth.12073.

[622]

T. Anderson, ‘Towards a theory of online learning’, pp. 45–74, 2008 [Online]. Available: https://ustpaul.ca/upload-files/DistanceEducation/TOWARDS_A_THEORY_OF_ONLINE_LEARNING.pdf

[623]

‘The Community of Inquiry’. [Online]. Available: https://coi.athabascau.ca/

[624]

P. Shea, S. Hayes, S. Uzuner-Smith, M. Gozza-Cohen, J. Vickers, and T. Bidjerano, ‘Reconceptualizing the community of inquiry framework: An exploratory analysis’, The Internet and Higher Education, vol. 23, pp. 9–17, Oct. 2014, doi: 10.1016/j.iheduc.2014.05.002.

[625]

M. Antonsich, ‘Searching for Belonging - An Analytical Framework’, Geography Compass, vol. 4, no. 6, pp. 644–659, Jun. 2010, doi: 10.1111/j.1749-8198.2009.00317.x.

[626]

J. Sumsion and S. Wong, ‘Interrogating “Belonging” in Belonging, Being and Becoming: The Early Years Learning Framework for Australia’, Contemporary Issues in Early Childhood, vol. 12, no. 1, pp. 28–45, Mar. 2011, doi: 10.2304/ciec.2011.12.1.28.

[627]

‘Othering & Belonging: A Framework and Analysis for a Fair and Inclusive Society’. [Online]. Available: https://haasinstitute.berkeley.edu/othering-belonging-framework-and-analysis-fair-and-inclusive-society

[628]

J. Secker and E. Coonan, ‘ANCIL Information Literacy Landscape’, 2012 [Online]. Available: https://newcurriculum.wordpress.com/

[629]

K. L. Milheim, ‘Towards a Better Experience: Examining Student Needs in the Online Classroom through Maslow’s Hierarchy of Needs Model’, vol. 8, no. 2 [Online]. Available: http://ezproxy.lib.gla.ac.uk/login?url=https://search.proquest.com/docview/1499824204?accountid=14540

[630]

R. S. Talab and B. Newhouse, ‘Self Efficacy, Performance Variables and Distance Learning Facilitator Technology Adoption: Support for the Teacher Needs Hierarchy.’ [Online]. Available: https://eric.ed.gov/?id=ED362207

[631]

R. Deakin Crick, S. Huang, A. Ahmed Shafi, and C. Goldspink, ‘Developing Resilient Agency in Learning: The Internal Structure of Learning Power’, British Journal of Educational Studies, vol. 63, no. 2, pp. 121–160, Apr. 2015, doi: 10.1080/00071005.2015.1006574.

[632]

R. Deakin Crick and C. Goldspink, ‘Learner Dispositions, Self-Theories and Student Engagement’, British Journal of Educational Studies, vol. 62, no. 1, pp. 19–35, Jan. 2014, doi: 10.1080/00071005.2014.904038.

[633]

S. B. Shum and R. D. Crick, ‘Learning dispositions and transferable competencies’, in Proceedings of the 2nd International Conference on Learning Analytics and Knowledge - LAK ’12, 2012, doi: 10.1145/2330601.2330629 [Online]. Available: http://dl.acm.org/citation.cfm?doid=2330601.2330629

[634]

‘Crick Learning for Resilient Agency (CLARA)’. [Online]. Available: https://utscic.edu.au/tools/clara/

[635]

R. D. Crick, P. Broadfoot, and G. Claxton, ‘Developing an Effective Lifelong Learning Inventory: the ELLI Project’, Assessment in Education: Principles, Policy & Practice, vol. 11, no. 3, pp. 247–272, Sep. 2004, doi: 10.1080/0969594042000304582.

[636]

R. D. Crick, ‘Deep Engagement as a Complex System: Identity, Learning Power and Authentic Enquiry’, in Handbook of Research on Student Engagement, S. L. Christenson, A. L. Reschly, and C. Wylie, Eds. Boston, MA: Springer US, 2012, pp. 675–694 [Online]. Available: http://link.springer.com/10.1007/978-1-4614-2018-7_32

[637]

‘Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice’. Department for Business Innovation & Skills [Online]. Available: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/523546/bis-16-265-success-as-a-knowledge-economy-web.pdf

[638]

K. Osmon, ‘Good Practice Guide: Support for Students Improving Transition from School and College to University’. Brunel Educational Excellence Centre Brunel University London, 2016 [Online]. Available: https://www.heacademy.ac.uk/system/files/brunel_university_london_good_practice_guide_support_for_students.pdf

[639]

C. B. Kandiko, ‘STUDENT EXPECTATIONS AND PERCEPTIONS OF HIGHER EDUCATION’. King’s College London and QAA [Online]. Available: https://www.kcl.ac.uk/study/learningteaching/kli/People/Research/DL/QAAReport.pdf

[640]

‘Transition into Higher Education – Extending and Enhancing Best Practices’. [Online]. Available: https://www.tu4dublin.ie/contentFiles/contentModuleImages/0000%20-%20TU4Dublin%20First%20Year%20Transition%20Report%20for%20Learning%20Teaching%20&%20Assessment%20Working%20Group.pdf

[641]

L. Thomas, ‘Building student engagement and belonging in Higher Education at a time of change: a summary of findings and recommendations from the What Works? Student Retention & Success programme’. 2012 [Online]. Available: https://www.heacademy.ac.uk/system/files/what_works_summary_report_0.pdf

[642]

A. D. Rayle and K.-Y. Chung, ‘Revisiting First-Year College Students’ Mattering: Social Support, Academic Stress, and the Mattering Experience’, Journal of College Student Retention: Research, Theory & Practice, vol. 9, no. 1, pp. 21–37, May 2007, doi: 10.2190/X126-5606-4G36-8132.

[643]

N. K. Schlossberg, ‘Marginality and mattering: Key issues in building community’, New Directions for Student Services, vol. 1989, no. 48, pp. 5–15, Winter 1989, doi: 10.1002/ss.37119894803.

[644]

E. J. Stodel, T. L. Thompson, and C. J. MacDonald, ‘Learners’ Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework’, The International Review of Research in Open and Distributed Learning, vol. 7, no. 3, Dec. 2006, doi: 10.19173/irrodl.v7i3.325.

[645]

‘Belonging, Being & Becoming - The Early Years Learning Framework for Australia’. Australian Government Department of Education, Skills and Employment, 2009 [Online]. Available: https://www.dese.gov.au/national-quality-framework-early-childhood-education-and-care/resources/belonging-being-becoming-early-years-learning-framework-australia

[646]

S. Yerdelen-Damar, Y. Boz, and S. Aydın-Günbatar, ‘Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge’, Journal of Science Education and Technology, vol. 26, no. 4, pp. 394–405, Aug. 2017, doi: 10.1007/s10956-017-9687-z.

[647]

Constructivism and the technology of instruction. Hillsdale, N.J: Lawrence Erlbaum Associates Publishers, 1993.

[648]

A. Smidt, S. Balandin, J. Sigafoos, and V. A. Reed, ‘The Kirkpatrick model: A useful tool for evaluating training outcomes’, Journal of Intellectual & Developmental Disability, vol. 34, no. 3, pp. 266–274, Sep. 2009, doi: 10.1080/13668250903093125.

[649]

Bernie Trilling and Charles Fadel, 21st Century Skills. Wiley & Sons, Incorporated, John, 2012.

[650]

M. A. Jaasma and R. J. Koper, ‘The relationship of student‐faculty out‐of‐class communication to instructor immediacy and trust and to student motivation’, Communication Education, vol. 48, no. 1, pp. 41–47, Jan. 1999, doi: 10.1080/03634529909379151.

[651]

A. King, ‘From Sage on the Stage to Guide on the Side’, College Teaching, vol. 41, no. 1, pp. 30–35, Jan. 1993, doi: 10.1080/87567555.1993.9926781.

[652]

B. M. Bass and B. J. Avolio, ‘Transformational leadership and organizational culture’, vol. 17, no. 1, pp. 112–121, 1993 [Online]. Available: https://www.jstor.org/stable/40862298

[653]

E. C. Martins and F. Terblanche, ‘Building organisational culture that stimulates creativity and innovation’, European Journal of Innovation Management, vol. 6, no. 1, pp. 64–74, Mar. 2003, doi: 10.1108/14601060310456337.

[654]

D. Ravasi and M. Schultz, ‘Responding to Organizational Identity Threats: Exploring the Role of Organizational Culture’, vol. 49, no. 3, pp. 433–458, 2006 [Online]. Available: https://www.jstor.org/stable/20159775

[655]

C.-L. Lin, H.-T. Hou, and C.-C. Tsai, ‘Analyzing the Social Knowledge Construction and Online Searching Behavior of High School Learners During a Collaborative Problem Solving Learning Activity: a Multi-Dimensional Behavioral Pattern Analysis’, The Asia-Pacific Education Researcher, vol. 25, no. 5–6, pp. 893–906, Dec. 2016, doi: 10.1007/s40299-016-0317-y.

[656]

A. Ardichvili, M. Maurer, W. Li, T. Wentling, and R. Stuedemann, ‘Cultural influences on knowledge sharing through online communities of practice’, Journal of Knowledge Management, vol. 10, no. 1, pp. 94–107, Jan. 2006, doi: 10.1108/13673270610650139.

[657]

H.-M. Lai and T. T. Chen, ‘Knowledge sharing in interest online communities: A comparison of posters and lurkers’, Computers in Human Behavior, vol. 35, pp. 295–306, Jun. 2014, doi: 10.1016/j.chb.2014.02.004.

[658]

M. Küçük, ‘Lurking in online asynchronous discussion’, Procedia - Social and Behavioral Sciences, vol. 2, no. 2, pp. 2260–2263, 2010, doi: 10.1016/j.sbspro.2010.03.319.

[659]

H. Zhao, K. P. H. Sullivan, and I. Mellenius, ‘Participation, interaction and social presence: An exploratory study of collaboration in online peer review groups’, British Journal of Educational Technology, vol. 45, no. 5, pp. 807–819, Sep. 2014, doi: 10.1111/bjet.12094.

[660]

C.-H. Tu and M. McIsaac, ‘The Relationship of Social Presence and Interaction in Online Classes’, American Journal of Distance Education, vol. 16, no. 3, pp. 131–150, Sep. 2002, doi: 10.1207/S15389286AJDE1603_2.

[661]

N. Sun, P. P.-L. Rau, and L. Ma, ‘Understanding lurkers in online communities: A literature review’, Computers in Human Behavior, vol. 38, pp. 110–117, Sep. 2014, doi: 10.1016/j.chb.2014.05.022.

[662]

M. E. J. Newman and M. Girvan, ‘Finding and evaluating community structure in networks’, Physical Review E, vol. 69, no. 2, Feb. 2004, doi: 10.1103/PhysRevE.69.026113.

[663]

D. W. McMillan and D. M. Chavis, ‘Sense of Community: A Definition and Theory’, vol. 14, pp. 6–23 [Online]. Available: http://iranarze.ir/wp-content/uploads/2016/06/3026-engilish.pdf

[664]

G. Delanty and Taylor & Francis Group, Community, Third edition. London: Routledge, 2018 [Online]. Available: http://ezproxy.lib.gla.ac.uk/login?url=http://www.taylorfrancis.com/books/9781315158259

[665]

F. Piselli, ‘Communities, Places, and Social Networks’, American Behavioral Scientist, vol. 50, no. 7, pp. 867–878, Mar. 2007, doi: 10.1177/0002764206298312.

[666]

J. Preece and D. Maloney-Krichmar, ‘Online Communities: Design, Theory, and Practice’, Journal of Computer-Mediated Communication, vol. 10, no. 4, pp. 00–00, Jul. 2005, doi: 10.1111/j.1083-6101.2005.tb00264.x.

[667]

J. Lave and E. Wenger, Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.

[668]

C.-M. Chiu, M.-H. Hsu, and E. T. G. Wang, ‘Understanding knowledge sharing in virtual communities: An integration of social capital and social cognitive theories’, Decision Support Systems, vol. 42, no. 3, pp. 1872–1888, Dec. 2006, doi: 10.1016/j.dss.2006.04.001.

[669]

A. Abdul-Rahman and S. Hailes, ‘Supporting trust in virtual communities’, in Proceedings of the 33rd Annual Hawaii International Conference on System Sciences, 2000, doi: 10.1109/HICSS.2000.926814 [Online]. Available: http://ieeexplore.ieee.org/document/926814/

[670]

A. Ardichvili, V. Page, and T. Wentling, ‘Motivation and barriers to participation in virtual knowledge‐sharing communities of practice’, Journal of Knowledge Management, vol. 7, no. 1, pp. 64–77, Mar. 2003, doi: 10.1108/13673270310463626.

[671]

S. R. Hiltz and B. Wellman, ‘Asynchronous learning networks as a virtual classroom’, Communications of the ACM, vol. 40, no. 9, pp. 44–49, Sep. 1997, doi: 10.1145/260750.260764.

[672]

C. M. Ridings, D. Gefen, and B. Arinze, ‘Some antecedents and effects of trust in virtual communities’, The Journal of Strategic Information Systems, vol. 11, no. 3–4, pp. 271–295, Dec. 2002, doi: 10.1016/S0963-8687(02)00021-5.

[673]

V. Tinto, ‘Classrooms as Communities’, The Journal of Higher Education, vol. 68, no. 6, pp. 599–623, Nov. 1997, doi: 10.1080/00221546.1997.11779003.

[674]

V. Tinto, ‘Research and Practice of Student Retention: What Next?’, Journal of College Student Retention: Research, Theory & Practice, vol. 8, no. 1, pp. 1–19, May 2006, doi: 10.2190/4YNU-4TMB-22DJ-AN4W.

[675]

G. Crisp and A. Nora, ‘Hispanic Student Success: Factors Influencing the Persistence and Transfer Decisions of Latino Community College Students Enrolled in Developmental Education’, Research in Higher Education, vol. 51, no. 2, pp. 175–194, Mar. 2010, doi: 10.1007/s11162-009-9151-x.

[676]

Joseph R. Gusfield, Community. Oxford: B. Blackwell, 1975.

[677]

R. J. Doolittle and D. Macdonald, ‘Communication and a sense of community in a metropolitan neighborhood: A factor analytic examination’, Communication Quarterly, vol. 26, no. 3, pp. 2–7, Jun. 1978, doi: 10.1080/01463377809369297.

[678]

E. R. Hays, ‘Ego-threatening classroom communication: A factor analysis of student perceptions’, vol. 19, no. 1, 1970.

[679]

W. K. Lindsay, ‘A Summary of Four Key Issues Affecting Distance Education’, in Handbook of Research on Instructional Systems and Educational Technology, T. Kidd and L. R. Morris, Jr., Eds. IGI Global, 2017, pp. 37–44 [Online]. Available: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-2399-4.ch004

[680]

S. I. de Freitas, J. Morgan, and D. Gibson, ‘Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision’, British Journal of Educational Technology, vol. 46, no. 3, pp. 455–471, May 2015, doi: 10.1111/bjet.12268.

[681]

‘Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses’ [Online]. Available: https://www.cs.cmu.edu/~diyiy/docs/nips13.pdf

[682]

C. Geith and K. Vignare, ‘ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?’, vol. 12, no. 1, pp. 105–126 [Online]. Available: https://eric.ed.gov/?id=EJ837472

[683]

F. I. Iniesto, C. Rodrigo, and A. M. Teixeira, ‘Accessibility analysis in MOOC platforms. A case study: UNED COMA and UAbiMOOC’ [Online]. Available: http://www.esvial.org/cafvir2014/

[684]

J. L. Badge, E. Dawson, A. J. Cann, and J. Scott, ‘Assessing the accessibility of online learning’, Innovations in Education and Teaching International, vol. 45, no. 2, pp. 103–113, May 2008, doi: 10.1080/14703290801948959.

[685]

J. B. Roberts, ‘Accessibility in M-Learning’, in Handbook of Mobile Learning, Routledge, 2014 [Online]. Available: https://www.taylorfrancis.com/books/9780203118764

[686]

C. Batanero, M. Karhu, J. Holvikivi, S. Oton, and H. R. Amado-Salvatierra, ‘A Method to Evaluate Accessibility in E-learning Education Systems’, in 2014 IEEE 14th International Conference on Advanced Learning Technologies, Jul. 2014, pp. 556–560, doi: 10.1109/ICALT.2014.163 [Online]. Available: http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=6901539

[687]

L. Graves, P. A. Asunda, S. J. Plant, and C. Goad, ‘Asynchronous Online Access as an Accommodation on Students with Learning Disabilities and/or Attention-Deficit Hyperactivity Disorders in Postsecondary STEM Courses’, vol. 24, no. 4, pp. 317–330 [Online]. Available: https://eric.ed.gov/?id=EJ966132

[688]

A. Martín, A. Cechich, and G. Rossi, ‘Accessibility at early stages’, in Proceedings of the International Cross-Disciplinary Conference on Web Accessibility - W4A ’11, 2011, doi: 10.1145/1969289.1969302 [Online]. Available: http://portal.acm.org/citation.cfm?doid=1969289.1969302

[689]

G. Kouroupetroglou, A. Pino, and H. Kacorri, A Model of Accessibility Services Provision for Students with Disabilities in Higher Education. International Conference Universal Learning Design, pp. 23–33 [Online]. Available: http://access.uoa.gr/Unit%20Publicity%20Files/Kouroupetroglou_Brno_2011.pdf

[690]

S. W. van Rooij and K. Zirkle, ‘Balancing pedagogy, student readiness and accessibility: A case study in collaborative online course development’, The Internet and Higher Education, vol. 28, pp. 1–7, Jan. 2016, doi: 10.1016/j.iheduc.2015.08.001.

[691]

S. Bryans Bongey, G. Cizadlo, and L. Kalnbach, ‘Blended solutions’, Campus-Wide Information Systems, vol. 27, no. 1, pp. 4–16, Jan. 2010, doi: 10.1108/10650741011011246.

[692]

A. Simoncelli and J. M. Hinson, ‘College Students’ with Learning Disabilities Personal Reactions to Online Learning’, Journal of College Reading and Learning, vol. 38, no. 2, pp. 49–62, Mar. 2008, doi: 10.1080/10790195.2008.10850308.

[693]

J. Lagier, ‘Distance learning and the minority student: special needs and opportunities’, The Internet and Higher Education, vol. 6, no. 2, pp. 179–184, Apr. 2003, doi: 10.1016/S1096-7516(03)00023-X.

[694]

M. Wald, E. A. Draffan, and J. Seale, ‘Disabled Learners’ Experiences of E-learning’, vol. 18, no. 3, pp. 341–361, 2009 [Online]. Available: https://search.proquest.com/docview/205848003?pq-origsite=gscholar

[695]

B. Kelly, L. Phipps, and E. Swift, ‘Developing a Holistic Approach for E-Learning Accessibility’, Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, vol. 30, no. 3, Oct. 2004, doi: 10.21432/T2D60S.

[696]

C. S. Fichten et al., ‘Disabilities and e-Learning Problems and Solutions: An Exploratory Study’, vol. 12, no. 4, pp. 241–256 [Online]. Available: https://www.jstor.org/stable/jeductechsoci.12.4.241

[697]

M. Gornitsky, ‘Distance Education: Accessibility for Students With Disabilities’, vol. 8, pp. 47–53, 2011 [Online]. Available: https://search.proquest.com/docview/1014264677?pq-origsite=gscholar

[698]

S. J. Smith and J. D. Basham, ‘Designing Online Learning Opportunities for Students with Disabilities’, TEACHING Exceptional Children, vol. 46, no. 5, pp. 127–137, May 2014, doi: 10.1177/0040059914530102.

[699]

J. Seale, E-learning and disability in higher education: accessibility research and practice, 2nd ed. New York, N.Y.: Routledge, 2014.

[700]

K. L. Kumar and R. Owston, ‘Evaluating e-learning accessibility by automated and student-centered methods’, Educational Technology Research and Development, vol. 64, no. 2, pp. 263–283, Apr. 2016, doi: 10.1007/s11423-015-9413-6.

[701]

H. C. Alphin, ‘E-Learning Accessibility Model’, International Journal of Online Pedagogy and Course Design, vol. 3, no. 3, pp. 18–42, Jul. 2013, doi: 10.4018/ijopcd.2013070102.

[702]

G. Salmon, E-tivities: the key to active online learning. London: Kogan Page, 2002.

[703]

J. Seale and M. Cooper, ‘E-learning and accessibility: An exploration of the potential role of generic pedagogical tools’, Computers & Education, vol. 54, no. 4, pp. 1107–1116, May 2010, doi: 10.1016/j.compedu.2009.10.017.

[704]

‘Four Types of Disabilities: Their Impact on Online Learning’, TechTrends, vol. 52, no. 1, pp. 51–55, Jan. 2008, doi: 10.1007/s11528-008-0112-6.

[705]

L. Phipps and B. Kelly, ‘Holistic approaches to e-learning accessibility’, ALT-J, vol. 14, no. 1, pp. 69–78, Mar. 2006, doi: 10.1080/09687760500479860.

[706]

I. Hamburg, A. Hamburg, M. Gavota, and M. Lazea, ‘Integrating wireless technology in e-learning for disabled’, in Proceedings. 2004 International Conference on Information and Communication Technologies: From Theory to Applications, 2004., 2004, pp. 123–124, doi: 10.1109/ICTTA.2004.1307645 [Online]. Available: http://ieeexplore.ieee.org/document/1307645/

[707]

T. J. Tobin, ‘INCREASE ONLINE STUDENT RETENTION WITH UNIVERSAL DESIGN FOR LEARNING’, vol. 15, no. 3, pp. 13–24 [Online]. Available: https://search.proquest.com/docview/1660593756/fulltext/CBB24BEC9BC34985PQ/1?accountid=14540

[708]

R. Slater, V. K. Pearson, J. P. Warren, and T. Forbes, ‘Institutional change for improving accessibility in the design and delivery of distance learning – the role of faculty accessibility specialists at The Open University’, Open Learning: The Journal of Open, Distance and e-Learning, vol. 30, no. 1, pp. 6–20, Jan. 2015, doi: 10.1080/02680513.2015.1013528.

[709]

A. Wijayaratne and D. Singh, ‘Is there space in cyberspace for distance learners with special needs in Asia? A review of the level of Web accessibility of institutional and library homepages of AAOU members’, International Information & Library Review, vol. 42, no. 1, pp. 40–49, Mar. 2010, doi: 10.1080/10572317.2010.10762841.

[710]

S. J. Smith and E. E. Harvey, ‘K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy’, Open Learning: The Journal of Open, Distance and e-Learning, vol. 29, no. 3, pp. 222–242, Sep. 2014, doi: 10.1080/02680513.2014.992402.

[711]

P. Coyne, B. Pisha, B. Dalton, L. A. Zeph, and N. C. Smith, ‘Literacy by Design’, Remedial and Special Education, vol. 33, no. 3, pp. 162–172, May 2012, doi: 10.1177/0741932510381651.

[712]

M. Cooper, ‘Making online learning accessible to disabled students: an institutional case study’, ALT-J, vol. 14, no. 1, pp. 103–115, Mar. 2006, doi: 10.1080/09687760500479779.

[713]

K. GALL, D. W. KNIGHT, L. E. CARLSON, and J. F. SULLIVAN, ‘Making the Grade with Students: The Case for Accessibility’, Journal of Engineering Education, vol. 92, no. 4, pp. 337–343, Oct. 2003, doi: 10.1002/j.2168-9830.2003.tb00778.x.

[714]

S. Burgstahler, B. Corrigan, and J. McCarter, ‘Making distance learning courses accessible to students and instructors with disabilities: A case study’, The Internet and Higher Education, vol. 7, no. 3, pp. 233–246, Jul. 2004, doi: 10.1016/j.iheduc.2004.06.004.

[715]

L. L. Dukes, M. A. Koorland, and S. S. Scott, ‘Making Blended Instruction Better: Integrating the Principles of Universal Design for Instruction into Course Design and Delivery’, Action in Teacher Education, vol. 31, no. 1, pp. 38–48, Apr. 2009, doi: 10.1080/01626620.2009.10463509.

[716]

Á. Fernández-López, M. J. Rodríguez-Fórtiz, M. L. Rodríguez-Almendros, and M. J. Martínez-Segura, ‘Mobile learning technology based on iOS devices to support students with special education needs’, Computers & Education, vol. 61, pp. 77–90, Feb. 2013, doi: 10.1016/j.compedu.2012.09.014.

[717]

A. I. Hashey and S. Stahl, ‘Making Online Learning Accessible for Students With Disabilities’, TEACHING Exceptional Children, vol. 46, no. 5, pp. 70–78, May 2014, doi: 10.1177/0040059914528329.

[718]

J. T. Nganji, M. Brayshaw, and B. Tompsett, ‘Ontology-Based E-Learning Personalisation For Disabled Students in Higher Education’, Innovation in Teaching and Learning in Information and Computer Sciences, vol. 10, no. 1, pp. 1–11, Feb. 2011, doi: 10.11120/ital.2011.10010001.

[719]

M. A. Dziorny, ‘ONLINE COURSE DESIGN ELEMENTS TO BETTER MEET THE ACADEMIC NEEDS OF STUDENTS WITH DYSLEXIA IN HIGHER EDUCATION’. [Online]. Available: https://search.proquest.com/docview/1223343675?pq-origsite=gscholar

[720]

C. G. Keeler and M. Horney, ‘Online Course Designs: Are Special Needs Being Met?’, American Journal of Distance Education, vol. 21, no. 2, pp. 61–75, Jun. 2007, doi: 10.1080/08923640701298985.

[721]

A. R. Artino, ‘Online or face-to-face learning? Exploring the personal factors that predict students’ choice of instructional format’, The Internet and Higher Education, vol. 13, no. 4, pp. 272–276, Dec. 2010, doi: 10.1016/j.iheduc.2010.07.005.

[722]

L. Barnard-Brak and T. Sulak, ‘Online Versus Face-to-Face Accommodations Among College Students With Disabilities’, American Journal of Distance Education, vol. 24, no. 2, pp. 81–91, May 2010, doi: 10.1080/08923641003604251.

[723]

C. Cavanaugh, J. Repetto, N. Wayer, and C. Spitler, ‘Online Learning for Students with Disabilities: A Framework for Success’, Journal of Special Education Technology, vol. 28, no. 1, pp. 1–8, Mar. 2013, doi: 10.1177/016264341302800101.

[724]

G. Weber and J. Abascal, ‘People with Disabilities: Materials for Teaching Accessibility and Design for All’, in Computers Helping People with Special Needs, vol. 4061, K. Miesenberger, J. Klaus, W. L. Zagler, and A. I. Karshmer, Eds. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006, pp. 337–340 [Online]. Available: http://link.springer.com/10.1007/11788713_50

[725]

D. Zhang and J. F. Nunamaker, ‘Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology’, Information Systems Frontiers, vol. 5, no. 2, pp. 207–218, 2003, doi: 10.1023/A:1022609809036.

[726]

C. Tandy and M. Meacham, ‘Removing the Barriers for Students with Disabilities: Accessible Online and Web‐Enhanced Courses’, Journal of Teaching in Social Work, vol. 29, no. 3, pp. 313–328, Sep. 2009, doi: 10.1080/08841230903022118.

[727]

J. L. Lewis, ‘Student Attitudes Toward Impairment and Accessibility: an Evaluation of Awareness Training for Urban Planning Students’, Vocations and Learning, vol. 2, no. 2, pp. 109–125, Jul. 2009, doi: 10.1007/s12186-009-9020-y.

[728]

B. Pisha and P. Coyne, ‘Smart From the Start’, Remedial and Special Education, vol. 22, no. 4, pp. 197–203, Jul. 2001, doi: 10.1177/074193250102200402.

[729]

C. D. P. Francis, ‘Students with disabilities experience in higher education online courses: An exploratory study of self-efficacy, use of assistive technologies and mobile media’, FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA [Online]. Available: https://search.proquest.com/docview/1027933799?pq-origsite=gscholar

[730]

J. B. Roberts, L. A. Crittenden, and J. C. Crittenden, ‘Students with disabilities and online learning: A cross-institutional study of perceived satisfaction with accessibility compliance and services’, The Internet and Higher Education, vol. 14, no. 4, pp. 242–250, Sep. 2011, doi: 10.1016/j.iheduc.2011.05.004.

[731]

C. Straub, ‘The Effects Of Synchronous Online Cognitive Strategy Instruction In Writing For Students With Learning Disabilities’, University of Central Florida, 2012 [Online]. Available: http://stars.library.ucf.edu/etd/2425/

[732]

S. Burgstahler, ‘The development of accessibility indicators for distance learning programs’, ALT-J, vol. 14, no. 1, pp. 79–102, Mar. 2006, doi: 10.1080/09687760500479753.

[733]

C. Putnam, M. Dahman, E. Rose, J. Cheng, and G. Bradford, ‘Teaching Accessibility, Learning Empathy’, in Proceedings of the 17th International ACM SIGACCESS Conference on Computers & Accessibility - ASSETS ’15, 2015, pp. 333–334, doi: 10.1145/2700648.2811365 [Online]. Available: http://dl.acm.org/citation.cfm?doid=2700648.2811365

[734]

K. Roberts, ‘The Need for Universal Design in Online Learning Environments (OLEs)’, vol. 12, no. 2, pp. 188–197, 2004 [Online]. Available: https://www.learntechlib.org/p/11442/

[735]

T. Elias, ‘Universal instructional design principles for Moodle’, The International Review of Research in Open and Distributed Learning, vol. 11, no. 2, May 2010, doi: 10.19173/irrodl.v11i2.869.

[736]

A. Granić and M. Ćukušić, ‘Universal Design Within the Context of e-Learning’, in Universal Access in Human-Computer Interaction. Applications and Services, vol. 4556, C. Stephanidis, Ed. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007, pp. 617–626 [Online]. Available: http://link.springer.com/10.1007/978-3-540-73283-9_68

[737]

K. Rao, P. Edelen-Smith, and C.-U. Wailehua, ‘Universal design for online courses: applying principles to pedagogy’, Open Learning: The Journal of Open, Distance and e-Learning, vol. 30, no. 1, pp. 35–52, Jan. 2015, doi: 10.1080/02680513.2014.991300.

[738]

D. J. LaRocco and D. S. Wilken, ‘Universal Design for Learning: University Faculty Stages of Concerns and Levels of Use’, vol. 16, no. 1, 2013 [Online]. Available: https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1132

[739]

C. Curry, ‘Universal Design: Accessibility for All Learners’, vol. 61, no. 2, pp. 55–60 [Online]. Available: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.483.7152&rep=rep1&type=pdf

[740]

K. Coy, M. T. Marino, and B. Serianni, ‘Using Universal Design for Learning in Synchronous Online Instruction’, Journal of Special Education Technology, vol. 29, no. 1, pp. 63–74, Mar. 2014, doi: 10.1177/016264341402900105.

[741]

Y. He, ‘Universal Design for Learning in an Online Teacher Education Course: Enhancing Learners’ Confidence to Teach Online’, vol. 10, no. 2, pp. 283–298 [Online]. Available: https://search.proquest.com/docview/1614680173?pq-origsite=gscholar

[742]

W. Sapp, ‘Universal Design: Online Educational Media for Students with Disabilities’, vol. 103, no. 8, pp. 495–500 [Online]. Available: https://search.proquest.com/docview/222064390?pq-origsite=gscholar

[743]

T. Morra and J. Reynolds, ‘Universal Design for Learning: Application for Technology-Enhanced Learning’, vol. 15, no. 1, pp. 43–51, 2010 [Online]. Available: https://commons.vccs.edu/cgi/viewcontent.cgi?article=1030&context=inquiry

[744]

M. Cooper, R. Ferguson, and A. Wolff, ‘What can analytics contribute to accessibility in e-learning systems and to disabled students’ learning?’, in Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK ’16, 2016, pp. 99–103, doi: 10.1145/2883851.2883946 [Online]. Available: http://dl.acm.org/citation.cfm?doid=2883851.2883946

[745]

K. MacKeogh and S. Fox, ‘Strategies for Embedding e-Learning in Traditional Universities: Drivers and Barriers’, vol. 7, no. 2, pp. 147–154, 2009 [Online]. Available: https://files.eric.ed.gov/fulltext/EJ867112.pdf

[746]

S. Wang et al., ‘Atypical Visual Saliency in Autism Spectrum Disorder Quantified through Model-Based Eye Tracking’, Neuron, vol. 88, no. 3, pp. 604–616, Nov. 2015, doi: 10.1016/j.neuron.2015.09.042.

[747]

B. Stewart, ‘Online exam monitoring can invade privacy and erode trust at universities’, 2020 [Online]. Available: https://theconversation.com/online-exam-monitoring-can-invade-privacy-and-erode-trust-at-universities-149335

[748]

R. Harrington, ‘Fascinating images reveal how people with autism see the world’, 2018 [Online]. Available: https://www.businessinsider.com.au/how-autistic-people-see-the-world-2015-10#/#in-the-study-people-with-autism-tended-to-focus-on-the-center-of-images-even-when-other-objects-were-in-a-photo-1

[749]

‘Digital Accessibility Guidance’. [Online]. Available: https://www.gla.ac.uk/myglasgow/digitalaccessibility/

[750]

The Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018. UK Government, 2018 [Online]. Available: https://www.legislation.gov.uk/uksi/2018/952/made

[751]

‘Web Content Accessibility Guidelines (WCAG) 2.1’, 2018. [Online]. Available: https://www.w3.org/TR/WCAG21/

[752]

‘George Floyd death: Thousands join London protest’, 2020. [Online]. Available: https://www.bbc.co.uk/news/uk-52907101

[753]

‘Video: Hundreds of protesters march to Parliament Square in London against harassment of women’, 2021. [Online]. Available: https://www.telegraph.co.uk/news/2021/04/03/videohundreds-protestors-march-parliament-square-london-against/

[754]

‘Decolonising SOAS Learning and Teaching Toolkit for Programme and Module Convenors’. SOAS University of London, 2018 [Online]. Available: https://blogs.soas.ac.uk/decolonisingsoas/files/2018/10/Decolonising-SOAS-Learning-and-Teaching-Toolkit-AB.pdf

[755]

T. Browne, M. Jenkins, and R. Walker, ‘A longitudinal perspective regarding the use of VLEs by higher education institutions in the United Kingdom’, Interactive Learning Environments, vol. 14, no. 2, pp. 177–192, Aug. 2006, doi: 10.1080/10494820600852795.

[756]

H.-T. Hou and S.-Y. Wu, ‘Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study’, Computers & Education, vol. 57, no. 2, pp. 1459–1468, Sep. 2011, doi: 10.1016/j.compedu.2011.02.012.

[757]

M. Biasutti, ‘A comparative analysis of forums and wikis as tools for online collaborative learning’, Computers & Education, vol. 111, pp. 158–171, Aug. 2017, doi: 10.1016/j.compedu.2017.04.006.

[758]

J.-A. Murray and S. Boyd, ‘A Preliminary Evaluation of Using WebPA for Online Peer Assessment of Collaborative Performance by Groups of Online Distance Learners’, vol. 30, no. 2, 2015 [Online]. Available: http://ijede.ca/index.php/jde/article/view/920/1593

[759]

D. R. Krathwohl, ‘A Revision of Bloom’s Taxonomy: An Overview’, Theory Into Practice, vol. 41, no. 4, pp. 212–218, Nov. 2002, doi: 10.1207/s15430421tip4104_2.

[760]

A. G. Picciano, ‘Beyond student perceptions: issues of interaction, presence, and performance in an online course’, vol. 6, no. 1 [Online]. Available: http://sloanconsortium.org/sites/default/files/v6n1_picciano_1.pdf

[761]

M. H. Oermann, Teaching in Nursing and Role of the Educator, Second Edition: The Complete Guide to Best Practice in Teaching, Evaluation, and Curriculum Development. Springer Publishing Company, 28AD [Online]. Available: https://books.google.co.uk/books?hl=en&lr=&id=BFi2DgAAQBAJ&oi=fnd&pg=PA95&dq=vlog+online+learner&ots=VhfaEvhsmA&sig=ZevLCtLwJIUOedx90YwEQ_lse7I#v=onepage&q&f=false

[762]

H. Kentnor, ‘Distance Education and the Evolution of Online Learning in the United States’, vol. 17, 13AD [Online]. Available: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2643748

[763]

R. A. Reiser, ‘Eight Trends Affecting the Field of Instructional Design and Technology: Opportunities and Challenges’, in Learning and Knowledge Analytics in Open Education, F.-Q. Lai and J. D. Lehman, Eds. Cham: Springer International Publishing, 2017, pp. 139–147 [Online]. Available: http://link.springer.com/10.1007/978-3-319-38956-1_11

[764]

S. Geng, K. M. Y. Law, and B. Niu, ‘Investigating self-directed learning and technology readiness in blending learning environment’, International Journal of Educational Technology in Higher Education, vol. 16, no. 1, Dec. 2019, doi: 10.1186/s41239-019-0147-0.

[765]

S. Peacock, S. Murray, J. Dean, D. Brown, S. Girdler, and B. Mastrominico, ‘Exploring Tutor and Student Experiences in Online Synchronous Learning Environments in the Performing Arts’, Creative Education, vol. 03, no. 07, pp. 1269–1280, 2012, doi: 10.4236/ce.2012.37186.

[766]

R. M. Gagne, W. W. Wager, K. G. Golas, and J. M. Keller, Principles of instructional design, 5th ed. Belmont, Calif: Thomson/Wadsworth, 2005.

[767]

Ian Roffe, Innovation and e-Learning. University of Wales Press.

[768]

S.-J. Chen, ‘Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach’, vol. 6, no. 1, 2007 [Online]. Available: https://s3.amazonaws.com/academia.edu.documents/46551269/6.1.6.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1515851988&Signature=0S37BfMvyYvklZl4g05q8ykSz28%3D&response-content-disposition=inline%3B%20filename%3DInstructional_design_strategies_for_inte.pdf

[769]

E. Toprak and E. G. Kumtepe, Supporting Multiculturalism in Open and Distance Learning Spaces. IGI Global, 3AD [Online]. Available: https://books.google.co.uk/books?hl=en&lr=&id=1eY7DwAAQBAJ&oi=fnd&pg=PA146&dq=online+distance+learning&ots=ZKQ66fORku&sig=QJpByPPkvKz7SxwBP-M9MMrmmaM#v=onepage&q=online%20distance%20learning&f=false

[770]

D. P. Diaz and R. B. Cartnal, ‘Students’ Learning Styles in Two Classes: Online Distance Learning and Equivalent On-Campus’, College Teaching, vol. 47, no. 4, pp. 130–135, Oct. 1999, doi: 10.1080/87567559909595802.

[771]

‘Successful online distance learners: an exploration of learner characteristics and patterns in online learning’, pp. 9–18 [Online]. Available: https://www.researchgate.net/profile/Sebastian_Vogt/publication/271191109_Life-world_factors_of_distance_education_students_and_their_influence_on_learning_achievement/links/54c3d3f90cf219bbe4ec6375.pdf#page=21

[772]

A. W. Chickering and Z. F. Gamson, ‘Seven Principles for Good Practice in Undergraduate Education’, pp. 3–7 [Online]. Available: https://eric.ed.gov/?id=ED282491

[773]

H.-M. Huang, ‘Toward constructivism for adult learners in online learning environments’, British Journal of Educational Technology, vol. 33, no. 1, pp. 27–37, Jan. 2002, doi: 10.1111/1467-8535.00236.

[774]

M. Simonson, S. Smaldino, and S. M. Zvacek, Teaching and Learning at a Distance: Foundations of Distance Education, 6th ed. Information Age Publishing Inc, 2015.

[775]

N. Dabbagh, ‘The online learner: Characteristics and pedagogical implications’, vol. 7, no. 3, 2007 [Online]. Available: http://www.citejournal.org/volume-7/issue-3-07/general/the-online-learner-characteristics-and-pedagogical-implications

[776]

S. Wheeler, P. Yeomans, and D. Wheeler, ‘The good, the bad and the wiki: Evaluating student-generated content for collaborative learning’, British Journal of Educational Technology, vol. 39, no. 6, pp. 987–995, Nov. 2008, doi: 10.1111/j.1467-8535.2007.00799.x.

[777]

M. Paterson, The senses of touch: haptics, affects and technologies. London: Bloomsbury Academic, 2013.

[778]

K. Xie and F. Ke, ‘The role of students’ motivation in peer-moderated asynchronous online discussions’, British Journal of Educational Technology, vol. 42, no. 6, pp. 916–930, Nov. 2011, doi: 10.1111/j.1467-8535.2010.01140.x.

[779]

L. Winner, ‘Upon Opening the Black Box and Finding It Empty: Social Constructivism and the Philosophy of Technology’, Science, Technology, & Human Values, vol. 18, no. 3, pp. 362–378, Jul. 1993, doi: 10.1177/016224399301800306.

[780]

A. A. Y. Al-Qahtani and S. E. Higgins, ‘Effects of traditional, blended and e-learning on students’ achievement in higher education’, Journal of Computer Assisted Learning, vol. 29, no. 3, pp. 220–234, Jun. 2013, doi: 10.1111/j.1365-2729.2012.00490.x.

[781]

B. Rubin, R. Fernandes, and M. D. Avgerinou, ‘The effects of technology on the Community of Inquiry and satisfaction with online courses’, The Internet and Higher Education, vol. 17, pp. 48–57, Apr. 2013, doi: 10.1016/j.iheduc.2012.09.006.

[782]

G. Salmon, E-tivities: the key to active online learning. London: Kogan Page, 2002.

[783]

E. C. Boling, M. Hough, H. Krinsky, H. Saleem, and M. Stevens, ‘Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences’, The Internet and Higher Education, vol. 15, no. 2, pp. 118–126, Mar. 2012, doi: 10.1016/j.iheduc.2011.11.006.

[784]

D. U. Bolliger and F. A. Inan, ‘Development and Validation of the Online Student Connectedness Survey (OSCS) Abstract’, vol. 13, no. 3, pp. 40–65, 2012 [Online]. Available: http://www.irrodl.org/index.php/irrodl/article/view/1171/2206

[785]

S. Guri-Rosenblit, ‘Open/distance teaching universities worldwide: Current challenges and future prospects’, vol. 2, no. 4, pp. 4–12, 2012 [Online]. Available: https://oerknowledgecloud.org/content/opendistance-teaching-universities-worldwide-current-challenges-and-future-prospects

[786]

T. McKee, ‘Thirty years of distance education: Personal reflections’, The International Review of Research in Open and Distributed Learning, vol. 11, no. 2, May 2010, doi: 10.19173/irrodl.v11i2.870.

[787]

E. I. Allen and J. Seaman, ‘Going the Distance: Online Education in the United States, 2011’. Sloan Consortium (NJ1) [Online]. Available: https://eric.ed.gov/?id=ED529948

[788]

L. S. Vygotskiĭ and Askews & Holts Library Services, Mind in society: the development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press, 1978 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780674076686

[789]

M. Kurucay and F. A. Inan, ‘Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course’, Computers & Education, vol. 115, pp. 20–37, Dec. 2017, doi: 10.1016/j.compedu.2017.06.010.

[790]

S. Carr, ‘As Distance Education Comes of Age, the Challenge Is Keeping the Students’, vol. 46, no. 23, pp. A39-41, 11AD [Online]. Available: https://eric.ed.gov/?id=EJ601725

[791]

W. C. Kemp, ‘Persistence of Adult Learners in Distance Education’, American Journal of Distance Education, vol. 16, no. 2, pp. 65–81, Jun. 2002, doi: 10.1207/S15389286AJDE1602_2.

[792]

A. Parker, ‘A Study of Variables that Predict Dropout from Distance Education’, pp. 1–10, 1999 [Online]. Available: http://ascilite.org/archived-journals/ijet/v1n2/parker/

[793]

A. L. Whittington, ‘Factors Impacting on the Success of Distance Education Students of the University of the West Indies: A Review of the Literature.’ 1995 [Online]. Available: https://eric.ed.gov/?id=ED453740

[794]

K. Michael, ‘Virtual classroom: reflections of online learning’, Campus-Wide Information Systems, vol. 29, no. 3, pp. 156–165, Jun. 2012, doi: 10.1108/10650741211243175.

[795]

S. Saltmarsh and W. Sutherland‐Smith, ‘S(t)imulating learning: pedagogy, subjectivity and teacher education in online environments’, London Review of Education, vol. 8, no. 1, pp. 15–24, Mar. 2010, doi: 10.1080/14748460903557613.

[796]

J. Dyment, J. Downing, and Y. Budd, ‘Framing Teacher Educator Engagement in an Online Environment’, Australian Journal of Teacher Education, vol. 38, no. 1, Jan. 2013, doi: 10.14221/ajte.2013v38n1.6.

[797]

R. Cummings, R. Phillips, R. Tilbrook, and K. Lowe, ‘Middle-Out Approaches to Reform of University Teaching and Learning: Champions striding between the top-down and bottom-up approaches’, The International Review of Research in Open and Distributed Learning, vol. 6, no. 1, Mar. 2005, doi: 10.19173/irrodl.v6i1.224.

[798]

the discoursal construction of identity in academic writing. John Benjamins, 1998.

[799]

T. Anderson and J. Dron, ‘Three generations of distance education pedagogy’, The International Review of Research in Open and Distributed Learning, vol. 12, no. 3, Mar. 2011, doi: 10.19173/irrodl.v12i3.890.

[800]

G. Salmon, ‘Gilly Salmon E-tivities’. [Online]. Available: https://www.gillysalmon.com/e-tivities.html

[801]

S. Reeves, S. Fletcher, C. McLoughlin, A. Yim, and K. D. Patel, ‘Interprofessional online learning for primary healthcare: findings from a scoping review’, BMJ Open, vol. 7, no. 8, Aug. 2017, doi: 10.1136/bmjopen-2017-016872.

[802]

S. Wheeler, Learning with ’e’s: educational theory and practice in the digital age. Bancyfelin, Carmarthen: Crown House Publishing, 2015.

[803]

J. Weidlich and T. J. Bastiaens, ‘Designing sociable online learning environments and enhancing social presence: An affordance enrichment approach’, Computers & Education, vol. 142, Dec. 2019, doi: 10.1016/j.compedu.2019.103622.

[804]

F. Martin, A. Ritzhaupt, S. Kumar, and K. Budhrani, ‘Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation’, The Internet and Higher Education, vol. 42, pp. 34–43, Jul. 2019, doi: 10.1016/j.iheduc.2019.04.001.

[805]

I. Roll, D. M. Russell, and D. Gašević, ‘Learning at Scale’, International Journal of Artificial Intelligence in Education, vol. 28, no. 4, pp. 471–477, Dec. 2018, doi: 10.1007/s40593-018-0170-7.

[806]

L. Delaney and S. Fox, The role of distance education in broadening access to Irish higher education. In: How Equal? Access to Higher Education in Ireland. 2013 [Online]. Available: http://doras.dcu.ie/19966/

[807]

M. Mallman and H. Lee, ‘Stigmatised learners: mature-age students negotiating university culture’, British Journal of Sociology of Education, vol. 37, no. 5, pp. 684–701, Jul. 2016, doi: 10.1080/01425692.2014.973017.

[808]

M. Nichols, Intervention for retention through distance education: A comparison study. 2011 [Online]. Available: https://ako.ac.nz/assets/Knowledge-centre/RHPF-n17-Intervention-for-retention-through-distance-education/RESEARCH-REPORT-Intervention-for-Retention-through-Distance-Education-A-Comparison-Study.pdf

[809]

J. Brunton, M. Brown, E. Costello, and O. Farrell, ‘Head start online: flexibility, transitions and student success’, Educational Media International, vol. 55, no. 4, pp. 347–360, Oct. 2018, doi: 10.1080/09523987.2018.1548783.

[810]

E. R. Kahu and K. Nelson, ‘Student engagement in the educational interface: understanding the mechanisms of student success’, Higher Education Research & Development, vol. 37, no. 1, pp. 58–71, Jan. 2018, doi: 10.1080/07294360.2017.1344197.

[811]

E. R. Kahu, C. Stephens, N. Zepke, and L. Leach, ‘Space and time to engage: mature-aged distance students learn to fit study into their lives’, International Journal of Lifelong Education, vol. 33, no. 4, pp. 523–540, Jul. 2014, doi: 10.1080/02601370.2014.884177.

[812]

Olaf Zawacki-Richter and Terry Anderson, Online Distance Education. Athabasca University Press, 2014.

[813]

R. Al Tawil, ‘Nonverbal Communication in Text-Based, Asynchronous Online Education’, The International Review of Research in Open and Distributed Learning, vol. 20, no. 1, Feb. 2019, doi: 10.19173/irrodl.v20i1.3705.

[814]

L. Pei and H. Wu, ‘Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis’, Medical Education Online, vol. 24, no. 1, Jan. 2019, doi: 10.1080/10872981.2019.1666538.

[815]

E. P. Bettinger, L. Fox, S. Loeb, and E. S. Taylor, ‘Virtual Classrooms: How Online College Courses Affect Student Success’, American Economic Review, vol. 107, no. 9, pp. 2855–2875, Sep. 2017, doi: 10.1257/aer.20151193.

[816]

T. Anderson and ProQuest (Firm), The theory and practice of online learning, 2nd ed. Edmonton: AU Press, 2008 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=617514

[817]

J. Adekola, V. H. M. Dale, K. Gardiner, and M. Fischbacher-Smith, ‘Student Transitions to Blended Learning: An Institutional Case Study’, Journal of Perspectives in Applied Academic Practice, vol. 5, no. 2, Mar. 2017, doi: 10.14297/jpaap.v5i2.273.

[818]

Q. Wang and H. L. Woo, ‘Comparing asynchronous online discussions and face-to-face discussions in a classroom setting’, British Journal of Educational Technology, vol. 38, no. 2, pp. 272–286, Mar. 2007, doi: 10.1111/j.1467-8535.2006.00621.x.

[819]

R. M. Gagné, The conditions of learning. London: Holt, Rinehart and Winston, 1965.

[820]

E. Wenger, Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press, 1998.

[821]

R. Chatterjee and A.-P. Correia, ‘Online Students’ Attitudes Toward Collaborative Learning and Sense of Community’, American Journal of Distance Education, vol. 34, no. 1, pp. 53–68, Jan. 2020, doi: 10.1080/08923647.2020.1703479.

[822]

G. M. Johnson, ‘On-Campus and Fully-Online University Students: Comparing Demographics, Digital Technology Use and Learning Characteristics’, vol. 12, no. 1, 2015 [Online]. Available: https://ro.uow.edu.au/jutlp/vol12/iss1/4/

[823]

R. Driver and Taylor & Francis Group, Making sense of secondary science: research into children’s ideas, Classic edition. Abingdon, Oxon: Routledge, 2015 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.taylorfrancis.com/books/9781315747415

[824]

J. Jónasson, ‘On-line distance education a feasible choice in teacher education in Iceland?’, University of Strathclyde, 2001 [Online]. Available: https://skrif.hi.is/rannum/files/2018/01/jonjonasson_thesis.pdf

[825]

O. Peters, ‘Some observations on dropping out in distance education’, Distance Education, vol. 13, no. 2, pp. 234–269, Jan. 1992, doi: 10.1080/0158791920130206.

[826]

W. C. Kemp, ‘Persistence of Adult Learners in Distance Education’, American Journal of Distance Education, vol. 16, no. 2, pp. 65–81, Jun. 2002, doi: 10.1207/S15389286AJDE1602_2.

[827]

E. Nordmann et al., ‘Ten simple rules for supporting a temporary online pivot in higher education’, PLOS Computational Biology, vol. 16, no. 10, Oct. 2020, doi: 10.1371/journal.pcbi.1008242.

[828]

‘Active Learning in Online Courses’. King’s College London Online Professional & Executive Education [Online]. Available: https://www.kcl.ac.uk/teachlearntech/assets/dla-active-learning-in-online-courses-.pdf

[829]

‘Active Learning Examples’. University of Edinburgh [Online]. Available: https://ugc.futurelearn.com/uploads/files/e4/af/e4af16fa-3204-4360-9098-85489e271e95/Active_learning_examples.pdf

[830]

E. R. Kahu, C. Stephens, L. Leach, and N. Zepke, ‘The engagement of mature distance students’, Higher Education Research & Development, vol. 32, no. 5, pp. 791–804, Oct. 2013, doi: 10.1080/07294360.2013.777036.

[831]

C. McInnis, R. James, and R. Hartley, ‘Trends in the first year experience in Australian universities’. The University of Melbourne, 2000 [Online]. Available: https://melbourne-cshe.unimelb.edu.au/research/archived-research/trends-in-the-first-year-experience

[832]

H. Parker et al., ‘Understanding the different challenges facing students in transitioning to university particularly with a focus on ethnicity’, New Directions in the Teaching of Physical Sciences, no. 12, Dec. 2017, doi: 10.29311/ndtps.v0i12.2450.

[833]

L. Thomas, M. Hill, J. O’Mahony, and M. Yorke, ‘Supporting student success: strategies for institutional change’. AdvanceHE, 2017 [Online]. Available: https://www.advance-he.ac.uk/knowledge-hub/supporting-student-success-strategies-institutional-change

[834]

Rethinking learning for a digital age. New York, NY: Routledge, 2010.

[835]

M. Tankari, ‘Student perception of collaborative learning, social presence, and satisfaction  in CMC learning environments: Relationships and critical factors’ [Online]. Available: https://jan.ucc.nau.edu/~ct68/ETC599DE/TankariMoussa.htm

[836]

C. R. Dhein, ‘Current Perspectives on Distance Education in Veterinary Medicine’, Journal of Veterinary Medical Education, vol. 34, no. 3, pp. 286–291, Jul. 2007, doi: 10.3138/jvme.34.3.286. [Online]. Available: https://jvme.utpjournals.press/doi/10.3138/jvme.34.3.286?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub++0pubmed

[837]

V. Diwakar, P. A. Ertmer, and A. Y. M. Nour, ‘Developing Interactive Course Web Sites for Distance Education and Characteristics of Students Enrolled in Distance Learning Courses’, Journal of Veterinary Medical Education, vol. 30, no. 4, pp. 351–357, Dec. 2003, doi: 10.3138/jvme.30.4.351.

[838]

P. Kandlbinder and T. Peseta, ‘Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and the United Kingdom’, International Journal for Academic Development, vol. 14, no. 1, pp. 19–31, Mar. 2009, doi: 10.1080/13601440802659247.

[839]

M. Keppell and D. Carless, ‘Learning‐oriented assessment: a technology‐based case study’, Assessment in Education: Principles, Policy & Practice, vol. 13, no. 2, pp. 179–191, Jul. 2006, doi: 10.1080/09695940600703944.

[840]

L. Rogers, ‘Developing simulations in multi-user virtual environments to enhance healthcare education’, British Journal of Educational Technology, vol. 42, no. 4, pp. 608–615, Jul. 2011, doi: 10.1111/j.1467-8535.2010.01057.x.

[841]

C. Rapanta and L. Cantoni, ‘Being in the users’ shoes: Anticipating experience while designing online courses’, British Journal of Educational Technology, vol. 45, no. 5, pp. 765–777, Sep. 2014, doi: 10.1111/bjet.12102.

[842]

S. Honeychurch, A. Bozkurt, L. Singh, and A. Koutropoulos, ‘Learners on the periphery: Lurkers as invisible learners’, vol. 20, no. 1, pp. 191–211, 2017 [Online]. Available: https://files.eric.ed.gov/fulltext/EJ1187845.pdf

[843]

A. Koutropoulos, S. Honeychurch, and L. Singh, ‘Rethinking Lurking’, eLearn, vol. 2019, no. 5, May 2019, doi: 10.1145/3329488.3331169. [Online]. Available: https://www.researchgate.net/publication/336732583_Rethinking_Lurking

[844]

D. U. Bolliger and C. Halupa, ‘Online student perceptions of engagement, transactional distance, and outcomes’, Distance Education, vol. 39, no. 3, pp. 299–316, Jul. 2018, doi: 10.1080/01587919.2018.1476845.

[845]

D. H. Lim, M. L. Morris, and V. W. Kupritz, ‘ONLINE VS. BLENDED LEARNING: DIFFERENCES IN INSTRUCTIONAL OUTCOMES AND LEARNER SATISFACTION’, Online Learning, vol. 11, no. 2, Feb. 2019, doi: 10.24059/olj.v11i2.1725.

[846]

M. Ott and L. Freina, A literature review on immersive virtual reality in education: state of the art and perspectives, no. 1. Editura Universităţii Naţionale de Apărare "Carol I”, 2015, pp. 133–141 [Online]. Available: https://www.ceeol.com/search/article-detail?id=289829

[847]

M. Marquess et al., ‘A pilot study to determine if the use of a virtual reality education module reduces anxiety and increases comprehension in patients receiving radiation therapy’, Journal of Radiation Oncology, vol. 6, no. 3, pp. 317–322, Sep. 2017, doi: 10.1007/s13566-017-0298-3.

[848]

A. S. Wilson, J. O’Connor, L. Taylor, and D. Carruthers, ‘A 3D virtual reality ophthalmoscopy trainer’, The Clinical Teacher, vol. 14, no. 6, pp. 427–431, Dec. 2017, doi: 10.1111/tct.12646.

[849]

G. Makransky, T. S. Terkildsen, and R. E. Mayer, ‘Adding immersive virtual reality to a science lab simulation causes more presence but less learning’, Learning and Instruction, Dec. 2017, doi: 10.1016/j.learninstruc.2017.12.007.

[850]

M. D. Puterbaugh, M. Shannon, and H. Gorton, ‘A Survey of Nurses’ Attitudes Toward Distance Education and the Educational Use of 3-D Virtual Environments’, Journal of Electronic Resources in Medical Libraries, vol. 7, no. 4, pp. 292–307, Dec. 2010, doi: 10.1080/15424065.2010.527243.

[851]

C. Rogers, J. Lau, D. Huynh, S. Albertson, J. Beem, and E. Qian, ‘Capturing the Perceived Phantom Limb through Virtual Reality’, Advances in Human-Computer Interaction, vol. 2016, pp. 1–6, 2016, doi: 10.1155/2016/8608972.

[852]

S. Spaulding, ‘Distance Education, Broadcast Media, Virtual Reality, and Cyberspace: Is the Future Passing Us By?                              edited by Graham  Orange and David  Hobbs. Aldershot: Ashgate, 2000. 182 pp. $59.95 (cloth). ISBN 0‐7546‐1202‐3.                              by Hilary  Perraton. New York: Routledge, 2000. 228 pp. $90.00 (cloth). ISBN 0‐415‐19418‐0. $29.99 (paper). ISBN 0‐414‐19419.’, Comparative Education Review, vol. 46, no. 1, pp. 119–130, Feb. 2002, doi: 10.1086/324048.

[853]

Alan B. Craig, Developing virtual reality applications. Amsterdam: Morgan Kaufmann/Elsevier, 2009.

[854]

J. Steuer, ‘Defining Virtual Reality: Dimensions Determining Telepresence’, Journal of Communication, vol. 42, no. 4, pp. 73–93, Dec. 1992, doi: 10.1111/j.1460-2466.1992.tb00812.x.

[855]

C. Youngblut, ‘Educational uses of virtual reality technology’, 1998 [Online]. Available: http://papers.cumincad.org/data/works/att/94ea.content.pdf

[856]

D. Freeman, N. Evans, R. Lister, A. Antley, G. Dunn, and M. Slater, ‘Height, social comparison, and paranoia: An immersive virtual reality experimental study’, Psychiatry Research, vol. 218, no. 3, pp. 348–352, Aug. 2014, doi: 10.1016/j.psychres.2013.12.014.

[857]

In Touch With The Future The Sense Of Touch From Cognitive Neuroscience To Virtual Reality. Oxford University Press, 2014.

[858]

D. C. Alverson et al., ‘Medical Students Learn Over Distance Using Virtual Reality Simulation’, Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, vol. 3, no. 1, pp. 10–15, Spring 2008, doi: 10.1097/SIH.0b013e31815f0d51.

[859]

M. Trombetta, P. P. Bazzanello Henrique, M. R. Brum, E. L. Colussi, A. C. B. De Marchi, and R. Rieder, ‘Motion Rehab AVE 3D: A VR-based exergame for post-stroke rehabilitation’, Computer Methods and Programs in Biomedicine, vol. 151, pp. 15–20, Nov. 2017, doi: 10.1016/j.cmpb.2017.08.008.

[860]

S. Atherton et al., ‘Self-Confidence and Paranoia: An Experimental Study Using an Immersive Virtual Reality Social Situation’, Behavioural and Cognitive Psychotherapy, vol. 44, no. 01, pp. 56–64, Jan. 2016, doi: 10.1017/S1352465814000496.

[861]

M. Harders and SpringerLink (Online service), Surgical scene generation for virtual reality based training in medicine. London: Springer, 2008 [Online]. Available: http://ezproxy.lib.gla.ac.uk/login?url=http://dx.doi.org/10.1007/978-1-84800-107-7

[862]

J.-M. Luursema, M. Vorstenbosch, and J. Kooloos, ‘Stereopsis, Visuospatial Ability, and Virtual Reality in Anatomy Learning’, Anatomy Research International, vol. 2017, pp. 1–7, 2017, doi: 10.1155/2017/1493135.

[863]

T. Kinnison, N. D. Forrest, S. P. Frean, and S. Baillie, ‘Teaching bovine abdominal anatomy: Use of a haptic simulator’, Anatomical Sciences Education, vol. 2, no. 6, pp. 280–285, Nov. 2009, doi: 10.1002/ase.109.

[864]

T. Kinnison, N. D. Forrest, S. P. Frean, and S. Baillie, ‘Teaching bovine abdominal anatomy: Use of a haptic simulator’, Anatomical Sciences Education, vol. 2, no. 6, pp. 280–285, Nov. 2009, doi: 10.1002/ase.109.

[865]

J. W. V. de Faria, M. J. Teixeira, L. de Moura Sousa Júnior, J. P. Otoch, and E. G. Figueiredo, ‘Virtual and stereoscopic anatomy: when virtual reality meets medical education’, Journal of Neurosurgery, vol. 125, no. 5, pp. 1105–1111, Nov. 2016, doi: 10.3171/2015.8.JNS141563.

[866]

I. D. D. Curcio, A. Dipace, and A. Norlund, ‘Virtual realities and education’, Research on Education and Media, vol. 8, no. 2, Jan. 2016, doi: 10.1515/rem-2016-0019.

[867]

A. M. Codd and B. Choudhury, ‘Virtual reality anatomy: Is it comparable with traditional methods in the teaching of human forearm musculoskeletal anatomy?’, Anatomical Sciences Education, vol. 4, no. 3, pp. 119–125, May 2011, doi: 10.1002/ase.214.

[868]

C. Dutile, N. Wright, and M. Beauchesne, ‘Virtual Clinical Education: Going the Full Distance in Nursing Education’, Newborn and Infant Nursing Reviews, vol. 11, no. 1, pp. 43–48, Mar. 2011, doi: 10.1053/j.nainr.2010.12.008.

[869]

R. McCloy and R. Stone, ‘Virtual reality in surgery’, vol. 323, no. 7318, pp. 912–915, 20AD [Online]. Available: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1121442/

[870]

Y.-C. Huang, S. J. Backman, L.-L. Chang, K. F. Backman, and F. A. McGuire, ‘Experiencing student learning and tourism training in a 3D virtual world: An exploratory study’, Journal of Hospitality, Leisure, Sport & Tourism Education, vol. 13, pp. 190–201, Jul. 2013, doi: 10.1016/j.jhlste.2013.09.007.

[871]

P. Häfner, V. Häfner, and J. Ovtcharova, ‘Teaching Methodology for Virtual Reality Practical Course in Engineering Education’, Procedia Computer Science, vol. 25, pp. 251–260, 2013, doi: 10.1016/j.procs.2013.11.031.

[872]

H.-M. Huang, S.-S. Liaw, and C.-M. Lai, ‘Exploring learner acceptance of the use of virtual reality in medical education: a case study of desktop and projection-based display systems’, Interactive Learning Environments, vol. 24, no. 1, pp. 3–19, Jan. 2016, doi: 10.1080/10494820.2013.817436.

[873]

Q. T. Le, A. Pedro, and C. S. Park, ‘A Social Virtual Reality Based Construction Safety Education System for Experiential Learning’, Journal of Intelligent & Robotic Systems, vol. 79, no. 3–4, pp. 487–506, Aug. 2015, doi: 10.1007/s10846-014-0112-z.

[874]

N. F. Kleven et al., ‘Training nurses and educating the public using a virtual operating room with Oculus Rift’, in 2014 International Conference on Virtual Systems & Multimedia (VSMM), Dec. 2014, pp. 206–213, doi: 10.1109/VSMM.2014.7136687 [Online]. Available: http://ieeexplore.ieee.org/document/7136687/

[875]

A. Z. Sampaio and O. P. Martins, ‘The application of virtual reality technology in the construction of bridge: The cantilever and incremental launching methods’, Automation in Construction, vol. 37, pp. 58–67, Jan. 2014, doi: 10.1016/j.autcon.2013.10.015.

[876]

J.-H. Ryu et al., ‘Randomized clinical trial of immersive virtual reality tour of the operating theatre in children before anaesthesia’, British Journal of Surgery, vol. 104, no. 12, pp. 1628–1633, Nov. 2017, doi: 10.1002/bjs.10684.

[877]

‘Role of Virtual Reality in Medical Diagnosis’, International Journal of Computing, Communications and Networking, vol. 7, no. 2, pp. 8–12, Jun. 2018, doi: 10.30534/ijccn/2018/02722018.

[878]

G. Makransky and L. Lilleholt, ‘A structural equation modeling investigation of the emotional value of immersive virtual reality in education’, Educational Technology Research and Development, vol. 66, no. 5, pp. 1141–1164, Oct. 2018, doi: 10.1007/s11423-018-9581-2.

[879]

S. Suebnukarn, P. Haddawy, P. Rhienmora, P. Jittimanee, and P. Viratket, ‘Augmented Kinematic Feedback from Haptic Virtual Reality for Dental Skill Acquisition’, Journal of Dental Education, vol. 74, no. 12, pp. 1357–1366, Dec. 2010, doi: 10.1002/j.0022-0337.2010.74.12.tb05011.x.

[880]

S. H. (Mark) Lee, K. Sergueeva, M. Catangui, and M. Kandaurova, ‘Assessing Google Cardboard virtual reality as a content delivery system in business classrooms’, Journal of Education for Business, vol. 92, no. 4, pp. 153–160, May 2017, doi: 10.1080/08832323.2017.1308308.

[881]

K. Martzoukou and V. Kemp, ‘Nurturing Supportive and Engaging Induction Environments for Distance-learning Students’, Procedia - Social and Behavioral Sciences, vol. 228, pp. 535–540, Jul. 2016, doi: 10.1016/j.sbspro.2016.07.082.

[882]

J. Brunton, M. Brown, E. Costello, and O. Farrell, ‘Pre-induction supports for flexible learners: The Head Start Online MOOC pilot.  A Practice Report’, Student Success, vol. 9, no. 2, Jun. 2018, doi: 10.5204/ssj.v10i1.434.

[883]

S. J. Polizzi, M. Head, D. Barrett-Williams, J. Ellis, G. H. Roehrig, and G. T. Rushton, ‘The use of teacher leader roles in an online induction support system’, Teaching and Teacher Education, vol. 75, pp. 174–186, Oct. 2018, doi: 10.1016/j.tate.2018.06.010.

[884]

N. Kelly, S. Reushle, S. Chakrabarty, and A. Kinnane, ‘Beginning Teacher Support in Australia: Towards an Online Community to Augment Current Support’, Australian Journal of Teacher Education, vol. 39, no. 4, Apr. 2014, doi: 10.14221/ajte.2014v39n4.6.

[885]

N. Whitton, R. Jones, S. Wilson, and P. Whitton, ‘Alternate reality games as learning environments for student induction’, Interactive Learning Environments, vol. 22, no. 3, pp. 243–252, May 2014, doi: 10.1080/10494820.2011.641683.

[886]

Y.-H. Hu, C.-L. Lo, and S.-P. Shih, ‘Developing early warning systems to predict students’ online learning performance’, Computers in Human Behavior, vol. 36, pp. 469–478, Jul. 2014, doi: 10.1016/j.chb.2014.04.002.

[887]

G. Motteram and G. Forrester, ‘Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?’, Distance Education, vol. 26, no. 3, pp. 281–298, Jan. 2005, doi: 10.1080/01587910500291330.

[888]

R. Turner et al., ‘Easing the transition of first year undergraduates through an immersive induction module’, Teaching in Higher Education, vol. 22, no. 7, pp. 805–821, Oct. 2017, doi: 10.1080/13562517.2017.1301906.

[889]

E. M. Harwood and N. L. Kocovski, ‘Self-Compassion Induction Reduces Anticipatory Anxiety Among Socially Anxious Students’, Mindfulness, vol. 8, no. 6, pp. 1544–1551, Dec. 2017, doi: 10.1007/s12671-017-0721-2.

[890]

N. Williams, Y. Ioannou, C. Stewart, P. Gulati, and S. Singh, ‘An innovative interactive medical student induction programme in paediatrics’, Medical Teacher, vol. 37, no. 2, pp. 200–201, Feb. 2015, doi: 10.3109/0142159X.2014.940872.

[891]

A. Archer et al., ‘Effectiveness of a single day induction programme in changing medical students’ attitudes towards the speciality of forensic psychiatry’, Australasian Psychiatry, vol. 25, no. 1, pp. 73–77, Feb. 2017, doi: 10.1177/1039856216671654.

[892]

J. Jin and S. M. Bridges, ‘Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review’, Journal of Medical Internet Research, vol. 16, no. 12, Dec. 2014, doi: 10.2196/jmir.3240.

[893]

D. Hockridge, ‘Challenges for educators using distance and online education to prepare students for relational professions’, Distance Education, vol. 34, no. 2, pp. 142–160, Aug. 2013, doi: 10.1080/01587919.2013.793640.

[894]

L. Thomas, ‘What works? Facilitating an effective transition into higher education’, Widening Participation and Lifelong Learning, vol. 14, no. 1, pp. 4–24, Jan. 2013, doi: 10.5456/WPLL.14.S.4.

[895]

K. Higgins and R. E. (Bobby) Harreveld, ‘Professional development and the university casual academic: integration and support strategies for distance education’, Distance Education, vol. 34, no. 2, pp. 189–200, Aug. 2013, doi: 10.1080/01587919.2013.801759.

[896]

E. Leeds, S. Campbell, H. Baker, R. Ali, D. Brawley, and J. Crisp, ‘The impact of student retention strategies: an empirical study’, International Journal of Management in Education, vol. 7, no. 1/2, 2013, doi: 10.1504/IJMIE.2013.050812.

[897]

A. McCabe and U. O’Connor, ‘Student-centred learning: the role and responsibility of the lecturer’, Teaching in Higher Education, vol. 19, no. 4, pp. 350–359, May 2014, doi: 10.1080/13562517.2013.860111.

[898]

C. Romero, M.-I. López, J.-M. Luna, and S. Ventura, ‘Predicting students’ final performance from participation in on-line discussion forums’, Computers & Education, vol. 68, pp. 458–472, Oct. 2013, doi: 10.1016/j.compedu.2013.06.009.

[899]

M. J. Richardson and S. Tate, ‘Improving the transition to university: introducing student voices into the formal induction process for new geography undergraduates’, Journal of Geography in Higher Education, vol. 37, no. 4, pp. 611–618, Dec. 2013, doi: 10.1080/03098265.2013.769092.

[900]

A. Buckley, Evaluating an online induction course at the University of Strathclyde. 3rd International Enhancement in Higher Education Conference, 6AD [Online]. Available: https://strathprints.strath.ac.uk/61301/

[901]

A. R. Artino, J. S. La Rochelle, K. J. Dezee, and H. Gehlbach, ‘Developing questionnaires for educational research: AMEE Guide No. 87’, Medical Teacher, vol. 36, no. 6, pp. 463–474, Jun. 2014, doi: 10.3109/0142159X.2014.889814.

[902]

N. C. Schaeffer and S. Presser, ‘The Science of Asking Questions’, Annual Review of Sociology, vol. 29, no. 1, pp. 65–88, Aug. 2003, doi: 10.1146/annurev.soc.29.110702.110112.

[903]

J. Fox, C. Murray, and A. Warm, ‘Conducting research using web-based questionnaires: Practical, methodological, and ethical considerations’, International Journal of Social Research Methodology, vol. 6, no. 2, pp. 167–180, Jan. 2003, doi: 10.1080/13645570210142883.

[904]

M. Galesic and M. Bosnjak, ‘Effects of Questionnaire Length on Participation and Indicators of Response Quality in a Web Survey’, Public Opinion Quarterly, vol. 73, no. 2, pp. 349–360, Jun. 2009, doi: 10.1093/poq/nfp031.

[905]

J. Wiecha, R. Heyden, E. Sternthal, and M. Merialdi, ‘Learning in a Virtual World: Experience With Using Second Life for Medical Education’, Journal of Medical Internet Research, vol. 12, no. 1, Jan. 2010, doi: 10.2196/jmir.1337.

[906]

A. De Lucia, R. Francese, I. Passero, and G. Tortora, ‘Development and evaluation of a virtual campus on Second Life: The case of SecondDMI’, Computers & Education, vol. 52, no. 1, pp. 220–233, Jan. 2009, doi: 10.1016/j.compedu.2008.08.001.

[907]

L. Jarmon, T. Traphagan, M. Mayrath, and A. Trivedi, ‘Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life’, Computers & Education, vol. 53, no. 1, pp. 169–182, Aug. 2009, doi: 10.1016/j.compedu.2009.01.010.

[908]

T. Harland, ‘Learning about case study methodology to research higher education’, Higher Education Research & Development, vol. 33, no. 6, pp. 1113–1122, Nov. 2014, doi: 10.1080/07294360.2014.911253.

[909]

G. Cousin, Researching learning in higher education: an introduction to contemporary methods and approaches, vol. Staff and Educational Development Series. New York, NY: Routledge, 2009.

[910]

R. Coe, M. Waring, L. V. Hedges, and J. Arthur, Eds., Research methods and methodologies in education, 2nd edition. London: SAGE Publications Ltd, 2017.

[911]

V. Braun and V. Clarke, ‘Using thematic analysis in psychology’, Qualitative Research in Psychology, vol. 3, no. 2, pp. 77–101, Jan. 2006, doi: 10.1191/1478088706qp063oa.

[912]

L. Cohen, L. Manion, K. Morrison, and Askews & Holts Library Services, Research methods in education, Eighth edition. London: Routledge, 2018 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315456522

[913]

G. O. Grow, ‘Teaching Learners To Be Self-Directed’, Adult Education Quarterly, vol. 41, no. 3, pp. 125–149, Sep. 1991, doi: 10.1177/0001848191041003001.

[914]

A. Cooke, D. Smith, and A. Booth, ‘Beyond PICO’, Qualitative Health Research, vol. 22, no. 10, pp. 1435–1443, Oct. 2012, doi: 10.1177/1049732312452938.

[915]

‘What is Grounded Theory’. [Online]. Available: http://www.groundedtheoryonline.com/what-is-grounded-theory/

[916]

S. Brooman and S. Darwent, ‘Measuring the beginning: a quantitative study of the transition to higher education’, Studies in Higher Education, vol. 39, no. 9, pp. 1523–1541, Oct. 2014, doi: 10.1080/03075079.2013.801428.

[917]

R. Murray, How to write a thesis. Maidenhead: Open University Press, 2002.

[918]

A. P. Field, Discovering statistics using IBM SPSS statistics: and sex and drugs and rock ‘n’ roll, 4th edition. London: SAGE Publications Ltd, 2013.

[919]

J. Pallant, SPSS survival manual: a step by step guide to data analysis using IBM SPSS, 6th edition. Maidenhead, Berkshire, England: McGraw-Hill Education, 2016.

[920]

S. Gorard, Using everyday numbers effectively in research. London: Continuum, 2006.

[921]

C. Robson, Real world research: a resource for users of social research methods in applied settings, 3rd ed. Chichester, West Sussex: John Wiley & Sons Ltd, 2011.

[922]

R. Murray and Dawson Books, How to write a thesis, 2nd ed. Maidenhead: Open University Press, 2006 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780335226597

[923]

J. G. S. Goldie, ‘Connectivism: A knowledge learning theory for the digital age?’, Medical Teacher, vol. 38, no. 10, pp. 1064–1069, Oct. 2016, doi: 10.3109/0142159X.2016.1173661.

[924]

G. Siemens, ‘Connectivism: A Learning Theory for the Digital Age’, vol. 1, 2005 [Online]. Available: http://www.itdl.org/Journal/Jan_05/article01.htm

[925]

R. Kop and A. Hill, ‘Connectivism: Learning theory of the future or vestige of the past?’, The International Review of Research in Open and Distributed Learning, vol. 9, no. 3, Oct. 2008, doi: 10.19173/irrodl.v9i3.523.

[926]

P. A. Ertmer and T. J. Newby, ‘Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective’, Performance Improvement Quarterly, vol. 26, no. 2, pp. 43–71, 2013, doi: 10.1002/piq.21143.

[927]

S. N. Imenda, ‘On the Unity of Behaviourism, Cognitivism and Constructivism in Teaching and Learning’, International Journal of Educational Sciences, vol. 20, pp. 86–95, 2018 [Online]. Available: http://krepublishers.com/02-Journals/IJES/IJES-20-0-000-18-Web/IJES-20-1-3-000-18-Abst-PDF/IJES-20-1-3-086-18-789-Imenda-S-N/IJES-20-1-3-086-18-789-Imenda-S-N-Tx[11].pmd.pdf

[928]

P. Craig et al., ‘Using natural experiments to evaluate population health interventions: new Medical Research Council guidance’, Journal of Epidemiology and Community Health, vol. 66, no. 12, pp. 1182–1186, Dec. 2012, doi: 10.1136/jech-2011-200375.

[929]

S. T. Leatherdale, ‘Natural experiment methodology for research: a review of how different methods can support real-world research’, International Journal of Social Research Methodology, vol. 22, no. 1, pp. 19–35, Jan. 2019, doi: 10.1080/13645579.2018.1488449.

[930]

F. Han and R. A. Ellis, ‘Using Phenomenography to Tackle Key Challenges in Science Education’, Frontiers in Psychology, vol. 10, Jun. 2019, doi: 10.3389/fpsyg.2019.01414.

[931]

M. Orgill, ‘Phenomenography’, in Encyclopedia of the Sciences of Learning, N. M. Seel, Ed. Boston, MA: Springer US, 2012, pp. 2608–2611 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://link.springer.com/10.1007/978-1-4419-1428-6_271

[932]

J. Larsson and I. Holmström, ‘Phenomenographic or phenomenological analysis: does it matter? Examples from a study on anaesthesiologists’ work’, International Journal of Qualitative Studies on Health and Well-being, vol. 2, no. 1, pp. 55–64, Jan. 2007, doi: 10.1080/17482620601068105.

[933]

B. Reed, ‘Phenomenography as a way to research the understanding by students of technical concepts’, 2006 [Online]. Available: http://www.mecheng.uct.ac.za/usr/mecheng/staff/academic/brandon/Reed2006.pdf

[934]

C. Yates, H. Partridge, and C. Bruce, ‘Exploring information experiences through phenomenography’, Library and Information Research, vol. 36, no. 112, pp. 96–119, Sep. 2012, doi: 10.29173/lirg496.

[935]

D. Langdridge, Phenomenological psychology: theory, research, and method. Harlow: Pearson Education, 2007.

[936]

D. Moran, Introduction to phenomenology. Abingdon, Oxon: Routledge, 2000.

[937]

R. Cobb-Stevens, ‘Introduction to Phenomenology by Robert Sokolowski’, The Thomist: A Speculative Quarterly Review, vol. 66, no. 1, pp. 159–163, 2002, doi: 10.1353/tho.2002.0004.

[938]

J. Scanlon, ‘Robert Sokolowski, Introduction to Phenomenology’, Husserl Studies, vol. 18, no. 1, pp. 83–88, 2002, doi: 10.1023/A:1014076509452.

[939]

S. Glendinning, In the name of phenomenology. London: Routledge, 2007.

[940]

C. Cazeaux, The continental aesthetics reader. London: Routledge, 2000.

[941]

J. Smith, ‘Phenomenology’. [Online]. Available: https://iep.utm.edu/phenom/

[942]

D. Woodruff Smith, ‘Phenomenology’, 2013. [Online]. Available: https://plato.stanford.edu/entries/phenomenology/

[943]

D. R. Cerbone, Understanding phenomenology. Chesham: Acumen, 2006.

[944]

J. Sandbergh, ‘Are Phenomenographic Results Reliable?’, Higher Education Research & Development, vol. 16, no. 2, pp. 203–212, Jun. 1997, doi: 10.1080/0729436970160207.

[945]

S. Webber and B. Johnston, ‘An introduction to phenomenographic research’, 2016 [Online]. Available: http://ojs.eahil.eu/ojs/index.php/JEAHIL/article/view/73

[946]

R. Fitzpatrick and M. Boulton, ‘Qualitative research in health care: I. The scope and validity of methods’, Journal of Evaluation in Clinical Practice, vol. 2, no. 2, pp. 123–130, May 1996, doi: 10.1111/j.1365-2753.1996.tb00036.x.

[947]

M. Dixon-Woods, R. Fitzpatrick, and K. Roberts, ‘Including qualitative research in systematic reviews: opportunities and problems’, Journal of Evaluation in Clinical Practice, vol. 7, no. 2, pp. 125–133, May 2001, doi: 10.1046/j.1365-2753.2001.00257.x.

[948]

T. Husén and T. N. Postlethwaite, The International encyclopedia of education, 2nd ed. [Oxford, England]: Pergamon, 1994.

[949]

F. Marton, ‘Phenomenography ? Describing conceptions of the world around us’, Instructional Science, vol. 10, no. 2, pp. 177–200, Jul. 1981, doi: 10.1007/BF00132516.

[950]

T. Stenfors-Hayes, H. Hult, and M. A. Dahlgren, ‘A phenomenographic approach to research in medical education’, Medical Education, vol. 47, no. 3, pp. 261–270, Mar. 2013, doi: 10.1111/medu.12101.

[951]

R. R. Sherman and R. B. Webb, Qualitative research in education: focus and methods. London: Falmer, 1988.

[952]

A. Barnard, H. McCosker, and R. Gerber, ‘Phenomenography: A Qualitative Research Approach for Exploring Understanding in Health Care’, Qualitative Health Research, vol. 9, no. 2, pp. 212–226, Mar. 1999, doi: 10.1177/104973299129121794.

[953]

F. Marton, ‘Phenomenography: A Research Approach to Investigating Different Understandings of Reality’, vol. 21, no. 3, pp. 28–49, 1986.

[954]

P. Ashworth and U. Lucas, ‘Achieving Empathy and Engagement: A practical approach to the design, conduct and reporting of phenomenographic research’, Studies in Higher Education, vol. 25, no. 3, pp. 295–308, Oct. 2000, doi: 10.1080/713696153.

[955]

D. Qu et al., ‘New form of addiction: An emerging hazardous addiction problem of milk tea among youths’, Journal of Affective Disorders, vol. 341, pp. 26–34, Nov. 2023, doi: 10.1016/j.jad.2023.08.102.

[956]

J. Boyle and S. Ramsay, Writing for science students, 2nd edition. London, UK: Bloomsbury Academic, Bloomsbury Publishing Plc, 2023 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=7203860

[957]

P. Shea, C. Sau Li, and A. Pickett, ‘A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses’, The Internet and Higher Education, vol. 9, no. 3, pp. 175–190, Jul. 2006, doi: 10.1016/j.iheduc.2006.06.005.

[958]

F. C. Lane, G. L. Martin, and R. K. Henson, ‘A Multidimensional Comparison of Traditional, Transfer, and Online Students’ University Attachment’, vol. 56, no. 7, pp. 746–751, Oct. 2015 [Online]. Available: http://muse.jhu.edu.ezproxy.lib.gla.ac.uk/article/597273

[959]

L. Thomas, J. Herbert, and M. Teras, ‘A sense of belonging to enhance participation, success and retention in online programs’, The International Journal of the First Year in Higher Education, vol. 5, no. 2, Jul. 2014, doi: 10.5204/intjfyhe.v5i2.233.

[960]

A. P. Rovai, ‘Building Sense of Community at a Distance’, The International Review of Research in Open and Distributed Learning, vol. 3, no. 1, Apr. 2002, doi: 10.19173/irrodl.v3i1.79.

[961]

Y. Yang, Y. Cho, S. Mathew, and S. Worth, ‘College Student Effort Expenditure in Online Versus Face-to-Face Courses’, Journal of Advanced Academics, vol. 22, no. 4, pp. 619–638, Aug. 2011, doi: 10.1177/1932202X11415003.

[962]

L. Zhao, Y. Lu, B. Wang, P. Y. K. Chau, and L. Zhang, ‘Cultivating the sense of belonging and motivating user participation in virtual communities: A social capital perspective’, International Journal of Information Management, vol. 32, no. 6, pp. 574–588, Dec. 2012, doi: 10.1016/j.ijinfomgt.2012.02.006.

[963]

D. R. Garrison, T. Anderson, and W. Archer, ‘Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education’, The Internet and Higher Education, vol. 2, no. 2–3, pp. 87–105, Mar. 1999, doi: 10.1016/S1096-7516(00)00016-6.

[964]

H. C. Kuong, ‘Enhancing Online Learning Experience: From Learners’ Perspective’, Procedia - Social and Behavioral Sciences, vol. 191, pp. 1002–1005, Jun. 2015, doi: 10.1016/j.sbspro.2015.04.403.

[965]

P. Gómez-Rey, E. Barbera, and F. Fernández-Navarro, ‘Measuring teachers and learners’ perceptions of the quality of their online learning experience’, Distance Education, vol. 37, no. 2, pp. 146–163, May 2016, doi: 10.1080/01587919.2016.1184396.

[966]

Interpersonal rejection. New York: Oxford University Press, 2001.

[967]

P. Vesely, L. Bloom, and J. Sherlock, ‘Key Elements of Building Online Community: Comparing Faculty  and Student Perceptions’, vol. 3, no. 3, 3AD [Online]. Available: http://jolt.merlot.org/vol3no3/vesely.htm?utm_source=nov+11+-+Building+Community+In+The+Online+Environment%3A+Essential+Strategies+For+&utm_campaign=Building+Community+In+The+Online+Environment%3A+Essential+Strategies+For+Today%27s+Instructors&utm_medium=email

[968]

E. Vayre and A.-M. Vonthron, ‘Psychological Engagement of Students in Distance and Online Learning’, Journal of Educational Computing Research, vol. 55, no. 2, pp. 197–218, Apr. 2017, doi: 10.1177/0735633116656849.

[969]

D. Laurillard, Rethinking university teaching: a framework for the effective use of educational technology. London: Routledge, 1993.

[970]

J. L. Shackelford and M. Maxwell, ‘Sense of community in graduate online education: Contribution of learner to learner interaction’, The International Review of Research in Open and Distributed Learning, vol. 13, no. 4, Oct. 2012, doi: 10.19173/irrodl.v13i4.1339.

[971]

Organisation for Economic Co-operation and Development, Student Engagement at School: A Sense of Belonging and Participation: Results from PISA 2000, vol. PISA. Paris: OECD Publishing, 2003 [Online]. Available: http://ezproxy.lib.gla.ac.uk/login?url=http://dx.doi.org/10.1787/9789264018938-en

[972]

M. Exter, N. Harlin, and B. Bichelmeyer, ‘Story of a conference: Distance education students’ experiences in a departmental conference’, The Internet and Higher Education, vol. 11, no. 1, pp. 42–52, Jan. 2008, doi: 10.1016/j.iheduc.2007.12.003.

[973]

N. Lenards, ‘Student Perceptions of an Online Medical Dosimetry Program’, Medical Dosimetry, vol. 36, no. 2, pp. 178–187, Jun. 2011, doi: 10.1016/j.meddos.2010.03.001.

[974]

A. V. Wells and C. Horn, ‘The Asian American College Experience at a Diverse Institution: Campus Climate as a Predictor of Sense of Belonging’, Journal of Student Affairs Research and Practice, vol. 52, no. 2, pp. 149–163, Apr. 2015, doi: 10.1080/19496591.2015.1041867.

[975]

Y. (Eunice) Change and M. J. Hannafin, ‘“THE USES (AND MISUSES) OF COLLABORATIVE DISTANCE EDUCATION TECHNOLOGIES Implications for the Debate on Transience in Technology”’, vol. 16, no. 2, pp. 77–92, Jan. 2015 [Online]. Available: http://go.galegroup.com.ezproxy.lib.gla.ac.uk/ps/i.do?ty=as&v=2.1&u=glasuni&it=DIourl&s=RELEVANCE&p=EAIM&qt=TI~%22THE%20USES%20%28AND%20MISUSES%29%20OF%20COLLABORATIVE%20DISTANCE%20EDUCATION%20TECHNOLOGIES%20Implications%20for%20the%20Debate%20on%20Transience%20in%20Technology%22~~SP~77=~~IU~2~~SN~1528-3518~~VO~16&lm=DA~120150101&sw=w&authCount=1

[976]

M. de Souza, ‘The Spiritual Dimension of Education – Addressing Issues of Identity and Belonging’, Discourse and Communication for Sustainable Education, vol. 7, no. 1, Jan. 2016, doi: 10.1515/dcse-2016-0009.

[977]

N. Pollock and J. Cornford, ‘The Theory and Practice of the Virtual University: Working Through the Work of Making Work Mobile’, Minerva, vol. 40, no. 4, pp. 359–373, 2002, doi: 10.1023/A:1020977705523.

[978]

C. González, ‘The relationship between approaches to teaching, approaches to e-teaching and perceptions of the teaching situation in relation to e-learning among higher education teachers’, Instructional Science, vol. 40, no. 6, pp. 975–998, Nov. 2012, doi: 10.1007/s11251-011-9198-x.

[979]

M. Hartnett, A. St. George, and J. Dron, ‘Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent’, vol. 12, no. 6, pp. 20–38 [Online]. Available: https://eric.ed.gov/?id=EJ963930

[980]

A. J. Holliman, J. Hulme, and K. Wilson-Smith, ‘Transition and adaptability in educational and organisational contexts’, Psychology Teaching Review, vol. 25, no. 1, pp. 4–11, 2019, doi: 10.53841/bpsptr.2019.25.1.4.

[981]

F. T. T. Phua, G. H. Dericks, E. R. Thompson, and J. Enders, ‘Are satisfied students simply happy people in the first place? The role of trait affect in student satisfaction’, Assessment & Evaluation in Higher Education, pp. 1–18, Jul. 2023, doi: 10.1080/02602938.2023.2230386.

[982]

A. Collins, F. Azmat, and R. Rentschler, ‘“Bringing everyone on the same journey”: revisiting inclusion in higher education’, Studies in Higher Education, vol. 44, no. 8, pp. 1475–1487, Aug. 2019, doi: 10.1080/03075079.2018.1450852.

[983]

J. Hargis, ‘A Second Life for Distance Learning’, vol. 9, no. 2, pp. 57–63 [Online]. Available: https://eric.ed.gov/?id=ED501107

[984]

‘AltspaceVR’. [Online]. Available: https://altvr.com/

[985]

L. Beard, K. Wilson, D. Morra, and J. Keelan, ‘A Survey of Health-Related Activities on Second Life’, Journal of Medical Internet Research, vol. 11, no. 2, May 2009, doi: 10.2196/jmir.1192.

[986]

J. Kirriemuir, ‘A Spring 2008 “snapshot” of UK Higher and Further Education Developments in Second Life’. Eduserv Foundation [Online]. Available: http://www.silversprite.com/ss/wp-content/uploads/2014/10/snapshot-three.pdf

[987]

B. Dalgarno, M. J. W. Lee, L. Carlson, S. Gregory, and B. Tynan, ‘An Australian and New Zealand scoping study on the use of 3D immersive virtual worlds in higher education’, Australasian Journal of Educational Technology, vol. 27, no. 1, Mar. 2011, doi: 10.14742/ajet.978.

[988]

M. Miller and R. Jensen, ‘Avatars in Nursing’, Nurse Educator, vol. 39, no. 1, pp. 38–41, 2014, doi: 10.1097/01.NNE.0000437367.03842.63.

[989]

A. Gorini, A. Gaggioli, C. Vigna, and G. Riva, ‘A Second Life for eHealth: Prospects for the Use of 3-D Virtual Worlds in Clinical Psychology’, Journal of Medical Internet Research, vol. 10, no. 3, Aug. 2008, doi: 10.2196/jmir.1029.

[990]

C. B. Steele, ‘Building collaborative learning environments: The effects of trust and its relationship to learning in the 3-D virtual education environment of second life’, Colorado Technical University., 2013 [Online]. Available: https://www.proquest.com/docview/1503670563?pq-origsite=gscholar

[991]

A. I. Mørch, V. Caruso, M. D. Hartley, and B. L. Ludlow, ‘Creating Contexts for Collaborative Learning in a 3D Virtual World for Distance Education’, in Integrating Multi-User Virtual Environments in Modern Classrooms, Y. Qian, Ed. IGI Global, 2018, pp. 137–164 [Online]. Available: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-3719-9.ch007

[992]

T. Boellstorff, Coming of age in Second Life: an anthropologist explores the virtually human. Princeton, N.J.: Princeton University Press, 2008.

[993]

A. De Lucia, R. Francese, I. Passero, and G. Tortora, ‘Development and evaluation of a virtual campus on Second Life: The case of SecondDMI’, Computers & Education, vol. 52, no. 1, pp. 220–233, Jan. 2009, doi: 10.1016/j.compedu.2008.08.001.

[994]

E. Melús-Palazón et al., ‘Experience with using second life for medical education in a family and community medicine education unit’, BMC Medical Education, vol. 12, no. 1, Dec. 2012, doi: 10.1186/1472-6920-12-30.

[995]

T. Keskitalo, E. Pyykkö, and H. Ruokamo, ‘Exploring the Meaningful Learning of Students in Second Life’, vol. 14, no. 1, pp. 16–26 [Online]. Available: https://www.jstor.org/stable/pdf/jeductechsoci.14.1.16.pdf

[996]

D. Gustafson, B. Shaw, A. Isham, D. Dillon, and J. Spartz, ‘Exploring the potential of the web-based virtual world of Second Life to improve substance abuse treatment outcomes’ [Online]. Available: https://www.niatx.net/pdf/enews/september2008/secondlife_report.pdf

[997]

P. Nikolaos and K. Ioannis, ‘E-Learning Quality through Second Life’, in Technology Use and Research Approaches for Community Education and Professional Development, V. C. Bryan and V. C. X. Wang, Eds. IGI Global, 2013, pp. 250–273 [Online]. Available: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-4666-2955-4.ch015

[998]

K. Andreas, T. Tsiatsos, T. Terzidou, and A. Pomportsis, ‘Fostering collaborative learning in Second Life: Metaphors and affordances’, Computers & Education, vol. 55, no. 2, pp. 603–615, Sep. 2010, doi: 10.1016/j.compedu.2010.02.021.

[999]

M. A. Clark, ‘Genome Island: A Virtual Science Environment in Second Life’, vol. 5, no. 6, pp. 1–6, 2009 [Online]. Available: https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1001&context=innovate

[1000]

‘Google Cardboard’. [Online]. Available: https://arvr.google.com/cardboard/

[1001]

C. Lowe, Graduate Student Perceptions of Learning in a Virtual World. University of Wisconsin: 25th Annual Conference on Distance Learning, 2009.

[1002]

‘Gather’. [Online]. Available: https://gather.town/about

[1003]

‘Google Daydream support’. [Online]. Available: https://support.google.com/daydream/?hl=en#topic=7105096

[1004]

P. Ludlow, High noon on the electronic frontier: conceptual issues in cyberspace. Cambridge, Mass: MIT Press, 1996.

[1005]

B. Greiner, M. Caravella, and A. E. Roth, ‘Is avatar-to-avatar communication as effective as face-to-face communication? An Ultimatum Game experiment in First and Second Life’, Journal of Economic Behavior & Organization, vol. 108, pp. 374–382, Dec. 2014, doi: 10.1016/j.jebo.2014.01.011.

[1006]

D. Jeffers, Is there a second life in your future? SIGUCCS ’08: Proceedings of the 36th annual ACM SIGUCCS fall conference: moving mountains, blazing trails, 2008 [Online]. Available: http://portal.acm.org/citation.cfm?doid=1449956.1450012

[1007]

D. Jeffers, Is there a second life in your future? SIGUCCS ’08: Proceedings of the 36th annual ACM SIGUCCS fall conference: moving mountains, blazing trails, 2008 [Online]. Available: http://portal.acm.org/citation.cfm?doid=1449956.1450012

[1008]

A. Petrakou, ‘Interacting through avatars: Virtual worlds as a context for online education’, Computers & Education, vol. 54, no. 4, pp. 1020–1027, May 2010, doi: 10.1016/j.compedu.2009.10.007.

[1009]

J. Wiecha, R. Heyden, E. Sternthal, and M. Merialdi, ‘Learning in a Virtual World: Experience With Using Second Life for Medical Education’, Journal of Medical Internet Research, vol. 12, no. 1, Jan. 2010, doi: 10.2196/jmir.1337.

[1010]

E. McElhinney, ‘Living in 3D Social Virtual Worlds and the Influence on Health Literacy, Health Behaviour and Wellbeing’, 2015 [Online]. Available: https://www.researchgate.net/profile/Evelyn_McElhinney/publication/314506853_Living_in_3D_Social_Virtual_Worlds_and_the_Influence_on_Health_Literacy_Health_Behaviour_and_Wellbeing/links/58c2d928a6fdcce648de55ef/Living-in-3D-Social-Virtual-Worlds-and-the-Influence-on-Health-Literacy-Health-Behaviour-and-Wellbeing.pdf

[1011]

‘Labster’. [Online]. Available: https://www.labster.com/

[1012]

B. G. Witmer and M. J. Singer, ‘Measuring Presence in Virtual Environments: A Presence Questionnaire’, Presence: Teleoperators and Virtual Environments, vol. 7, no. 3, pp. 225–240, Jun. 1998, doi: 10.1162/105474698565686.

[1013]

A. Balderas, A. Berns, M. Palomo-Duarte, J. M. Dodero, and I. Ruiz-Rube, ‘Retrieving Objective Indicators from Student Logs in Virtual Worlds’, Journal of Information Technology Research, vol. 10, no. 3, pp. 69–83, Jul. 2017, doi: 10.4018/JITR.2017070105.

[1014]

R. McKerlich, M. Riis, T. Anderson, and B. Eastman, ‘Student Perceptions of Teaching Presence, Social Presence, and Cognitive Presence in a Virtual World’, vol. 7, no. 3, pp. 324–336 [Online]. Available: https://auspace.athabascau.ca/handle/2149/3519

[1015]

S. Warburton, ‘Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching’, British Journal of Educational Technology, vol. 40, no. 3, pp. 414–426, May 2009, doi: 10.1111/j.1467-8535.2009.00952.x.

[1016]

‘Samsung Gear VR’. [Online]. Available: https://www.samsung.com/global/galaxy/gear-vr/

[1017]

G. Bente, S. Rüggenberg, and N. C. Krämer, ‘Social presence and interpersonal trust in avatar-based, collaborative net-communications’, pp. 54–61 [Online]. Available: https://www.researchgate.net/profile/Gary_Bente/publication/228873904_Social_presence_and_interpersonal_trust_in_avatar-based_collaborative_net-communications/links/00b49520887c2a10be000000.pdf

[1018]

C. Lowe and M. A. Clark, Student Perceptions of Learning Science in a Virtual World. 24th Annual Conference on Distance Teaching & Learning: University of Wisconsin, 2008.

[1019]

L. Rogers, Simulating clinical experience: Exploring Second Life as a learning tool for nurse education. Ascilite Auckland 2009: Ascilite Auckland 2009, 2009, pp. 883–887 [Online]. Available: https://www.ascilite.org/conferences/auckland09/procs/rogers.pdf

[1020]

P. Edirisingha, M. Nie, M. Pluciennik, and R. Young, ‘Socialisation for learning at a distance in a 3-D multi-user virtual environment’, British Journal of Educational Technology, vol. 40, no. 3, pp. 458–479, May 2009, doi: 10.1111/j.1467-8535.2009.00962.x.

[1021]

M. N. K. Boulos, L. Hetherington, and S. Wheeler, ‘Second Life: an overview of the potential of 3-D virtual worlds in medical and health education’, Health Information and Libraries Journal, vol. 24, no. 4, pp. 233–245, Dec. 2007, doi: 10.1111/j.1471-1842.2007.00733.x.

[1022]

C. Cheal, ‘Student Perceptions of a Course Taught in Second Life’, vol. 5, no. 5, 2009 [Online]. Available: https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1008&context=innovate

[1023]

S. Warburton, ‘Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching’, British Journal of Educational Technology, vol. 40, no. 3, pp. 414–426, May 2009, doi: 10.1111/j.1467-8535.2009.00952.x.

[1024]

N. Yee, J. N. Bailenson, M. Urbanek, F. Chang, and D. Merget, ‘The Unbearable Likeness of Being Digital: The Persistence of Nonverbal Social Norms in Online Virtual Environments’, CyberPsychology & Behavior, vol. 10, no. 1, pp. 115–121, Feb. 2007, doi: 10.1089/cpb.2006.9984.

[1025]

G. Salmon, ‘The future for (second) life and learning’, British Journal of Educational Technology, vol. 40, no. 3, pp. 526–538, May 2009, doi: 10.1111/j.1467-8535.2009.00967.x.

[1026]

S. Cobb, R. Heaney, O. Corcoran, and S. Henderson-Begg, ‘The Learning Gains and Student Perceptions of a Second Life Virtual Lab’, Bioscience Education, vol. 13, no. 1, pp. 1–9, Jun. 2009, doi: 10.3108/beej.13.5.

[1027]

D. Thalmann, ‘The Role of Virtual Humans in Virtual Environment Technology and Interfaces’, in Frontiers of Human-Centered Computing, Online Communities and Virtual Environments, R. A. Earnshaw, R. A. Guedj, A. van Dam, and J. A. Vince, Eds. London: Springer London, 2001, pp. 27–38 [Online]. Available: http://link.springer.com/10.1007/978-1-4471-0259-5_3

[1028]

M. Fabri, D. J. Moore, and D. J. Hobbs, ‘The Emotional Avatar: Non-verbal Communication Between Inhabitants of Collaborative Virtual Environments’, in Gesture-Based Communication in Human-Computer Interaction, vol. 1739, A. Braffort, R. Gherbi, S. Gibet, D. Teil, and J. Richardson, Eds. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999, pp. 269–273 [Online]. Available: http://link.springer.com/10.1007/3-540-46616-9_24

[1029]

N. Pellas, ‘The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life’, Computers in Human Behavior, vol. 35, pp. 157–170, Jun. 2014, doi: 10.1016/j.chb.2014.02.048.

[1030]

S. Bardzell and W. Odom, ‘The Experience of Embodied Space in Virtual Worlds’, Space and Culture, vol. 11, no. 3, pp. 239–259, Aug. 2008, doi: 10.1177/1206331208319148.

[1031]

J.-A. Murray, F. Hale, and M. Dozier, ‘Use and Perceptions of Second Life by Distance Learners: A Comparison with Other Communication Media’, vol. 30, no. 1, 2015 [Online]. Available: http://www.ijede.ca/index.php/jde/article/view/922/1584

[1032]

S. C. Baker, R. K. Wentz, and M. M. Woods, ‘Using Virtual Worlds in Education: Second Life® as an Educational Tool’, Teaching of Psychology, vol. 36, no. 1, pp. 59–64, Jan. 2009, doi: 10.1080/00986280802529079.

[1033]

C. Inman, V. H. Wright, and J. A. Hartman, ‘USE OF SECOND LIFE IN K - 12 AND HIGHER EDUCATION: A Review of Research’, vol. 12, no. 3/2, pp. 67–85 [Online]. Available: https://pdfs.semanticscholar.org/af71/0510ffa6a156da8f283d1b1b7cfe01068812.pdf

[1034]

P. Michels, ‘Universities use  Second Life to teach complex concepts’, 25AD. [Online]. Available: http://www.govtech.com/education/Universities-Use-Second-Life-to-Teach.html

[1035]

M. D. Childress and R. Braswell, ‘Using Massively Multiplayer Online Role‐Playing Games for Online Learning’, Distance Education, vol. 27, no. 2, pp. 187–196, Aug. 2006, doi: 10.1080/01587910600789522.

[1036]

S. C. Baker, R. K. Wentz, and M. M. Woods, ‘Using Virtual Worlds in Education: Second Life® as an Educational Tool’, Teaching of Psychology, vol. 36, no. 1, pp. 59–64, Jan. 2009, doi: 10.1080/00986280802529079.

[1037]

S. Rüggenberg, G. Bente, and N. C. Krämer, ‘Virtual encounters. Creating social presence in net-based collaborations’, pp. 97–102, 2005 [Online]. Available: https://pdfs.semanticscholar.org/5cda/ba9ddbac1c044fd51c3e741a1a3e950570f1.pdf

[1038]

L. Jarmon, T. Traphagan, M. Mayrath, and A. Trivedi, ‘Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life’, Computers & Education, vol. 53, no. 1, pp. 169–182, Aug. 2009, doi: 10.1016/j.compedu.2009.01.010.

[1039]

L. Jarmon, T. Traphagan, M. Mayrath, and A. Trivedi, ‘Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life’, Computers & Education, vol. 53, no. 1, pp. 169–182, Aug. 2009, doi: 10.1016/j.compedu.2009.01.010.

[1040]

N. Pellas, ‘What Makes Students to Participate in Online Collaborative Settings Through Second Life?’, International Journal of Digital Literacy and Digital Competence, vol. 5, no. 1, pp. 21–44, Jan. 2014, doi: 10.4018/ijdldc.2014010103.

[1041]

S. Broadribb and C. Carter, ‘Not’, British Journal of Educational Technology, vol. 40, no. 3, pp. 547–550, May 2009, doi: 10.1111/j.1467-8535.2009.00950.x.

[1042]

M. Wheeler, ‘Developing the Media Zoo in Second Life’, British Journal of Educational Technology, vol. 40, no. 3, pp. 427–443, May 2009, doi: 10.1111/j.1467-8535.2009.00942.x. [Online]. Available: https://www2.le.ac.uk/departments/beyond-distance-research-alliance/learning%20inn/media/Matt%20Wheeler%20article%20on%20MZ%20in%20BJet%20v40i3.pdf

[1043]

F. Wang and J. K. Burton, ‘Second Life in education: A review of publications from its launch to 2011’, British Journal of Educational Technology, vol. 44, no. 3, pp. 357–371, May 2013, doi: 10.1111/j.1467-8535.2012.01334.x.

[1044]

D. Terdiman, ‘Campus Life Comes to Second Life’, 24AD [Online]. Available: https://www.wired.com/2004/09/campus-life-comes-to-second-life/

[1045]

J. Robins, ‘Affording a place: the role of persistent structures in social navigation’, vol. 7, no. 3, 2002 [Online]. Available: http://informationr.net/ir/7-3/paper131.html?pagewanted=all

[1046]

L. Gourlay, ‘Digital masks: screens, selves and symbolic hygiene in online higher education’, Learning, Media and Technology, pp. 1–9, Feb. 2022, doi: 10.1080/17439884.2022.2039940.

[1047]

I. Paul, S. Mohanty, and R. Sengupta, ‘The role of social virtual world in increasing psychological resilience during the on-going COVID-19 pandemic’, Computers in Human Behavior, vol. 127, Feb. 2022, doi: 10.1016/j.chb.2021.107036.

[1048]

C. D. McClure and P. N. Williams, ‘Gather.town: An opportunity for self-paced learning in a synchronous, distance-learning environment’, Compass: Journal of Learning and Teaching, vol. 14, no. 2, Jul. 2021, doi: 10.21100/compass.v14i2.1232.

[1049]

C. Latulipe and A. De Jaeger, ‘Comparing Student Experiences of Collaborative Learning in Synchronous CS1 Classes in Gather.Town vs. Zoom’, in Proceedings of the 53rd ACM Technical Symposium on Computer Science Education, Feb. 2022, pp. 411–417, doi: 10.1145/3478431.3499383 [Online]. Available: https://dl.acm.org/doi/10.1145/3478431.3499383

[1050]

N. Najjar, A. Stubler, H. Ramaprasad, H. Lipford, and D. Wilson, ‘Evaluating Students’ Perceptions of Online Learning with 2-D Virtual Spaces’, in Proceedings of the 53rd ACM Technical Symposium on Computer Science Education, Feb. 2022, pp. 112–118, doi: 10.1145/3478431.3499396 [Online]. Available: https://dl.acm.org/doi/10.1145/3478431.3499396

[1051]

M. Samiei, C. Weis, and L. Schiavo, ‘Convening during COVID-19: Lessons learnt from organizing virtual workshops in 2020’, 2020 [Online]. Available: https://arxiv.org/pdf/2012.01191.pdf

[1052]

J. B. Fisher et al., ‘Once Upon a Time, in AmeriFlux’, Journal of Geophysical Research: Biogeosciences, vol. 126, no. 1, Jan. 2021, doi: 10.1029/2020JG006148.

[1053]

A. Bruns, Blogs, Wikipedia, Second life, and Beyond: from production to produsage, vol. v. 45. New York: Peter Lang, 2009.

[1054]

K. Wierenga and L. Florio, ‘Eduroam: past, present and future’, vol. 11, no. 2, pp. 169–173, 2005 [Online]. Available: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.461.1069&rep=rep1&type=pdf

[1055]

M. E. Duffy, ‘Methodological Issues In Web-based Research’, Journal of Nursing Scholarship, vol. 34, no. 1, pp. 83–88, Mar. 2002, doi: 10.1111/j.1547-5069.2002.00083.x.

[1056]

C. M. K. Cheung, P.-Y. Chiu, and M. K. O. Lee, ‘Online social networks: Why do students use facebook?’, Computers in Human Behavior, vol. 27, no. 4, pp. 1337–1343, Jul. 2011, doi: 10.1016/j.chb.2010.07.028.

[1057]

J. L. Howland and J. L. Moore, ‘Student Perceptions as Distance Learners in Internet-Based Courses’, Distance Education, vol. 23, no. 2, pp. 183–195, Oct. 2002, doi: 10.1080/0158791022000009196.

[1058]

T. Mayisela, ‘The potential use of mobile technology: enhancing accessibility and communication in a blended learning course’, vol. 33, no. 1, pp. 1–18 [Online]. Available: http://www.scielo.org.za/scielo.php?pid=S0256-01002013000100005&script=sci_arttext&tlng=pt

[1059]

K. P. King and T. D. Cox, The professor’s guide to taming technology: leveraging digital media, Web 2.0, and more for learning. Charlotte, N.C.: Information Age Publishing, 2011.

[1060]

T. T. Kidd and I. Chen, Wired for learning: an educator’s guide to web 2.0. Charlotte, NC: IAP, Information Age Publishing, 2009.

[1061]

L. Johnson, S. Adams Becker, M. Cummins, V. Estrada, A. Freeman, and C. Hall, ‘NMC Horizon Report: 2016 Higher Education Edition’. The New Media Consortium [Online]. Available: https://www.learntechlib.org/p/171478/

[1062]

Y. Beldarrain, ‘Distance Education Trends: Integrating new technologies to foster student interaction and collaboration’, Distance Education, vol. 27, no. 2, pp. 139–153, Aug. 2006, doi: 10.1080/01587910600789498.

[1063]

P. Lai, ‘THE LITERATURE REVIEW OF TECHNOLOGY ADOPTION MODELS AND THEORIES FOR THE NOVELTY TECHNOLOGY’, Journal of Information Systems and Technology Management, vol. 14, no. 1, Apr. 2017, doi: 10.4301/S1807-17752017000100002.

[1064]

E. Wenger, N. White, and J. D. Smith, Digital habitats: stewarding technology for communities, 1st ed. Portland, OR: CPsquare, 2009.

[1065]

H. H. Valverde, ‘A Review of Flight Simulator Transfer of Training Studies’, Human Factors: The Journal of the Human Factors and Ergonomics Society, vol. 15, no. 6, pp. 510–522, Dec. 1973, doi: 10.1177/001872087301500603.

[1066]

M. Swamy, M. Sawdon, A. Chaytor, D. Cox, J. Barbaro-Brown, and J. McLachlan, ‘A study to investigate the effectiveness of SimMan® as an adjunct in teaching preclinical skills to medical students’, BMC Medical Education, vol. 14, no. 1, Dec. 2014, doi: 10.1186/1472-6920-14-231.

[1067]

S. V. Kotsis and K. C. Chung, ‘Application of the "See One, Do One, Teach One” Concept in Surgical Training’, Plastic and Reconstructive Surgery, vol. 131, no. 5, pp. 1194–1201, May 2013, doi: 10.1097/PRS.0b013e318287a0b3.

[1068]

J. M. Rodriguez-Paz et al., ‘Beyond “see one, do one, teach one”: toward a different training paradigm’, Postgraduate Medical Journal, vol. 85, no. 1003, pp. 244–249, May 2009, doi: 10.1136/qshc.2007.023903.

[1069]

J. D. Lenchus, ‘End of the "See One, Do One, Teach One” Era: The Next Generation of Invasive Bedside Procedural Instruction’, vol. 110, pp. 340–346 [Online]. Available: http://jaoa.org/article.aspx?articleid=2094047

[1070]

C. H. Chan, ‘Evaluation of a simulation-based workshop on clinical performance for emergency physicians and nurses’, World Journal of Emergency Medicine, vol. 6, no. 1, 2015, doi: 10.5847/wjem.j.1920-8642.2015.01.003.

[1071]

M. Gordon, C. W. R. Fell, H. Box, M. Farrell, and A. Stewart, ‘Learning health “safety” within non-technical skills interprofessional simulation education: a qualitative study’, Medical Education Online, vol. 22, no. 1, Jan. 2017, doi: 10.1080/10872981.2017.1272838.

[1072]

Ö. Lestander, N. Lehto, and Å. Engström, ‘Nursing students’ perceptions of learning after high fidelity simulation: Effects of a Three-step Post-simulation Reflection Model’, Nurse Education Today, vol. 40, pp. 219–224, May 2016, doi: 10.1016/j.nedt.2016.03.011.

[1073]

J.-M. Luursema, M. Vorstenbosch, and J. Kooloos, ‘Stereopsis, Visuospatial Ability, and Virtual Reality in Anatomy Learning’, Anatomy Research International, vol. 2017, pp. 1–7, 2017, doi: 10.1155/2017/1493135.

[1074]

P.-J. Oh, K. D. Jeon, and M. S. Koh, ‘The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis’, Nurse Education Today, vol. 35, no. 5, pp. e6–e15, May 2015, doi: 10.1016/j.nedt.2015.01.019.

[1075]

J.-M. Luursema, S. N. Buzink, W. B. Verwey, and J. J. Jakimowicz, ‘Visuo-spatial ability in colonoscopy simulator training’, Advances in Health Sciences Education, vol. 15, no. 5, pp. 685–694, Dec. 2010, doi: 10.1007/s10459-010-9230-y.

[1076]

K. Scalise, M. Timms, A. Moorjani, L. Clark, K. Holtermann, and P. S. Irvin, ‘Student learning in science simulations: Design features that promote learning gains’, Journal of Research in Science Teaching, vol. 48, no. 9, pp. 1050–1078, Nov. 2011, doi: 10.1002/tea.20437.

[1077]

S. Zulfiqar, R. Zhou, F. Asmi, and A. Yasin, ‘Using simulation system for collaborative learning to enhance learner’s performance’, Cogent Education, vol. 5, no. 1, Jan. 2018, doi: 10.1080/2331186X.2018.1424678.

[1078]

K. Scalise, M. Timms, A. Moorjani, L. Clark, K. Holtermann, and P. S. Irvin, ‘Student learning in science simulations: Design features that promote learning gains’, Journal of Research in Science Teaching, vol. 48, no. 9, pp. 1050–1078, Nov. 2011, doi: 10.1002/tea.20437.

[1079]

‘Creative techniques to support your laboratory practicals: Student engagement via interactive simulations, smart worksheets and more - STEM Conference 2018’. [Online]. Available: https://www.heacademy.ac.uk/knowledge-hub/creative-techniques-support-your-laboratory-practicals-student-engagement-interactive

[1080]

G. Mañeru, M. Altarejos, and A. Rodríguez-Sedano, ‘Learning By Simulation - An Educational Experience In The Simulation Center Of The School Of Medicine Of The University Of Navarra’, Procedia - Social and Behavioral Sciences, vol. 28, pp. 253–258, 2011, doi: 10.1016/j.sbspro.2011.11.049.

[1081]

P. Bromley, ‘Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method’, PS: Political Science & Politics, vol. 46, no. 04, pp. 818–822, Oct. 2013, doi: 10.1017/S1049096513001145.

[1082]

‘The use of games and simulations in higher education can improve students’ cognitive and behavioural skills’. [Online]. Available: https://blogs.lse.ac.uk/impactofsocialsciences/2017/10/05/the-use-of-games-and-simulations-in-higher-education-can-improve-students-cognitive-and-behavioural-skills/

[1083]

‘Integrated Life Sciences Learning Centre (Bradford)’. [Online]. Available: https://www.bradford.ac.uk/life-sciences/lslc/

[1084]

M. T. Bonde et al., ‘Improving biotech education through gamified laboratory simulations’, Nature Biotechnology, vol. 32, no. 7, pp. 694–697, Jul. 2014, doi: 10.1038/nbt.2955.

[1085]

L. Horn, O. Rubin, and L. Schouenborg, ‘Undead Pedagogy: How a Zombie Simulation Can Contribute to Teaching International Relations’, International Studies Perspectives, p. n/a-n/a, Feb. 2015, doi: 10.1111/insp.12103.

[1086]

K. Squire and S. Barab, ‘Replaying history: engaging urban underserved students in learning world history through computer simulation games’, pp. 505–512, 2004 [Online]. Available: https://dl.acm.org/citation.cfm?id=1149188

[1087]

‘What are some examples of online simulations for science labs?’ [Online]. Available: https://www.washington.edu/doit/what-are-some-examples-online-simulations-science-labs

[1088]

R. S. Guy and M. Lownes-Jackson, ‘The Use of Computer Simulation to Compare Student Performance in Traditional Versus Distance Learning Environments’, vol. 12, pp. 95–109, 2015 [Online]. Available: http://iisit.org/Vol12/IISITv12p095-109Guy1767.pdf

[1089]

C. La Cerra et al., ‘Effects of high-fidelity simulation based on life-threatening clinical condition scenarios on learning outcomes of undergraduate and postgraduate nursing students: a systematic review and meta-analysis’, BMJ Open, vol. 9, no. 2, Feb. 2019, doi: 10.1136/bmjopen-2018-025306.

[1090]

A. Al-Elq, ‘Simulation-based medical teaching and learning’, Journal of Family and Community Medicine, vol. 17, no. 1, 2010, doi: 10.4103/1319-1683.68787.

[1091]

G. Makransky, M. W. Thisgaard, and H. Gadegaard, ‘Virtual Simulations as Preparation for Lab Exercises: Assessing Learning of Key Laboratory Skills in Microbiology and Improvement of Essential Non-Cognitive Skills’, PLOS ONE, vol. 11, no. 6, Jun. 2016, doi: 10.1371/journal.pone.0155895.

[1092]

G. Makransky, R. E. Mayer, N. Veitch, M. Hood, K. B. Christensen, and H. Gadegaard, ‘Equivalence of using a desktop virtual reality science simulation at home and in class’, PLOS ONE, vol. 14, no. 4, Apr. 2019, doi: 10.1371/journal.pone.0214944.

[1093]

T. Reed et al., ‘Simulation-Based Mastery Learning Improves Medical Student Performance and Retention of Core Clinical Skills’, Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, vol. 11, no. 3, pp. 173–180, Jun. 2016, doi: 10.1097/SIH.0000000000000154.

[1094]

L. E. de Vries and M. May, ‘Virtual laboratory simulation in the education of laboratory technicians–motivation and study intensity’, Biochemistry and Molecular Biology Education, vol. 47, no. 3, pp. 257–262, May 2019, doi: 10.1002/bmb.21221.

[1095]

J. Gibb, A. Vasudev, and R. Helyer, ‘Simulation provides deep learning opportunities for medical students intercalating in the biosciences’, BMJ Simulation and Technology Enhanced Learning, Mar. 2018, doi: 10.1136/bmjstel-2018-000318.

[1096]

A. Cortegiani et al., ‘Effect of High-Fidelity Simulation on Medical Students’ Knowledge about Advanced Life Support: A Randomized Study’, PLOS ONE, vol. 10, no. 5, May 2015, doi: 10.1371/journal.pone.0125685.

[1097]

J. M. Weller, ‘Simulation in undergraduate medical education: bridging the gap between theory and practice’, Medical Education, vol. 38, no. 1, pp. 32–38, Jan. 2004, doi: 10.1111/j.1365-2923.2004.01739.x.

[1098]

J. M. Weller, D. Nestel, S. D. Marshall, P. M. Brooks, and J. J. Conn, ‘Simulation in clinical teaching and learning’, The Medical Journal of Australia, vol. 196, no. 9, May 2012, doi: 10.5694/mja10.11474.

[1099]

L. Berragan, ‘SIMULATION: AN EFFECTIVE PEDAGOGICAL APPROACH FOR NURSING?’ 2011 [Online]. Available: http://eprints.uwe.ac.uk/20108/7/Simulation%20an%20effective%20pedagogical%20approach%20for%20nursing.pdf

[1100]

M. Kordi, F. R. Fakari, T. Khadivzadeh, S. R. Mazloum, F. Akhlaghi, and M. Tara, ‘The Effect of Web-based and Simulation-based Education on Midwifery Students’ Self-Confidence in Postpartum Hemorrhage Management’, vol. 3, no. 1, pp. 262–268, 2015, doi: 10.22038/JMRH.2015.3247. [Online]. Available: http://jmrh.mums.ac.ir/article_3247.html

[1101]

C.-Y. Wang et al., ‘A Review of Research on Technology-Assisted School Science Laboratories’, vol. 17, no. 2, pp. 307–320, 2014 [Online]. Available: https://www.jstor.org/stable/pdf/jeductechsoci.17.2.307.pdf

[1102]

B. Chen and A. deNoyelles, ‘Exploring Students’ Mobile Learning Practices in Higher Education’, 7AD [Online]. Available: https://er.educause.edu/articles/2013/10/exploring-students-mobile-learning-practices-in-higher-education

[1103]

M. Al-Emran, H. M. Elsherif, and K. Shaalan, ‘Investigating attitudes towards the use of mobile learning in higher education’, Computers in Human Behavior, vol. 56, pp. 93–102, Mar. 2016, doi: 10.1016/j.chb.2015.11.033.

[1104]

A. Murphy and H. Farley, ‘Introduction: Supporting the Sustainable Implementation of Mobile Learning for Higher Education in the Asia-Pacific Region’, in Mobile Learning in Higher Education in the Asia-Pacific Region, vol. 40, A. Murphy, H. Farley, L. E. Dyson, and H. Jones, Eds. Singapore: Springer Singapore, 2017, pp. 3–23 [Online]. Available: http://link.springer.com/10.1007/978-981-10-4944-6_1

[1105]

V. P. Dennen and S. Hao, ‘Intentionally mobile pedagogy: the M-COPE framework for mobile learning in higher education’, Technology, Pedagogy and Education, vol. 23, no. 3, pp. 397–419, Jul. 2014, doi: 10.1080/1475939X.2014.943278.

[1106]

W.-H. Wu, Y.-C. Jim Wu, C.-Y. Chen, H.-Y. Kao, C.-H. Lin, and S.-H. Huang, ‘Review of trends from mobile learning studies: A meta-analysis’, Computers & Education, vol. 59, no. 2, pp. 817–827, Sep. 2012, doi: 10.1016/j.compedu.2012.03.016.

[1107]

T. Ahmad, ‘Student perceptions on using cell phones as learning tools’, PSU Research Review, vol. 4, no. 1, pp. 25–43, Feb. 2020, doi: 10.1108/PRR-03-2018-0007.

[1108]

P. E. Parrish, ‘Aesthetic principles for instructional design’, Educational Technology Research and Development, vol. 57, no. 4, pp. 511–528, Aug. 2009, doi: 10.1007/s11423-007-9060-7.

[1109]

R. Sims, ‘Beyond Instructional Design: Making Learning Design a Reality’, vol. 1, no. 2, pp. 1–9, 2006 [Online]. Available: https://eric.ed.gov/?id=EJ1066491

[1110]

C. M. Gray, ‘Critiquing the Role of the Learner and Context in Aesthetic Learning Experiences’, in The Design of Learning Experience, B. Hokanson, G. Clinton, and M. W. Tracey, Eds. Cham: Springer International Publishing, 2015, pp. 199–213 [Online]. Available: http://link.springer.com/10.1007/978-3-319-16504-2_14

[1111]

K. J. Pugh and M. Girod, ‘Science, Art, and Experience: Constructing a Science Pedagogy From Dewey’s Aesthetics’, Journal of Science Teacher Education, vol. 18, no. 1, pp. 9–27, Feb. 2007, doi: 10.1007/s10972-006-9029-0.

[1112]

A. David and P. Glore, ‘The Impact of Design and Aesthetics on Usability, Credibility, and Learning in an Online Environment’, vol. 13, no. 4, 2010 [Online]. Available: https://eric.ed.gov/?id=EJ918574

[1113]

P. B. Uhrmacher, ‘Toward a Theory of Aesthetic Learning Experiences’, Curriculum Inquiry, vol. 39, no. 5, pp. 613–636, Dec. 2009, doi: 10.1111/j.1467-873X.2009.00462.x.

[1114]

D. A. Slykhuis, E. N. Wiebe, and L. A. Annetta, ‘Eye-Tracking Students’ Attention to PowerPoint Photographs in a Science Education Setting’, Journal of Science Education and Technology, vol. 14, no. 5–6, pp. 509–520, Dec. 2005, doi: 10.1007/s10956-005-0225-z.

[1115]

P. Milgram and F. Kishino, ‘A TAXONOMY OF MIXED REALITY VISUAL DISPLAYS’, vol. E77-D, no. 12, pp. 1321–1329 [Online]. Available: https://www.researchgate.net/publication/231514051_A_Taxonomy_of_Mixed_Reality_Visual_Displays

[1116]

R. Azuma, Y. Baillot, R. Behringer, S. Feiner, S. Julier, and B. MacIntyre, ‘Recent advances in augmented reality’, IEEE Computer Graphics and Applications, vol. 21, no. 6, pp. 34–47, 2001, doi: 10.1109/38.963459.

[1117]

A. B. Craig, Understanding augmented reality: concepts and applications. Amsterdam: Morgan Kaufmann, 2013 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/book/9780240824086

[1118]

H.-K. Wu, S. W.-Y. Lee, H.-Y. Chang, and J.-C. Liang, ‘Current status, opportunities and challenges of augmented reality in education’, Computers & Education, vol. 62, pp. 41–49, Mar. 2013, doi: 10.1016/j.compedu.2012.10.024.

[1119]

S. C.-Y. Yuen, G. Yaoyuneyong, and E. Johnson, ‘Augmented Reality: An Overview and Five Directions for AR in Education’, Journal of Educational Technology Development and Exchange, vol. 4, no. 1, Jun. 2011, doi: 10.18785/jetde.0401.10.

[1120]

M. Bower, C. Howe, N. McCredie, A. Robinson, and D. Grover, ‘Augmented Reality in education – cases, places and potentials’, Educational Media International, vol. 51, no. 1, pp. 1–15, Jan. 2014, doi: 10.1080/09523987.2014.889400.

[1121]

T. H. C. Chiang, S. J. H. Yang, and G.-J. Hwang, ‘Students’ online interactive patterns in augmented reality-based inquiry activities’, Computers & Education, vol. 78, pp. 97–108, Sep. 2014, doi: 10.1016/j.compedu.2014.05.006.

[1122]

M. Kesim and Y. Ozarslan, ‘Augmented Reality in Education: Current Technologies and the Potential for Education’, Procedia - Social and Behavioral Sciences, vol. 47, pp. 297–302, 2012, doi: 10.1016/j.sbspro.2012.06.654.

[1123]

A. M. Kamarainen et al., ‘EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips’, Computers & Education, vol. 68, pp. 545–556, Oct. 2013, doi: 10.1016/j.compedu.2013.02.018.

[1124]

M. Dunleavy, C. Dede, and R. Mitchell, ‘Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning’, Journal of Science Education and Technology, vol. 18, no. 1, pp. 7–22, Feb. 2009, doi: 10.1007/s10956-008-9119-1.

[1125]

M. Dunleavy and C. Dede, ‘Augmented Reality Teaching and Learning’, in Handbook of Research on Educational Communications and Technology, J. M. Spector, M. D. Merrill, J. Elen, and M. J. Bishop, Eds. New York, NY: Springer New York, 2014, pp. 735–745 [Online]. Available: http://link.springer.com/10.1007/978-1-4614-3185-5_59

[1126]

T. N. Arvanitis et al., ‘Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities’, Personal and Ubiquitous Computing, vol. 13, no. 3, pp. 243–250, Mar. 2009, doi: 10.1007/s00779-007-0187-7.

[1127]

Á. Di Serio, M. B. Ibáñez, and C. D. Kloos, ‘Impact of an augmented reality system on students’ motivation for a visual art course’, Computers & Education, vol. 68, pp. 586–596, Oct. 2013, doi: 10.1016/j.compedu.2012.03.002.

[1128]

H.-Y. Chang, H.-K. Wu, and Y.-S. Hsu, ‘Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue’, British Journal of Educational Technology, vol. 44, no. 3, pp. E95–E99, May 2013, doi: 10.1111/j.1467-8535.2012.01379.x.

[1129]

I. Radu, ‘Augmented reality in education: a meta-review and cross-media analysis’, Personal and Ubiquitous Computing, vol. 18, no. 6, pp. 1533–1543, Aug. 2014, doi: 10.1007/s00779-013-0747-y.

[1130]

D. D. Sumadio and D. R. A. Rambli, ‘Preliminary Evaluation on User Acceptance of the Augmented Reality Use for Education’, in 2010 Second International Conference on Computer Engineering and Applications, 2010, pp. 461–465, doi: 10.1109/ICCEA.2010.239 [Online]. Available: http://ieeexplore.ieee.org/document/5445691/

[1131]

T. Olsson and M. Salo, ‘Online user survey on current mobile augmented reality applications’, in 2011 10th IEEE International Symposium on Mixed and Augmented Reality, Oct. 2011, pp. 75–84, doi: 10.1109/ISMAR.2011.6092372 [Online]. Available: http://ieeexplore.ieee.org/document/6162874/

[1132]

E. Klopfer and K. Squire, ‘Environmental Detectives—the development of an augmented reality platform for environmental simulations’, Educational Technology Research and Development, vol. 56, no. 2, pp. 203–228, Apr. 2008, doi: 10.1007/s11423-007-9037-6.

[1133]

M. Akçayır and G. Akçayır, ‘Advantages and challenges associated with augmented reality for education: A systematic review of the literature’, Educational Research Review, vol. 20, pp. 1–11, Feb. 2017, doi: 10.1016/j.edurev.2016.11.002.

[1134]

J. M. Andujar, A. Mejias, and M. A. Marquez, ‘Augmented Reality for the Improvement of Remote Laboratories: An Augmented Remote Laboratory’, IEEE Transactions on Education, vol. 54, no. 3, pp. 492–500, Aug. 2011, doi: 10.1109/TE.2010.2085047.

[1135]

K.-H. Cheng and C.-C. Tsai, ‘Affordances of Augmented Reality in Science Learning: Suggestions for Future Research’, Journal of Science Education and Technology, vol. 22, no. 4, pp. 449–462, Aug. 2013, doi: 10.1007/s10956-012-9405-9.

[1136]

F. Volonté, F. Pugin, P. Bucher, M. Sugimoto, O. Ratib, and P. Morel, ‘Augmented reality and image overlay navigation with OsiriX in laparoscopic and robotic surgery: not only a matter of fashion’, Journal of Hepato-Biliary-Pancreatic Sciences, vol. 18, no. 4, pp. 506–509, Jul. 2011, doi: 10.1007/s00534-011-0385-6.

[1137]

N. A. M. El Sayed, H. H. Zayed, and M. I. Sharawy, ‘ARSC: Augmented Reality Student Card’, in 2010 International Computer Engineering Conference (ICENCO), Dec. 2010, pp. 113–120, doi: 10.1109/ICENCO.2010.5720437 [Online]. Available: http://ieeexplore.ieee.org/document/5720437/

[1138]

D. M. Kaufman and K. V. Mann, ‘Teaching and Learning in Medical Education: How Theory can Inform Practice’, in Understanding Medical Education, T. Swanwick, Ed. Oxford, UK: Wiley-Blackwell, 2010, pp. 16–36 [Online]. Available: http://doi.wiley.com/10.1002/9781444320282.ch2

[1139]

T.-J. Lin, H. B.-L. Duh, N. Li, H.-Y. Wang, and C.-C. Tsai, ‘An investigation of learners’ collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system’, Computers & Education, vol. 68, pp. 314–321, Oct. 2013, doi: 10.1016/j.compedu.2013.05.011.

[1140]

H.-L. Chi, S.-C. Kang, and X. Wang, ‘Research trends and opportunities of augmented reality applications in architecture, engineering, and construction’, Automation in Construction, vol. 33, pp. 116–122, Aug. 2013, doi: 10.1016/j.autcon.2012.12.017.

[1141]

C.-M. Chen and Y.-N. Tsai, ‘Interactive augmented reality system for enhancing library instruction in elementary schools’, Computers & Education, vol. 59, no. 2, pp. 638–652, Sep. 2012, doi: 10.1016/j.compedu.2012.03.001.

[1142]

G. Kipper and J. Rampolla, Augmented reality: an emerging technologies guide to AR. Waltham, MA: Syngress, 2012 [Online]. Available: http://ezproxy.lib.gla.ac.uk/login?url=http://www.sciencedirect.com/science/book/9781597497336

[1143]

J. Carmigniani, B. Furht, M. Anisetti, P. Ceravolo, E. Damiani, and M. Ivkovic, ‘Augmented reality technologies, systems and applications’, Multimedia Tools and Applications, vol. 51, no. 1, pp. 341–377, Jan. 2011, doi: 10.1007/s11042-010-0660-6.

[1144]

H. E. Pence, ‘Smartphones, Smart Objects, and Augmented Reality’, The Reference Librarian, vol. 52, no. 1–2, pp. 136–145, Dec. 2010, doi: 10.1080/02763877.2011.528281.

[1145]

E. FitzGerald, R. Ferguson, A. Adams, M. Gaved, Y. Mor, and R. Thomas, ‘Augmented Reality and Mobile Learning’, International Journal of Mobile and Blended Learning, vol. 5, no. 4, pp. 43–58, Oct. 2013, doi: 10.4018/ijmbl.2013100103.

[1146]

S. Martin, G. Diaz, E. Sancristobal, R. Gil, M. Castro, and J. Peire, ‘New technology trends in education: Seven years of forecasts and convergence’, Computers & Education, vol. 57, no. 3, pp. 1893–1906, Nov. 2011, doi: 10.1016/j.compedu.2011.04.003.

[1147]

K.-E. Chang, C.-T. Chang, H.-T. Hou, Y.-T. Sung, H.-L. Chao, and C.-M. Lee, ‘Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum’, Computers & Education, vol. 71, pp. 185–197, Feb. 2014, doi: 10.1016/j.compedu.2013.09.022.

[1148]

E. Klopfer and J. Sheldon, ‘Augmenting your own reality: Student authoring of science-based augmented reality games’, New Directions for Youth Development, vol. 2010, no. 128, pp. 85–94, Dec. 2010, doi: 10.1002/yd.378.

[1149]

M. B. Ibáñez, Á. Di Serio, D. Villarán, and C. Delgado Kloos, ‘Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness’, Computers & Education, vol. 71, pp. 1–13, Feb. 2014, doi: 10.1016/j.compedu.2013.09.004.

[1150]

M. Billinghurst, A. Clark, and G. Lee, ‘A Survey of Augmented Reality’, Foundations and Trends® in Human–Computer Interaction, vol. 8, no. 2–3, pp. 73–272, 2015, doi: 10.1561/1100000049.

[1151]

M. E. C. Santos, A. Chen, T. Taketomi, G. Yamamoto, J. Miyazaki, and H. Kato, ‘Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation’, IEEE Transactions on Learning Technologies, vol. 7, no. 1, pp. 38–56, Jan. 2014, doi: 10.1109/TLT.2013.37.

[1152]

M. A. Kirkman, M. Ahmed, A. F. Albert, M. H. Wilson, D. Nandi, and N. Sevdalis, ‘The use of simulation in neurosurgical education and training’, Journal of Neurosurgery, vol. 121, no. 2, pp. 228–246, Aug. 2014, doi: 10.3171/2014.5.JNS131766.

[1153]

D. Fonseca, N. Martí, E. Redondo, I. Navarro, and A. Sánchez, ‘Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality technology for visualized architecture models’, Computers in Human Behavior, vol. 31, pp. 434–445, Feb. 2014, doi: 10.1016/j.chb.2013.03.006.

[1154]

C. Dede, ‘Immersive Interfaces for Engagement and Learning’, Science, vol. 323, no. 5910, pp. 66–69, Jan. 2009, doi: 10.1126/science.1167311.

[1155]

S. A. Yoon, K. Elinich, J. Wang, C. Steinmeier, and S. Tucker, ‘Using augmented reality and knowledge-building scaffolds to improve learning in a science museum’, International Journal of Computer-Supported Collaborative Learning, vol. 7, no. 4, pp. 519–541, Dec. 2012, doi: 10.1007/s11412-012-9156-x.

[1156]

X. Wang, M. J. Kim, P. E. D. Love, and S.-C. Kang, ‘Augmented Reality in built environment: Classification and implications for future research’, Automation in Construction, vol. 32, pp. 1–13, Jul. 2013, doi: 10.1016/j.autcon.2012.11.021.

[1157]

M. Graham, M. Zook, and A. Boulton, ‘Augmented reality in urban places: contested content and the duplicity of code’, Transactions of the Institute of British Geographers, vol. 38, no. 3, pp. 464–479, Jul. 2013, doi: 10.1111/j.1475-5661.2012.00539.x.

[1158]

N. Navab, T. Blum, L. Wang, A. Okur, and T. Wendler, ‘First Deployments of Augmented Reality in Operating Rooms’, Computer, vol. 45, no. 7, pp. 48–55, Jul. 2012, doi: 10.1109/MC.2012.75.

[1159]

J. Carmigniani and B. Furht, ‘Augmented Reality: An Overview’, in Handbook of Augmented Reality, B. Furht, Ed. New York, NY: Springer New York, 2011, pp. 3–46 [Online]. Available: http://link.springer.com/10.1007/978-1-4614-0064-6_1

[1160]

N. Gavish et al., ‘Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks’, Interactive Learning Environments, vol. 23, no. 6, pp. 778–798, Nov. 2015, doi: 10.1080/10494820.2013.815221.

[1161]

A. Y. C. Nee, S. K. Ong, G. Chryssolouris, and D. Mourtzis, ‘Augmented reality applications in design and manufacturing’, CIRP Annals, vol. 61, no. 2, pp. 657–679, 2012, doi: 10.1016/j.cirp.2012.05.010.

[1162]

M. Akçayır, G. Akçayır, H. M. Pektaş, and M. A. Ocak, ‘Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories’, Computers in Human Behavior, vol. 57, pp. 334–342, Apr. 2016, doi: 10.1016/j.chb.2015.12.054.

[1163]

M. Graafland, J. M. Schraagen, and M. P. Schijven, ‘Systematic review of serious games for medical education and surgical skills training’, British Journal of Surgery, vol. 99, no. 10, pp. 1322–1330, Oct. 2012, doi: 10.1002/bjs.8819.

[1164]

F. F.-H. Nah, Q. Zeng, V. R. Telaprolu, A. P. Ayyappa, and B. Eschenbrenner, ‘Gamification of Education: A Review of Literature’, in HCI in Business, vol. 8527, F. F.-H. Nah, Ed. Cham: Springer International Publishing, 2014, pp. 401–409 [Online]. Available: http://link.springer.com/10.1007/978-3-319-07293-7_39

[1165]

C. D. Kounavis, A. E. Kasimati, and E. D. Zamani, ‘Enhancing the Tourism Experience through Mobile Augmented Reality: Challenges and Prospects’, International Journal of Engineering Business Management, vol. 4, Jan. 2012, doi: 10.5772/51644.

[1166]

G. Papagiannakis, G. Singh, and N. Magnenat-Thalmann, ‘A survey of mobile and wireless technologies for augmented reality systems’, Computer Animation and Virtual Worlds, vol. 19, no. 1, pp. 3–22, Feb. 2008, doi: 10.1002/cav.221.

[1167]

Y.-C. Chen, H.-L. Chi, W.-H. Hung, and S.-C. Kang, ‘Use of Tangible and Augmented Reality Models in Engineering Graphics Courses’, Journal of Professional Issues in Engineering Education and Practice, vol. 137, no. 4, pp. 267–276, Oct. 2011, doi: 10.1061/(ASCE)EI.1943-5541.0000078.

[1168]

C. Dede, D. Jass Ketelhut, P. Whitehouse, L. Breit, and E. M. McCloskey, ‘A Research Agenda for Online Teacher Professional Development’, Journal of Teacher Education, vol. 60, no. 1, pp. 8–19, Jan. 2009, doi: 10.1177/0022487108327554.

[1169]

A. J. Williams and H. E. Pence, ‘Smart Phones, a Powerful Tool in the Chemistry Classroom’, Journal of Chemical Education, vol. 88, no. 6, pp. 683–686, Jun. 2011, doi: 10.1021/ed200029p.

[1170]

S. Lee, J. Choi, and J. Park, ‘Interactive e-learning system using pattern recognition and augmented reality’, IEEE Transactions on Consumer Electronics, vol. 55, no. 2, pp. 883–890, May 2009, doi: 10.1109/TCE.2009.5174470.

[1171]

A. Olwal, J. Gustafsson, and C. Lindfors, ‘Spatial augmented reality on industrial CNC-machines’, in The Engineering Reality of Virtual Reality 2008, Feb. 2008, doi: 10.1117/12.760960 [Online]. Available: http://proceedings.spiedigitallibrary.org/proceeding.aspx?doi=10.1117/12.760960

[1172]

T. Jung, N. Chung, and M. C. Leue, ‘The determinants of recommendations to use augmented reality technologies: The case of a Korean theme park’, Tourism Management, vol. 49, pp. 75–86, Aug. 2015, doi: 10.1016/j.tourman.2015.02.013.

[1173]

R. L. Drake, J. M. McBride, N. Lachman, and W. Pawlina, ‘Medical education in the anatomical sciences: The winds of change continue to blow’, Anatomical Sciences Education, vol. 2, no. 6, pp. 253–259, Nov. 2009, doi: 10.1002/ase.117.

[1174]

J. Huizenga, W. Admiraal, S. Akkerman, and G. ten Dam, ‘Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game’, Journal of Computer Assisted Learning, vol. 25, no. 4, pp. 332–344, Jul. 2009, doi: 10.1111/j.1365-2729.2009.00316.x.

[1175]

M. Bower, C. Howe, N. McCredie, A. Robinson, and D. Grover, ‘Augmented Reality in education – cases, places and potentials’, Educational Media International, vol. 51, no. 1, pp. 1–15, Jan. 2014, doi: 10.1080/09523987.2014.889400.

[1176]

E. Klopfer and K. Squire, ‘Environmental Detectives—the development of an augmented reality platform for environmental simulations’, Educational Technology Research and Development, vol. 56, no. 2, pp. 203–228, Apr. 2008, doi: 10.1007/s11423-007-9037-6.

[1177]

M. Billinghurst and A. Duenser, ‘Augmented Reality in the Classroom’, Computer, vol. 45, no. 7, pp. 56–63, Jul. 2012, doi: 10.1109/MC.2012.111.

[1178]

C. Dede, ‘Immersive Interfaces for Engagement and Learning’, Science, vol. 323, no. 5910, pp. 66–69, Jan. 2009, doi: 10.1126/science.1167311.

[1179]

K.-H. Cheng and C.-C. Tsai, ‘Affordances of Augmented Reality in Science Learning: Suggestions for Future Research’, Journal of Science Education and Technology, vol. 22, no. 4, pp. 449–462, Aug. 2013, doi: 10.1007/s10956-012-9405-9.

[1180]

B. Furht and SpringerLink (Online service), Handbook of augmented reality. New York: Springer, 2011 [Online]. Available: http://ezproxy.lib.gla.ac.uk/login?url=http://dx.doi.org/10.1007/978-1-4614-0064-6

[1181]

H. E. Pence, ‘Smartphones, Smart Objects, and Augmented Reality’, The Reference Librarian, vol. 52, no. 1–2, pp. 136–145, Dec. 2010, doi: 10.1080/02763877.2011.528281.

[1182]

S. Cuendet, Q. Bonnard, S. Do-Lenh, and P. Dillenbourg, ‘Designing augmented reality for the classroom’, Computers & Education, vol. 68, pp. 557–569, Oct. 2013, doi: 10.1016/j.compedu.2013.02.015.

[1183]

J. Carmigniani, B. Furht, M. Anisetti, P. Ceravolo, E. Damiani, and M. Ivkovic, ‘Augmented reality technologies, systems and applications’, Multimedia Tools and Applications, vol. 51, no. 1, pp. 341–377, Jan. 2011, doi: 10.1007/s11042-010-0660-6.

[1184]

S. A. Yoon, K. Elinich, J. Wang, C. Steinmeier, and S. Tucker, ‘Using augmented reality and knowledge-building scaffolds to improve learning in a science museum’, International Journal of Computer-Supported Collaborative Learning, vol. 7, no. 4, pp. 519–541, Dec. 2012, doi: 10.1007/s11412-012-9156-x.

[1185]

J. Martín-Gutiérrez, P. Fabiani, W. Benesova, M. D. Meneses, and C. E. Mora, ‘Augmented reality to promote collaborative and autonomous learning in higher education’, Computers in Human Behavior, vol. 51, pp. 752–761, Oct. 2015, doi: 10.1016/j.chb.2014.11.093.

[1186]

G.-J. Hwang and P.-H. Wu, ‘Advancements and trends in digital game-based learning research: a review of publications in selected journals from 2001 to 2010’, British Journal of Educational Technology, vol. 43, no. 1, pp. E6–E10, Jan. 2012, doi: 10.1111/j.1467-8535.2011.01242.x.

[1187]

P. Sommerauer and O. Müller, ‘Augmented reality in informal learning environments: A field experiment in a mathematics exhibition’, Computers & Education, vol. 79, pp. 59–68, Oct. 2014, doi: 10.1016/j.compedu.2014.07.013.

[1188]

R. Wojciechowski and W. Cellary, ‘Evaluation of learners’ attitude toward learning in ARIES augmented reality environments’, Computers & Education, vol. 68, pp. 570–585, Oct. 2013, doi: 10.1016/j.compedu.2013.02.014.

[1189]

D. M. Bressler and A. M. Bodzin, ‘A mixed methods assessment of students’ flow experiences during a mobile augmented reality science game’, Journal of Computer Assisted Learning, vol. 29, no. 6, pp. 505–517, Dec. 2013, doi: 10.1111/jcal.12008.

[1190]

K. R. Bujak, I. Radu, R. Catrambone, B. MacIntyre, R. Zheng, and G. Golubski, ‘A psychological perspective on augmented reality in the mathematics classroom’, Computers & Education, vol. 68, pp. 536–544, Oct. 2013, doi: 10.1016/j.compedu.2013.02.017.

[1191]

R. Lindgren and M. Johnson-Glenberg, ‘Emboldened by Embodiment’, Educational Researcher, vol. 42, no. 8, pp. 445–452, Nov. 2013, doi: 10.3102/0013189X13511661.

[1192]

H. B.-L. Duh and M. Billinghurst, ‘Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR’, in 2008 7th IEEE/ACM International Symposium on Mixed and Augmented Reality, Sep. 2008, pp. 193–202, doi: 10.1109/ISMAR.2008.4637362 [Online]. Available: http://ieeexplore.ieee.org/document/4637362/

[1193]

A. Alaraj et al., ‘Role of Cranial and Spinal Virtual and Augmented Reality Simulation Using Immersive Touch Modules in Neurosurgical Training’, Neurosurgery, vol. 72, pp. A115–A123, Jan. 2013, doi: 10.1227/NEU.0b013e3182753093.

[1194]

S. Getzin, K. Wiegand, and I. Schöning, ‘Assessing biodiversity in forests using very high-resolution images and unmanned aerial vehicles’, Methods in Ecology and Evolution, vol. 3, no. 2, pp. 397–404, Apr. 2012, doi: 10.1111/j.2041-210X.2011.00158.x.

[1195]

L. V. Morris, ‘On or Coming to your Campus Soon: Drones’, Innovative Higher Education, vol. 40, no. 3, pp. 187–188, Jun. 2015, doi: 10.1007/s10755-015-9323-x.

[1196]

M. B. Marron, ‘Drones in Journalism Education’, Journalism & Mass Communication Educator, vol. 68, no. 2, pp. 95–98, Jun. 2013, doi: 10.1177/1077695813486973.

[1197]

S. Hanssen, ‘Drone Class: Keeping Coursework Current as Technology Advances’, Community College Journal of Research and Practice, vol. 40, no. 10, pp. 871–874, Oct. 2016, doi: 10.1080/10668926.2015.1102105.

[1198]

J. F. McEvoy, G. P. Hall, and P. G. McDonald, ‘Evaluation of unmanned aerial vehicle shape, flight path and camera type for waterfowl surveys: disturbance effects and species recognition’, PeerJ, vol. 4, Mar. 2016, doi: 10.7717/peerj.1831.

[1199]

B. Gillani and R. Gillani, ‘From droughts to drones: an after-school club uses drones to learn about environmental science’ [Online]. Available: http://go.galegroup.com.ezproxy.lib.gla.ac.uk/ps/i.do?p=EAIM&u=glasuni&id=GALE|A430496782&v=2.1&it=r&sid=summon&authCount=1#

[1200]

T. Birtchnell and C. Gibson, ‘Less talk more drone: social research with UAVs’, Journal of Geography in Higher Education, vol. 39, no. 1, pp. 182–189, Jan. 2015, doi: 10.1080/03098265.2014.1003799.

[1201]

J. C. Hodgson, S. M. Baylis, R. Mott, A. Herrod, and R. H. Clarke, ‘Precision wildlife monitoring using unmanned aerial vehicles’, Scientific Reports, vol. 6, no. 1, Sep. 2016, doi: 10.1038/srep22574.

[1202]

E. Fokides, D. Papadakis, and V. Kourtis-Kazoullis, ‘To drone or not to drone? Results of a pilot study in primary school settings’, Journal of Computers in Education, vol. 4, no. 3, pp. 339–353, Sep. 2017, doi: 10.1007/s40692-017-0087-4.

[1203]

L. Gonzalez, G. Montes, E. Puig, S. Johnson, K. Mengersen, and K. Gaston, ‘Unmanned Aerial Vehicles (UAVs) and Artificial Intelligence Revolutionizing Wildlife Monitoring and Conservation’, Sensors, vol. 16, no. 1, Jan. 2016, doi: 10.3390/s16010097.

[1204]

M. Mulero-Pázmány, S. Jenni-Eiermann, N. Strebel, T. Sattler, J. J. Negro, and Z. Tablado, ‘Unmanned aircraft systems as a new source of disturbance for wildlife: A systematic review’, PLOS ONE, vol. 12, no. 6, Jun. 2017, doi: 10.1371/journal.pone.0178448.

[1205]

A. Fombuena, ‘Unmanned Aerial Vehicles and Spatial Thinking: Boarding Education With Geotechnology And Drones’, IEEE Geoscience and Remote Sensing Magazine, vol. 5, no. 3, pp. 8–18, Sep. 2017, doi: 10.1109/MGRS.2017.2710054.

[1206]

N. Hahn et al., ‘Unmanned aerial vehicles mitigate human–elephant conflict on the borders of Tanzanian Parks: a case study’, Oryx, vol. 51, no. 03, pp. 513–516, Jul. 2017, doi: 10.1017/S0030605316000946.

[1207]

L.-P. Chrétien, J. Théau, and P. Ménard, ‘Visible and thermal infrared remote sensing for the detection of white-tailed deer using an unmanned aerial system’, Wildlife Society Bulletin, vol. 40, no. 1, pp. 181–191, Mar. 2016, doi: 10.1002/wsb.629.

[1208]

C. A. Scobie and C. H. Hugenholtz, ‘Wildlife monitoring with unmanned aerial vehicles: Quantifying distance to auditory detection’, Wildlife Society Bulletin, vol. 40, no. 4, pp. 781–785, Dec. 2016, doi: 10.1002/wsb.700.

[1209]

K. M. Broughton, ‘Students’ Sense of Belonging in Study Spaces’, The Patton College of Education of Ohio University, 2019 [Online]. Available: https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=ohiou1571956186042992&disposition=inline

[1210]

C. W. Yao, ‘Sense of Belonging in International Students: Making the Case against Integration to US Institutions of Higher Education’, University of Nebraska - Lincoln, 2015 [Online]. Available: https://core.ac.uk/download/pdf/188112646.pdf