References

Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., & Ananthanarayanan, v. (2017). NMC Horizon Report: 2017 higher education edition. Austin, TX: The New Media Consortium.

Akyol, Z., & Garrison, D. R. (2011). 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,  42(2), 233–250.

Arbaugh, J. B., Bangert, A., & Cleveland-Innes, M. (2010). Subject matter effects and the community of inquiry (CoI) framework: An exploratory study. The Internet and Higher Education,  13(1–2),   37–44.

Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3),  133–136.

Archibald, D. (2010). Fostering the development of cognitive presence: Initial findings using the community of inquiry survey instrument. The Internet and Higher Education, 13(1–2), 73–74.

Baldwin-Evans, K. (2006). Key steps to implementing a successful blended learning strategy. Industrial and Commercial Training, 38(3), 156–163.

Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd. Retrieved from   https://opentextbc.ca/teachinginadigitalage/

Beams, T. (2017, July 12). How to build a successful blended learning model. The Journal. Retrieved from https://thejournal.com/articles/2017/07/12/how-to-build-a-successful-blended- learning-model.aspx

Beatly, B. (2016). Hybrid flexible course and program design: Models for student-directed hybrids [Blog post]. Retrieved from  http://www.drbrainbeatty,com/wordpress/

Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349–377.

Biggs. J. (2003). Teaching for quality learning at university – what the student does. Buckingham, UK: SRHE & Open University Press.

Bonk, C., & Graham, C. (2006). Blended learning systems: Definition, current trends, and future direction. In C. J. Bonk and Charles Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 1–21). San Francisco, CA: Pfeiffer Publishing.

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Lawrenceville, NJ: Princeton  University  Press.  Retrieved  from https://files.eric.ed.gov/fulltext/ED326149.pdf

Brandy, J. (n.d.). Peer review of teaching. Retrieved from https://cft.vanderbilt.edu/ guides-sub-pages/peer-review-of-teaching/

Brown, A. H., & Green, T. D. (2015). The essentials of instructional design: Connecting fundamental principles with process and practice. New York, NY: Routledge.

Brubaker, J. (2013). SAMR: Model, metaphor, mistakes [Blog post]. Retrieved from http://techtipsedu.blogspot.com/2013/11/samr-model-metaphor-mistakes.html

Chakraborty, M., & Nafukho, F. M. (2015). Strategies for virtual learning environments: Focusing on teaching presence and teaching immediacy. Internet Learning, 4(1), 2.

Chen, N. S., Ko, H. C., Kinshuk, & Lin, T. (2005). A model for synchronous learning using the Internet. Innovations in Education and Teaching International, 42(2), 181–194. doi:10.1080/14703290500062599

Cleveland-Innes, M. (November 2017). Facilitation and teaching presence: Using the community of inquiry in blended and online learning environments. Invited presentation. KTH Royal Institute of Technology, Faculty Development Course, Stockholm, Sweden.

Cleveland-Innes, M., Ally, M., Wark, N., & Fung, T. (2013). Emotional presence and mobile learning: Learner-driven responses in a wireless world. European Journal of Open and Distance e Learning.  Retrieved from http://www.eurodl.org/materials/special/2013/ Cleveland-Innes_et_al.htm

Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269–292.

Cleveland-Innes, M., & Emes, C. (2005). Principles of learner-centered curriculum: Responding to the call for change in higher education. Canadian Journal of Higher Education, 35(4), 85–110.

Cleveland-Innes, M.,Garrison, R.,& Kinsel, E.(2007).Role adjustment for learners in an online community of inquiry:Identifying the challenges of incoming online learners. International Journal of Web-Based  Learning and Teaching Technologies (IJWLTT), 2(1),  1–16.

Cleveland-Innes, M., Ostashewski, N., Mishra, S., Gauvreau, S. & Richardson, G. (2017, October). TEL MOOC participant response to the community of inquiry theoretical framework. Presentation for the Teaching in a Digital Age – Re-thinking Teaching & Learning conference, International Council for Open and Distance Education, Toronto, ON.

Delaware Department of Education. (2016). Open education resources. Retrieved from https://www.doe.k12.de.us/domine/449

Dewey, J. (1938). Logic: The theory of inquiry. New York, NY: Holt, Rinehart and Winston.

DigitalChalk. (2014). Pros and cons of blended learning. Retrieved from https://www.digitalchalk. com/blog/pros-and-cons-of-blended-learning

Dillenbourg P. (1999) What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19). Oxford, UK: Elsevier.

Food and Agriculture Organization of the United Nations. (2011). E-learning methodologies: A guide for designing and developing e-learning courses. Rome, Italy:  FAO.

Garrison, D. R. (2016). E-learning in the 21st century: A community of inquiry framework for research and practice. New York, NY: Routledge.

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.

Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework.  The Internet and Higher Education, 13(1), 31–36.

Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education. San Francisco, CA: Jossey-Bass.

Gobert, J. D., & Tinker, R. F. (2004). Introduction to the issue. Journal of Science Education and Technology, 13(1), 1–5.

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher ducation, 18, 4–14.

Grebow, D. (2015). Pull, don’t push, employee learning. Retrieved from https://stephenjgill.typepad.com/performance_improvement_b/2015/06/pull-dont-push-employee-learning. html utm campaign=elearningindustry.com&utm_source=%2F2018-instructional-design-trends- learning-journey&utm_medium=link

Hadjerrouit, S. (2008). Towards a blended learning model for teaching and learning computer programming: A case study. Informatics in Education, 7(2),  181.

Hannon, J., & Macken, C. (2014). Blended and online curriculum design toolkit. La Trobe University. Retrieved from https://www.laterobe.edu.au/ data/assets/pdf_file/0006/602178/ Blended-learning-Toolkit-v4.pdf

Harasim, L. (2012). Learning theory and online technologies. New York, NY:  Routledge.

Hastie, M., Hung, I-C., Chen, N-S., & Kinshuk (2010, February 8). A  blended synchronous learning model for educational international collaboration. Innovations in Education and  Teaching  International,  47(1),  9–24. doi:10.1080/14703290903525812

Hrastinski, S. (2008). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, 31(4), 51–55.  Retrieved  from  https://er.educause.edu/~/media/files/article-downloads/eqm0848.pdf

Iles, R., Quigley, S., & Tower, E. (n.d.). LMS evaluation rubric. Retrieved from http://blogs.ubc/ca/sabrinaquigleyetec65a/files/2014/10/ETEC565A-LMS-evaluation-rubric-BCcampus.pdf

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.

Kogan, M., & Laursen, S. L. (2014). Assessing long-term effects of inquiry-based learning: A case study from college mathematics. Innovative Higher Education, 39(3),   183–199.

LaMartina, D. (2012). Blended MOOCs: The best of both worlds? Retrieved from https:// campustechnology.com/articles/2013/08/21/blended-moocs-the-best-of-both-worlds. aspx?=CT21

Lehtinen, A., & Viiri, J. (2017). Guidance provided by teacher and simulation for inquiry-based learning: A case study. Journal of Science Education and Technology, 26(2),  193–206.

Marrinan, H., Firth, S., Hipgrave, D., & Jimenez-Soto, E. (2015). Let’s take it to the clouds: The potential of educational innovations, including blended learning, for capacity building in developing countries. International Journal of Health Policy and Management, 4(9), 571. Retrieved   from   https://www.ncbi.nlm.nih,gov/pmc/articles/PMC4556572/

Masoumi, D., & Lindström, B. (2012). Quality in e-learning: A framework for promoting and assuring quality in virtual institutions. Journal of Computer Assisted Learning, 28, 27–41. doi:10.1111/j.1365-2729.2011.00440.x

McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7–22.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: US Department of Education.

MindToolsVideos. (2018). Force field analysis [Video]. Retrieved from https://www.youtube,com/watch?time_continue=5&v=HCe2H3AsHio

Morgan, T. (2011). Online classroom or community-in-the-making? Instructor conceptualizations and teaching presence in international online contexts. International Journal of E-Learning & Distance Education, 25(1). Retrieved from http://www.ijede.ca/index.php/jde/article/view/721/1269

O’Connell, A. (2016). Seven blended learning models used today in higher ed. Retrieved from http://acrobatiq.com/seven-blended-Learning-models-used-today-in-higher-ed/

Olpak, Y. Z., Yagci, M., & Basarmak, U. (2016). Determination of perception of community of inquiry.  Educational Research and Reviews, 11(12),    1085–1092.

Panetta, K. (2017, August 15). Top trends in the Gartner Hype Cycle for emerging technologies, 2017. Retrieved from https://www.gartner.com/smarterwithgartner/top-trends-in-the-gartner-hype-cycle-for-emerging-technologies-2017/

Pappas, C. (2015a). Synchronous vs asynchronous learning: Can you tell the difference? Retrieved from https://elearningindustry.com/synchronous-vs-asynchronous-learning-can-you- tell-the-difference

Pappas, C. (2015b). The history of blended learning. Retrieved from https://elearningindustry. com/history-of-blended-learning

Richardson, J. C., Arbaugh, J. B., Cleveland-Innes, M., Ice, P., Swan, K. P., & Garrison, D. R.   (2012). Using the community of inquiry framework to inform effective instructional design. In L. Moller & J. Huett (Eds.), The next generation of distance education: Unconstrained learning (pp. 97–125). New York, NY: Springer Press.

Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.

Rodgers, C. R., & Raider‐Roth, M. B. (2006). Presence in teaching. Teachers and teaching: Theory and practice, 12(3),  265–287.

Schwab, J. (1966). The teaching of science. Cambridge, MA: Harvard University Press.

Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543–553.

Shea, P., Hayes, S., & Vickers, J. (2010). Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach. International Review of Research in Open and Distributed Learning, 11(3), 127–154.

Sins, P. H. M. (2006). Students’ reasoning during computer-based scientific modeling (Unpublished doctoral dissertation). Graduate School of Teaching and Learning, University of Amsterdam.

Smythe, M. (2012). Toward a framework for evaluating blended learning. In M. Brown, H. Hartnett, & T. Stewart (Eds.), Future challenges, sustainable futures. Proceedings ASCILITE Wellington 2012 (pp. 854–858). Wellington, New Zealand: ASCILITE. Retrieved from http://www.ascilite.org/conference/wellington12/2012/images/custopm/smythe%2c_michael_toward.pdf

Stacey, E., & Gerbic, P. (2008). Success factors for blended learning. In Hello! Where are you in the landscape of educational technology? Proceedings ASCILITE Melbourne 2008 (pp. 964–968). Retrieved  from http://www.ascilite.org/conference/melbourne08/pocs/stacey.pdf

Stenbom, S., Cleveland-Innes, M., & Hrastinski, S. (2016). Online coaching as teacher training: Using a relationship of inquiry framework. In N. Ostashewski, M. Cleveland-Innes, & J. Howell (Eds.), Optimizing K-12 education through online and blended learning (pp. 1–22). Hershey, PA. IGI Global.

Stockwell, B. R., Stockwell, M. S., Cennamo, M., & Jiang, E. (2015). Blended learning improves science education. Cell, 162(5), 933–936. Retrieved from https://www.sciencedirect.comscience/article/pii/S0092867415010223

Stoyanov, S., & Kirschner, P. (2004). Expert concept mapping method for defining the characteristics of adaptive e-learning: ALFANET project case. Educational Technology Research and Development, 52,  41–56.

UCD Teaching and Learning. (n.d.). Becoming a better teacher: Using Biggs’ Model of Constructive Alignment in curriculum design. Retrieved from http://www.ucdoer.ie/index.phptitle=using_Biggs%27_Model_of_Constructive_Alignment_in_Curriculum_Design

University of Waterloo Centre for Teaching Excellence. (n. d.). Best practices for designing blended learning courses. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/resources/ blended-learning/best-practices-designing-blended-courses

Varde, N., & Fogler, H. S. (n.d.). Asynchronous learning of chemical reaction engineering. Retrieved from http://umich.edu/~elements/asyLearn/study.htm

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Edmonton, AB: Athabasca University Press. Retrieved from http://www.aupress.ca/index.php/book/120229

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press

Vygotsky, L. S. (1997). The collected works of L.S. Vygotsky: Problems of the theory and history of psychology (vol. 3). Berlin, Germany: Springer Science & Business Media.

Wang, Q., Quek, C. L., & Hu, X. (2017). Designing and improving a blended synchronous learning environment: An educational design research. International Review of Research in Open and Distributed Learning, 18(3).Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/3034/4173

Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a complex adaptive systems framework. Journal of Educational Technology & Society, 18(2), 380–393.

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.