Philippine E-Journals

References:

1. Al-dheleai, Y., Tasir, Z., Al-Rahmi, W., Al-Sharafi, M., & Mydin, A. (2020). Modeling of students online social presence on social networking sites and academic performance. International Journal of Emerging Technologies in Learning (iJET), 15(12), 56-71.
2. Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380-400.
3. Albrahim, F. A. (2020). Online teaching skills and competencies. Turkish Online Journal of Educational Technology-TOJET, 19(1), 9-20.
4. Ali, M., Ullah, I., & Ahmad, I. (2020). Online teacher training in Pakistan: An exploration of teachers’ experiences. Journal of Education and Practice, 11(25), 73-81.
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6. Alwafi, E. M. (2022). Designing an Online Discussion Strategy with Learning Analytics Feedback on the Level of Cognitive Presence and Student Interaction in an Online Learning Community. Online Learning, 26(1), 80-92.
7. Alzayed, Z. A., & Alabdulkareem, R. H. (2021). Enhancing cognitive presence in teachers’ professional learning communities via reflective practice. Journal of Education for Teaching, 47(1), 18-31
8. Anderson, T., Liam, R., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context.
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12. Bdair, I. A. (2021). Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study. Teaching and Learning in Nursing, 16(3), 220-226.
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15. Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European journal of teacher education, 43(4), 466-487
16. Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 45-58.
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18. Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of educational technology systems, 49(1), 5-22.
19. Dilling, J., Varga, M. A., & Mandernach, B. J. (2020). Comparing teaching and social presence in traditional and online community college learning environments. Community College Journal of Research and Practice, 44(10-12), 854-869.
20. Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of computing in higher education, 30, 452-465.
21. Dwivedi, A., Dixit, S., & Joshi, A. (2020). Online teacher training for technology integration in teaching. Journal of Education and Practice, 11(10), 88-94.
22. Fauzi, I., & Khusuma, I. H. S. (2020). Teachers’ elementary school in online learning of COVID-19 pandemic conditions. Jurnal Iqra’: Kajian Ilmu Pendidikan, 5(1), 58- 70.
23. Freeman, J. (2020). Strategies for effective online teaching during COVID-19. Journal of Chemical Education, 97(9), 2567-2573.
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27. Garrison, D. R., & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24, 66-71.
28. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2-3), 87-105.
29. Graziano, K. J., & Bryans-Bongey, S. (2018). Surveying the national landscape of online teacher training in K–12 teacher preparation programs. Journal of Digital Learning in Teacher Education, 34(4), 259-277.
30. Gregory, K., & Morón-García, S. (2009). Assignment submission, student behaviour and experience. engineering education, 4(1), 16-28.
31. Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment. American journal of distance education, 11(3), 8-26.
32. Gurley, L. E. (2018). Educators’ Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments. Online learning, 22(2), 197-220.
33. Joksimović, S., Gašević, D., Kovanović, V., Riecke, B. E., & Hatala, M. (2015). Social presence in online discussions as a process predictor of academic performance. Journal of Computer Assisted Learning, 31(6), 638-654.
34. Joshi, A., Vinay, M., & Bhaskar, P. (2021). Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive technology and smart education, 18(2), 205-226.
35. Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 21-39.
36. Kilis, S., & Yildirim, Z. (2019). Posting patterns of students’ social presence, cognitive presence, and teaching presence in online learning. Online Learning, 23(2).
37. Lapitan Jr, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131.
38. Law, K. M. Y., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: the mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1–12. https://doi.org/10.1016/j.compedu.2019.02.021
39. Li, N., & Lefevre, D. (2020). Holographic teaching presence: participant experiences of interactive synchronous seminars delivered via holographic videoconferencing. Research in learning technology, 28.
40. Li, J., Wong, S. C., Yang, X., & Bell, A. (2020). Using feedback to promote student participation in online learning programs: Evidence from a quasi-experimental study. Educational Technology Research and Development, 68, 485-510.
41. Lin, F. (2021). The Advantages and Challenges of Online Learning: How to Create an Effective Online Learning Environment. Journal of Education and Learning, 10(2), 253-258
42. Lockee, B. B. (2021). Online education in the post-COVID era. Nature Electronics, 4(1), 5-6.
43. Mahmood, S. (2021). Instructional strategies for online teaching in COVID‐19 pandemic. Human behavior and emerging technologies, 3(1), 199-203.
44. Mailizar, A., Abdulsalam, M., & Suci, B. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, 1-9.
45. McKerlich, R., Riis, M., Anderson, T., & Eastman, B. (2011). Student perceptions of teaching presence, social presence, and cognitive presence in a virtual world.
46. McNeill, L., Rice, M., & Wright, V. (2019). A confirmatory factor analysis of a teaching presence instrument in an online computer applications course. Online Journal of Distance Learning Administration, 22(4), 1-16.
47. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education.
48. Meda, L., & ElSayary, A. (2021). Establishing Social, Cognitive and Teacher Presences during Emergency Remote Teaching: Reflections of Certified Online Instructors in the United Arab Emirates. Contemporary Educational Technology, 13(4).
49. Moallem, M., & Webb, A. (2016). Feedback and feed-forward for promoting problem- based learning in online learning environments. Malaysian Journal of Learning and Instruction, 13(2), 1-41
50. Molinillo, S., Aguilar-Illescas, R., Anaya-Sánchez, R., & Vallespín-Arán, M. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123, 41-52.
51. Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783- 793.
52. O’Connell, T., Bartlett, B., & Reed, P. (2020). Online teacher training in special education: A case study. Journal of Education and Practice, 11(5), 87-94.
53. Orcutt, J. M., & Dringus, L. P. (2017). Beyond being there: Practices that establish presence, engage students and influence intellectual curiosity in a structured online learning environment. Online Learning, 21(3), 15-35.
54. Ortega-Sánchez, D., & Gómez-Trigueros, I. M. (2019). Massive open online courses in the initial training of social science teachers: experiences, methodological conceptions, and technological use for sustainable development. Sustainability, 11(3), 578.
55. Oztok, M., & Brett, C. (2011). Social presence and online learning: A review of the research.
56. Pozo-Rico, T., Gilar-Corbí, R., Izquierdo, A., & Castejón, J. L. (2020). Teacher training can make a difference: tools to overcome the impact of COVID-19 on primary schools. An experimental study. International Journal of Environmental Research and Public Health, 17(22), 8633.
57. Purwanto, A. (2020). University students online learning system during Covid-19 pandemic: Advantages, constraints and solutions. Sys Rev Pharm, 11(7), 570-576.
58. Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital science and education, 2, 923-945.
59. Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning environments. International Review of Research in Open and Distributed Learning, 17(4), 82-104.
60. Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., & Mueller, C. M. (2015). Conceptualizing and investigating instructor presence in online learning environments. International Review of Research in Open and Distributed Learning, 16(3), 256-297.
61. Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. The Journal of Distance Education/Revue de l’ducation Distance, 14(2), 50-71.
62. Rovai, A. P., Ponton, M. K., Wighting, M. J., & Baker, J. D. (2013). A comparative analysis of student motivation in traditional classroom and e-learning courses. International Journal on E-Learning, 12(2), 139-155.
63. Sadaf, A., Wu, T., & Martin, F. (2021). Cognitive presence in online learning: A systematic review of empirical research from 2000 to 2019. Computers and Education Open, 2, 100050.
64. Saiyad, S., Virk, A., Mahajan, R., & Singh, T. (2020). Online teaching in medical training: Establishing  good  online  teaching  practices  from  cumulative experience. International Journal of Applied and Basic Medical Research, 10(3), 149.
65. Salleh, F. I. M., Ghazali, J. M., Ismail, W. N. H. W., Alias, M., & Rahim, N. S. A. (2020). The impacts of COVID-19 through online learning usage for tertiary education in Malaysia. Journal of critical reviews, 7(8), 147-149.
66. Sánchez-Cruzado, C., Santiago Campión, R., & Sánchez-Compaña, M. T. (2021). Teacher digital literacy: The indisputable challenge after COVID-19. Sustainability, 13(4), 1858.
67. Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607.
68. Sezgin, S. (2021). Cognitive relations in online learning: Change of cognitive presence and participation in online discussions based on cognitive style. Participatory Educational Research, 8(1), 344-361.
69. Sheridan, K., Kelly, M. A., & Bentz, D. T. (2013). A follow-up study of the indicators of teaching presence critical to students in online courses. In Z. Akyol & R. Garrison. Educational communities of inquiry: Theoretical framework, research, and practice (pp. 67–83). Hershey, PA: IGI Global.
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71. Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988- 2018). American Journal of Distance Education, 33(4), 289-306.
72. Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of medical internet research, 22(9), e21279.
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74. Sutiah, S., Slamet, S., Shafqat, A., & Supriyono, S. (2020). Implementation of distance learning during the covid-19 pandemic in faculty of education and teacher training. Cypriot Journal of Educational Science, 15(1), 1204-1214.
75. Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous learning networks, 9(3), 115-136.
76. Szeto, E. (2015). Community of Inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?. Computers & Education, 81, 191-201.
77. Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53.
78. Tejada, J. J., & Punzalan, J. R. B. (2012). On the misuse of Slovin’s formula. The philippine statistician, 61(1), 129-136.
79. Thacker, I., Seyranian, V., Madva, A., Duong, N. T., & Beardsley, P. (2022). Social connectedness in physical isolation: Online teaching practices that support under- represented undergraduate students’ feelings of belonging and engagement in STEM. Education Sciences, 12(2), 61.
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81. Toquero, C. M., & Talidong, K. J. (2020). Webinar technology: Developing teacher training  programs  for  emergency  remote  teaching  amid  COVID-
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84. Valeeva, R., & Kalimullin, A. (2021). Adapting or changing: The covid-19 pandemic and teacher education in Russia. Education Sciences, 11(8), 408.
85. Van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European journal of teacher education, 43(4), 623-638.
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89. Xie, X., Siau, K., & Nah, F. F. H. (2020). COVID-19 pandemic–online education in the new normal and the next normal. Journal of information technology case and application research, 22(3), 175-187.
90. Yang, X. (2020). Teachers’ perceptions of large-scale online teaching as an epidemic prevention and control strategy in China. ECNU Review of Education, 3(4), 739- 744.