Mimicking Proximity: The Role of Distance Education in Forming Communities of Learning
References - SimTeach Simulations
The International Review of Research in Open and Distance Learning
Directory of open access journals
Communities of Inquiry
<p>The purpose of this project is to support a personally meaningful and
educationally worthwhile learning experience. Central to the study introduced
here is the <a href="http://communitiesofinquiry.com/sub/coi_model.html">model of a community of inquiry</a>
that constitutes four elements essential to an educational experience: </p>
<ul>
<li><a href="http://communitiesofinquiry.com/sub/cognitive.html">Cognitive Presence</a></li>
<li><a href="http://communitiesofinquiry.com/sub/social.html">Social Presence</a></li>
<li><a href="http://communitiesofinquiry.com/sub/teaching.html">Teaching Presence</a></li>
<li><a href="http://communitiesofinquiry.com/sub/methodology.html">Methodology</a></li></ul>
publications about cognition and cognitive processes
2006 Horizon Report (pdf)
Creating Courses - Digital Games for Learning
Role of Emerging Technologies for Knowledge Mobilization, Dissemination, and Use in Education
Some students spend many hours communicating asynchronously,
having a much richer dialogue than could have been possible through
the best face-to-face facilitation.
Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education
Whatever You Do, Don’t Drop Practice | Tom Werner
The only instructional element that really matters is practice with feedback.
Whatever You Do, Don’t Drop Practice | Tom Werner
Summary of research which compared courses with the same content but with specific elements of Gagne's instructional events removed. The strongest correlation with student performance and satisfaction was with practice with feedback. (This is an old post, but it's moved since I originally bookmarked it.)
The only instructional element that really matters is practice with feedback.