Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internet-based MBA courses. Journal of Management Education, 24(1), 32-54.![new window](/gs32/images/newin.png)
Arbaugh, J. B., & Benbunan-Fich, R. (2007). The importance of participant interaction in online environments. Decision Support Systems, 43(3), 853-865.
Bandura, A. (1965). Influence of model’ s reinforcement contingencies on the acquisition of imitative responses. Journal oi Personality and Social Psychology, 1(6), 589-595.![new window](/gs32/images/newin.png)
Bandura, A. (1977). Social learning theory. New York: General Learning Press.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N. J.: Prentice Hall.
Beaudoin, M. F. (2002). Learning or lurking? Tracking the “invisible” online student. The Internet and Higher Education, 5(2), 147-155.
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-154.
Biocca, F., Harms, C., & Burgoon, J. K. (2003). Toward a more robust theory and measure of social presence: Review and suggested criteria. Presence: Teleoperators & Virtual Environments, 12(5), 456-480.
Bolliger, D. U., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61-67.![new window](/gs32/images/newin.png)
Brandon, D. P., & Hollingshead, A. B. (1999). Collaborative learning and computer-supported groups. Communication Education, 48(2), 109-126.
Brewer, K. R., & Wann, D. L. (1998). Observational learning effectiveness as a function of model characteristics: investigating the importance of social power. Social Behavior and Personality, 26(1), 1-10.![new window](/gs32/images/newin.png)
Burgoon, J. K., Buller, D. B., Hale, J. L., & deTurck, M. A. (1984). Relational messages associated with nonverbal behaviors. Human Communication Research, 10(3), 351-378.
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56(2), 81-105.
Chang, H. H., & Wang, I. C. (2008). An investigation of user communication behavior in computer mediated environments. Computers in Human Behavior, 24(5), 2336-2356.
Chen, G., & Chiu, M. M. (2008). Online discussion processes: Effects of earlier messages'' evaluations, knowledge content, social cues and personal information on later messages. Computers & Education, 50(3), 678-692.
Chen, N. S., Ko, H. C., & Lin, T. (2005). A model for synchronous learning using the Internet. Innovations in Education and Teaching International, 42(2), 181-194.
Chen, N. S., Wei, C. W., Kinshuk, & Chen, Y. R. (2008). Classroom climate and learning effectiveness in holistic blended learning environments. International Journal on Digital Learning Technology, 1(1), 72-94.![new window](/gs32/images/newin.png)
Chen, Y. J. (2001). Transactional distance in World Wide Web learning environments. Innovations in Education and Training International, 38(4), 327-338.
Cho, Y. S., & Proctor, R. W. (2001). Effect of an initiating action on the up-right/down-left advantage for vertically arrayed stimuli and horizontally arrayed responses. Journal of Experimental Psychology: Human Perception and Performance, 27(2), 472-484.
Churchill, G. A. (1979). A paradigm for developing better measures of marketing constructs. Journal of Marketing Research, 16(1), 64-73.![new window](/gs32/images/newin.png)
Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) manual. Odessa, FL: Psychological Assessment Resources.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.
Daft, R. L., & Lengel, R. H. (1984). Information richness: A new approach to managerial behavior and organizational design. In L. L. Cummings & B. M. Staw (Eds.), Research in organizational behavior (Vol. 6, pp. 191-233). Homewood, IL: JAI Press.
Daft, R. L., & Lengel, R. H. (1986). ORGANIZATIONAL INFORMATION REQUIREMENTS, MEDIA RICHNESS AND STRUCTURAL DESIGN. Management Science, 32(5), 554-571.
Dennis, A. R., Fuller, R. M., & Valacich, J. S. (2008). Media, tasks, and communication processes: A theory of media synchronicity. Mis Quarterly, 32(3), 575-600.
Diamantopoulos, A., Siguaw, J. A., & Strasse, B. (2006). Formative versus reflective indicators in organizational measure development: A comparison and empirical illustration. British Journal of Management, 17(4), 263-282.
Dinev, T., & Hart, P. (2004). Internet privacy concerns and their antecedents - measurement validity and a regression model. Behaviour & Information Technology, 23(6), 413-422.
Draffan, E. A., & Rainger, P. (2006). A model for the identification of challenges to blended learning. ALT-J, 14(1), 55-67.![new window](/gs32/images/newin.png)
Entwistle, N., & Waterston, S. (1988). Approaches to studying and levels of processing in university students. British Journal of Educational Psychology, 58(3), 258-265.
Ferry, D. L., Kydd, C. T., & Sawyer, J. E. (2001). Measuring facts of media richness. Journal of Computer Information Systems, 41(4), 69-78.
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382-388.
Garramone, G. M., Harris, A. C., & Anderson, R. (1986). Uses of political computer bulletin boards. Journal of Broadcasting & Electronic Media, 30(3), 325-339.
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.![new window](/gs32/images/newin.png)
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
Goffman, E. (1959). The presentation of self in everyday life. Garden City, NY: Anchor.
Graham, C. R. (2004). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 3-12). San Francisco, CA: Pfeiffer Publishing.
Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2/3), 147-166.![new window](/gs32/images/newin.png)
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.
Hair, J. F., Black, W. C., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate data analysis (6 ed.). Upper Saddle River, NJ: Prentice Hall.
Hample, D., & Dallinger, J. M. (1995). A Lewinian Perspective on Taking Conflict Personally: Revision, Refinement, and Validation of the Instrument. Communication Quarterly, 43(3), 297-319.
Heath, R. L., & Bryant, J. (1992). Human communication theory and research: Concepts, contexts, and challenges. In J. Bryant (Ed.), Communication textbook series: General communication theory and methodology (pp. 1-337). Hillsdale, NJ: Erlbaum.
Hillman, D. C. A., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42.
Homer, B. D., Plass, J. L., & Blake, L. (2008). The effects of video on cognitive load and social presence in multimedia-learning. Computers in Human Behavior, 24(3), 786-797.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.![new window](/gs32/images/newin.png)
Hu, R., & Wang, S. (2008). Online learning environments. In L. A. Tomei (Ed.), Encyclopedia of information technology curriculum integration (pp. 678-685). Hershey PA: Information Science Reference.
Johansen, R., Vallee, J., & Spangler, K. (1988). Teleconferencing: Electronic group communication. In R. S. Cathcart & L. A. Samover (Eds.), Small group communication: A reader (5 ed., pp. 140–154). Menlo Park, CA: Institute for the Future.
Johnson, S. D., Aragon, S. R., Shaik, N., & Palma-Rivas, N. (2000). Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of Interactive Learning Research, 11(1), 29-50.![new window](/gs32/images/newin.png)
Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in Web-based instruction. Innovations in Education and Teaching International, 39(2), 153-162.
Kerlinger, F. N., & Lee, H. B. (2000). Foundations of behavioral research (4 ed.). Belmont, CA,: Thomson Learning.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2 ed.). NY: The Guilford Press.
Knoll, A. (2007). Guest editor''s introduction: Toward high-definition telepresence. Presence-Teleoperators and Virtual Environments, 16(5), I-III.
Knowles, M. S. (1970). The modern practice of adult education. NY: Association Press.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19(3), 335-353.
Kreijns, K., Kirschner, P. A., Jochems, W., & Van Buuren, H. (2004). Measuring perceived quality of social space in distributed learning groups. Computers in Human Behavior, 20(5), 607-632.
Mendlowicz, M. V., & Stein, M. B. (2000). Quality of life in individuals with anxiety disorders. American Journal of Psychiatry, 157(5), 669-682.
Montanelli, R. G., & Humphreys, L. G. (1976). Latent roots of random data correlation matrices with squared multiple correlations on the diagonal: A Monte Carlo study. Psychometrika, 41(3), 341-348.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing Company.
Morgan, C. K., & Tam, M. (1999). Unravelling the Complexities of Distance Education Student Attrition. Distance Education, 20(1), 96-108.![new window](/gs32/images/newin.png)
Nielsen, J. (1999). Designing web usability: The practice of simplicity. Thousand Oaks, CA: New Riders Publishing.
Nowak, K. L., Watt, J., & Walther, J. B. (2009). Computer mediated teamwork and the efficiency framework: Exploring the influence of synchrony and cues on media satisfaction and outcome success. Computers in Human Behavior, 25(5), 1108-1119.
Offir, B., & Lev, J. (2000). Constructing an aid for evaluating teacher-learner interaction in distance learning. Educational Media International, 37(2), 91-97.
Offir, B., & Lev, Y. (1999). Teacher-learner interaction in the process of operating DL (distance learning) systems. Educational Media International, 36(2), 132-136.
Offir, B., Lev, Y., & Bezalel, R. (2008). Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers & Education, 51(3), 1172-1183.
Oliver, R., & McLoughlin, C. (1996). An investigation of the nature and form of interactions in live interactive television.
Ormrod, J. E. (2007). Human learning (5 ed.). Upper Saddle River, NJ: Prentice Hall.
Otondo, R. F., Van Scotte, J. R., Allen, D. G., & Palvia, P. (2008). The complexity of richness: Media, message, and communication outcomes. Information & Management, 45(1), 21-30.
Paas, F., Vanmerrienboer, J. J. G., & Adam, J. J. (1994). Measurement of cognitive load in instructional-research. Perceptual and Motor Skills, 79(1), 419-430.![new window](/gs32/images/newin.png)
Palmer, M. (1995). Interpersonal communication and virtual reality: Mediating interpersonal relationships. In F. Biocca & M. Levy (Eds.), Communication in the age of virtual reality (pp. 277-299). Mahwah, NJ: Lawrence Erlbaum Associates.
Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21(2), 173-184.
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.
Rifkind, L. J. (1992). Immediacy as a predictor of teacher effectiveness in the instructional television classroom. Journal of Interactive Television, 1(1), 31-38.![new window](/gs32/images/newin.png)
Rourke, L., & Anderson, T. (2002). Exploring social communication in asynchronous, text-based computer conferencing. Journal of Interactive Learning Research, 13(3), 259-275.
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 50-71.
Rovai, A. P. (2001). Building classroom community at a distance: A case study. Etr&D-Educational Technology Research and Development, 49(4), 33-48.
Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10(1), 77-88.![new window](/gs32/images/newin.png)
Rumble, G. (1986). The planning and management of distance education. New York.: St Martins Press.
Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons.
Sternberg, R. J. (1997). Construct validation of a triangular love scale. European Journal of Social Psychology, 27(3), 313-335.
Summers, J. J., Waigandt, A., & Whittaker, T. A. (2005). A comparison of student achievement and satisfaction in an online versus a traditional face-to-face statistics class. Innovative Higher Education, 29(3), 233-250.
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.
Taylor, J. C. (1998). Flexible delivery: The globalisation of lifelong learning. Indian Journal of Open Learning, 7(1), 55-65.![new window](/gs32/images/newin.png)
Thurlow, C., Lengel, L. B., & Tomic, A. (2004). Computer mediated communication: Social interaction and the Internet. London: Sage.
Tu, C. H. (2000). On-line learning migration: from social learning theory to social presence theory in a CMC environment. Journal of Network and Computer Applications, 23(1), 27-37.
Tu, C. H. (2002a). The measurement of social presence in an online learning environment. International Journal on E-Learning, 1(2), 34-45.![new window](/gs32/images/newin.png)
Tu, C. H. (2002b). The relationship between social presence and online privacy. The Internet and Higher Education, 5(4), 293-318.
Tu, C. H., & McIsaac, M. S. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131-150.
Tung, F. W., & Deng, Y. S. (2006). Designing social presence in e-learning environments: Testing the effect of interactivity on children. Interactive Learning Environments, 14(3), 251-264.
Van Gog, T., Paas, F., Marcus, N., Ayres, P., & Sweller, J. (2009). The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations. Educational Psychology Review, 21(1), 21-30.![new window](/gs32/images/newin.png)
Vrasidas, C., & McIsaac, M. S. (1999). Factors influencing interaction in an online course. American Journal of Distance Education, 13(3), 22-36.
Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41(1), 75-86.
Watkins, D. (1983). Depth of processing and the quality of learning outcomes. Instructional Science, 12(1), 49-58.![new window](/gs32/images/newin.png)
West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation modeling with nonnormal variables: Problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 56–75). Thousand Oaks, CA: Sage Publications.
Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education, 10(1), 15-25.![new window](/gs32/images/newin.png)
Zhang, Q., & Oetzel, J. G. (2006). Constructing and validating a teacher immediacy scale: A Chinese perspective. Communication Education, 55(2), 218-241.
Zhao, S. Y. (2003). Toward a taxonomy of copresence. Presence-Teleoperators and Virtual Environments, 12(5), 445-455.
Zmud, R. W., Lind, M. R., & Young, F. W. (1990). An attribute space for organizational communication channels. Information Systems Research, 1(4), 440-457.![new window](/gs32/images/newin.png)