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Mediating epistemological access through asynchronous online discussion forums during the COVID-19 pandemic: Implications for re-imagining online collaborative self-directed peer engagement and learning

https://doi.org/10.20853/36-4-5177

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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1007/bf01074084openalex-snapshot

Entitlement and achievement in education

inferredcites →https://doi.org/10.1007/s11423-007-9054-5openalex-snapshot

A catalyst for teaching critical thinking in a large university class in Taiwan: asynchronous online discussions with the facilitation of teaching assistants

inferredcites →https://doi.org/10.1007/s40670-021-01231-zopenalex-snapshot

Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines

inferredcites →https://doi.org/10.1016/j.compedu.2011.07.009openalex-snapshot

Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions

inferredcites →https://doi.org/10.1016/j.compedu.2013.07.005openalex-snapshot

Exploring the use of asynchronous online discussion in health care education: A literature review

inferredcites →https://doi.org/10.1016/j.compedu.2013.12.007openalex-snapshot

Towards the refinement of forum and asynchronous online discussion in educational contexts worldwide: Trends and investigative approaches within a dominant research paradigm

inferredcites →https://doi.org/10.1016/j.compedu.2021.104239openalex-snapshot

Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading

inferredcites →https://doi.org/10.1080/01587919.2012.667957openalex-snapshot

Evaluating the quality of interaction in asynchronous discussion forums in fully online courses

inferredcites →https://doi.org/10.1080/02602930600679159openalex-snapshot

Peer learning and learning‐oriented assessment in technology‐enhanced environments

inferredcites →https://doi.org/10.1111/j.1365-2729.2008.00293.xopenalex-snapshot

When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structure

inferredcites →https://doi.org/10.1111/j.1467-8535.2012.01330.xopenalex-snapshot

Designing asynchronous online discussion environments: Recent progress and possible future directions

inferredcites →https://doi.org/10.1177/0163278709338570openalex-snapshot

Bridging the Gap: Knowledge Seeking and Sharing in a Virtual Community of Emergency Practice

inferredcites →https://doi.org/10.1177/0273475320987295openalex-snapshot

Self-Directed Learning Online: An Opportunity to Binge

inferredcites →https://doi.org/10.1186/s41239-019-0147-0openalex-snapshot

Investigating self-directed learning and technology readiness in blending learning environment

inferredcites →https://doi.org/10.1191/1478088706qp063oaopenalex-snapshot

Using thematic analysis in psychology

inferredcites →https://doi.org/10.1207/s15327809jls1404_4openalex-snapshot

Toward an Understanding of How Threads Die in Asynchronous Computer Conferences

inferredcites →https://doi.org/10.12669/pjms.36.covid19-s4.2785openalex-snapshot

Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era

inferredcites →https://doi.org/10.18543/tjhe-8(1)-2020pp129-165openalex-snapshot

The effect of Self-Directed Learning on the relationship between Self-Leadership and Online Learning among university students in Turkey

inferredcites →https://doi.org/10.24059/olj.v14i4.147openalex-snapshot

Educational Transformation through Online Learning: To Be or Not to Be

inferredcites →https://doi.org/10.37074/jalt.2020.3.1.7openalex-snapshot

COVID-19: 20 countries’ higher education intra-period digital pedagogy responses

inferredcites →https://doi.org/10.4236/jss.2020.810011openalex-snapshot

The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review

inferredcites →https://doi.org/10.65106/apubs.2007.2565openalex-snapshot

Developing online discussion forums as student centred peer e-learning environments

inferredcites →https://doi.org/10.9743/jir.2019.8.2.1openalex-snapshot

Defining Effective Online Pedagogy

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Research on the Current Online Learning Status of Undergraduate Computer Science Students and its Influencing Factors and Optimization Strategies

inferred← citeshttps://doi.org/10.1007/s11135-025-02327-zopenalex-snapshot

Asynchronous focus groups on facebook: a research method for engaging with autistic people, their families, and support professionals

inferred← citeshttps://doi.org/10.1016/j.system.2026.104009openalex-snapshot

ELF is the glue that binds us: Negotiating linguistic and pedagogical practices in an online EMI professional development course

inferred← citeshttps://doi.org/10.21203/rs.3.rs-9916588/v1openalex-snapshot

Lecturers’ Perceptions of Online Discussion Forums as Pedagogical Tools in Teacher Education Modules

inferred← citeshttps://doi.org/10.5861/ijrse.2025.25183openalex-snapshot

Qualitative insights into online-based learning barriers: The case of social studies majors during the community quarantine

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