76
Views
0
CrossRef citations to date
0
Altmetric
Feature Articles

Supporting Graduate Students’ Writing in Online Courses

&

References

  • Biocca, F., Harms, C., & Burgoon, J. K. (2003). Toward a more robust theory and measure of social presence: Review and suggested criteria. Presence, 12(5), 456–480. https://doi.org/10.1162/105474603322761270
  • Birks, M., Chapman, Y., & Francis, K. (2008). Memoing in qualitative research: Probing data and processes. Journal of Research in Nursing, 13(10), 68–75. https://doi.org/10.1177/1744987107081254
  • Cheung, K. K. C., & Tai, K. W. H. (2021). The use of intercoder reliability in qualitative interview data analysis in science education. Research in Science & Technological Education, 41(3), 1155–1175. https://doi.org/10.1080/02635143.2021.1993179
  • Cole, J. E., & Kritzer, J. B. (2009). Strategies for success: Teaching an online course. Rural Special Education Quarterly, 28(4), 26–40. https://doi.org/10.1177/875687050902800406
  • Consalvo, A., & Schallert, D. L. (2017). The reading-writing-thinking connection: How literacy and metacognition are mutually interdependent. In K. Mokhtari & N. Anderson (Eds.), Improving reading comprehension through metacognitive reading instruction for first and second language readers (pp. 111–130). Rowman & Littlefield Publishers.
  • Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). Routledge Falmer.
  • Glaser, B., & Strauss, A. (2012). The discovery of grounded theory: Strategies for qualitative research. Aldine Transaction.
  • Ivanic, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220–245. https://doi.org/10.1080/09500780408666877
  • Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4–29. https://doi.org/10.1177/0047239516661713
  • Kreijns, K., Xu, K., & Weidlich, J. (2022). Social presence: Conceptualization and measurement. Educational Psychology Review, 34(1), 139–170. https://doi.org/10.1007/s10648-021-09623-8
  • LaVaque-Manty, M., & Evans, E. M. (2013). Implementing metacognitive interventions in disciplinary writing classes. In M. Kaplan, N. Silver, D. Lavaque-Manty, & D. Meizlish (Eds.), Using reflection and metacognition to improve student learning across disciplines, across the academy (pp. 122–146). Stylus Publishing LLC.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  • Lowenthal, P. R. (2010). The evolution and influence of social presence theory in online learning. In T. Kidd (Ed.), Online education and adult learning (pp. 124–139). Information Science Reference. https://doi.org/10.4018/978-1-60566-984-7.ch010
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research (4th ed.). Jossey-Bass.
  • Miller, M. D. (2014). Minds online: Teaching effectively with technology. Harvard University Press.
  • Murray, D. M. (1982). Teaching the other self: The writer’s first reader. College Composition and Communication, 33(2), 140–147. https://doi.org/10.2307/357621
  • Pope, C., Ziebland, S., & Mays, N. (2000). Analysing qualitative data. Qualitative Research in Health Care, 320(7227), 116–118. https://doi.org/10.1136/bmj.320.7227.114
  • Schreir, M. (2014). Qualitative content analysis. In U. Flick (Ed.), The Sage handbook of qualitative data analysis (pp. 170–183). Sage.
  • Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. John Wiley & Sons.
  • Taylor, E. W. (2006). Making meaning of local nonformal education: Practitioner’s perspective. Adult Education Quarterly, 56(4), 291–307. https://doi.org/10.1177/0741713606289122
  • Weidlich, J., Göksün, D. O., & Kreijns, K. (2022). Extending social presence theory: Social presence divergence and interaction integration in online distance learning. Journal of Computing in Higher Education, 72, 1–22. https://doi.org/10.1007/s12528-022-09325-2
  • Zoch, M., Myers, J., Lambert, C., Vetter, A., & Fairbanks, C. (2016). Reimagining instructional practices: Exploring the identity work of teachers of writing. Teaching/Writing, 5(1), 2–24. http://scholarworks.wmich.edu/wte/vol5/iss1/1

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.