Enhancing online participation in education: quarter century of research

Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning. https://doi.org/10.19173/irrodl.v4i2.149 Afzalan, N., & Muller, B. (2018). Online participatory technologies: Opportunities and challenges for enriching participatory planning. Journal of the American Planning Association, 84(2), 162–177. https://doi.org/10.1080/01944363.2018.1434010 Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021 Barata, G., Gama, S., Jorge, J., & Goncalves, D. (2013). Engaging engineering students with gamification an empirical study. In 2013 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games). Berelson, B. (1952). Content analysis in communications research. Free Press. Cacciamani, S. (2017). Experiential learning and knowledge building in higher education: An application of the progressive design method. Journal of E-Learning and Knowledge Society, 13(1), 27–38. Cartwright, J., Franklin, D., Forman, D., & Freegard, H. (2015). Promoting collaborative dementia care via online interprofessional education. Australasian Journal on Ageing, 34(2), 88–94. https://doi.org/10.1111/ajag.12106 Charalampidi, M., & Hammond, M. (2016). How do we know what is happening online? A mixed methods approach to analysing online activity. Interactive Technology and Smart Education, 13(4), 274–288. https://doi.org/10.1108/ITSE-09-2016-0032 Chan, C. K. K., & Chan, Y. Y. (2011). Students’ views of collaboration and online participation in Knowledge Forum. Computers & Education, 57(1), 1445–1457. https://doi.org/10.1016/j.compedu.2010.09.003 Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257–278. https://doi.org/10.1111/bjet.12243 Cui, T., & Coleman, A. (2020). Investigating students’ attitudes, motives, participation and performance regarding out-of-class communication (OCC) in a flipped classroom. Electronic Journal of E-Learning, 18(6), 550–561. https://doi.org/10.34190/JEL.18.6.007 Davies, J., & Graff, M. (2005). Performance in e-learning: Online participation and student grades. British Journal of Educational Technology, 36(4), 657–663. https://doi.org/10.1111/j.1467-8535.2005.00542.x Delahunty, J., Verenika, I., & Jones, P. (2014). Socioemotional connections: Identity, belonging and learning in online interactions. A literature review. Technology, Pedagogy and Education, 23(2), 243–265. https://doi.org/10.1080/1475939X.2013.813405 Deng, L. P., & Tavares, N. J. (2015). Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms. Australasian Journal of Educational Technology, 31(3), 313–327. Diep, N. A., Cocquyt, C., Zhu, C., & Vanwing, T. (2016). Predicting adult learners’ online participation: Effects of altruism, performance expectancy, and social capital. Computers & Education, 101, 84–101. https://doi.org/10.1016/j.compedu.2016.06.002 Duan, Y. Q., Kandakatla, R., Stites, N., Berger, E., DeBoer, J., & Rhoads, J. F. (2018). The relationship between demographic characteristics and engagement in an undergraduate engineering online forum. In 2018 IEEE Frontiers in Education Conference (FIE), Book Series Frontiers in Education Conference. Edelmann, N. (2016). What is lurking? A literature review of research on lurking. Psychology of Social Networking: Personal Experience in Online Communities. https://doi.org/10.1515/9783110473780-015 Ergazakis, K., Metaxiotis, K., & Tsitsanis, T. (2011). A state-of-the-art review of applied forms and areas, tools and technologies for e-participation. International Journal of Electronic Government Research, 7(1), 1–19. https://doi.org/10.4018/jegr.2011010101 Garcia, C., & Badia, A. (2020). Posting messages and acquiring knowledge in collaborative online tasks. Technology Pedagogy and Education, 29(3), 377–388. https://doi.org/10.1080/1475939X.2020.1778076 Garrison, R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133–148. https://doi.org/10.1207/s15389286ajde1903_2 Ghadirian, H., & Ayub, A. F. M. (2017). Peer moderation of asynchronous online discussions: An exploratory study of peer e-moderating behaviour. Australasian Journal of Educational Technology, 33(1), 1–18. https://doi.org/10.14742/ajet.2882 Gillett-Swan, J. (2017). The challenges of online learning: supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20–30. Guan, J. F., Tregonning, S., & Keenan, L. (2008). Social interaction and participation: Formative evaluation of online CME modules. Journal of Continuing Education in the Health Professions, 28(3), 172–179. Han, F. F., & Ellis, R. (2020). Combining self-reported and observational measures to assess university student academic performance in blended course designs. Australasian Journal of Educational Technology, 36(6), 1–14. https://doi.org/10.14742/ajet.6369 Han, X. B., Wang, Y. P., & Jiang, L. (2019). Towards a framework for an institution-wide quantitative assessment of teachers’ online participation in blended learning implementation. Internet and Higher Education, 42, 1–12. https://doi.org/10.1016/j.iheduc.2019.03.003 Hasan, N., & Rahman, A. A. (2017). Ranking the factors that impact customers online participation in value co-creation in service sector using analytic hierarchy process. International Journal of Information Systems in the Service Sector, 9(1), 37–53. https://doi.org/10.4018/IJISSS.2017010103 Hassan, L., & Hamari, J. (2020). Gameful civic engagement: A review of the literature on gamification of e-participation. Government Information Quarterly, 37(3), 1461–1461. He, W. (2013). Examining students’ online interaction in a live video streaming environment using data mining and text mining. Computers in Human Behavior, 29(1), 90–102. https://doi.org/10.1016/j.chb.2012.07.020 Hrastinski, S. (2008a). The potential of synchronous communication to enhance participation in online discussions: A case study of two e-learning courses. Information & Management, 45(7), 499–506. https://doi.org/10.1016/j.im.2008.07.005 Hrastinski, S. (2008b). What is online learner participation? A literature review. Computers & Education, 51(4), 1755–1765. https://doi.org/10.1016/j.compedu.2008.05.005 Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52(1), 78–82. https://doi.org/10.1016/j.compedu.2008.06.009 Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63, 564–569. https://doi.org/10.1007/s11528-019-00375-5 Hsieh, Y. H., & Tsai, C. C. (2012). The effect of moderator’s facilitative strategies on online synchronous discussions. Computers in Human Behavior, 28(5), 1708–1716. https://doi.org/10.1016/j.chb.2012.04.010 Hsu, P. L., & Yen, Y. H. (2014). College student performance facilitated on facebook: A case study. In L. S. L. Wang, J. J. June, C. H. Lee, K. Okuhara, & H. C. Yang (Eds.), Multidisciplinary Social Networks Research, MISNC 2014, Book Series Communications in Computer and Information Science (Vol. 473, pp. 368–382). Huang, E. Y., Lin, S. W., & Huang, T. K. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. Computers & Education, 58(1), 338–349. https://doi.org/10.1016/j.compedu.2011.08.003 Jin, S. H., & Kim, T. H. (2015). Visual scaffolding for encouraging online participation. In Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL) (pp. 685–688). Kamalodeen, V. J., & Jameson-Charles, M. (2016). A mixed methods research approach to exploring teacher participation in an online social networking website. International Journal of Qualitative Methods. https://doi.org/10.1177/1609406915624578 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, 468(1), 4–29. https://doi.org/10.1177/0047239516661713 Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. Computers & Education, 72, 292–301. https://doi.org/10.1016/j.compedu.2013.12.001 Kitchenham, B. (2004). Procedures for performing systematic reviews. NICTA Technical Report. Komoroski, E. M. (1996). Use of e-mail to teach residents pediatric emergency medicine. In 36th Annual Meeting of the Ambulatory-Pediatric-Association / Society-for-Pediatric-Research, Washington, D.C., May 06–12, 1996 Kurnaz, F. B., Ergun, E., & Ilgaz, H. (2018). Participation in online discussion environments: Is it really effective? Education and Information Technologies, 23(4), 1719–1736. https://doi.org/10.1007/s10639-018-9688-4 Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302–315. Law, L. (2020). Examining students' perceptions of online intercultural learning experience via a SPOC. In 14th International Technology, Education and Development Conference (INTED2020) (pp. 922–922). Lin, C. J., & Hwang, G. J. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Educational Technology & Society, 21(2), 205–219. Lin, J. W., Tsai, C. W., Hsu, C. C., & Chang, L. C. (2019). Peer assessment with group awareness tools and effects on project-based learning. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1593198 Lutz, C., Hoffmann, C. P., & Meckel, M. (2014). Beyond just politics: A systematic literature review of online participation. First Monday. https://doi.org/10.5210/fm.v19i7.5260 Malinen, S. (2015). Understanding user participation in online communities: A systematic literature review of empirical studies. Computers in Human Behavior, 46, 228–238. Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40(3), 237–253. Mese, C., & Dursun, O. O. (2018). Influence of gamification elements on emotion, interest and online participation. Egitim Ve Bilim-Education and Science, 43(196), 67–95. https://doi.org/10.15390/EB.2018.7726 Miyazoe, T., & Anderson, T. (2011). Anonymity in blended learning: Who would you like to be? Educational Technology & Society, 14(2), 175–187. Mompean, J. A., & Fouz-Gonzalez, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20(1), 166–190. Naresh, B., & Rajalakshmi, M. A. (2020). A conceptual study on employer perception towards hiring employee with online degree/certification. International Journal of Information and Communication Technology Education, 16(3), 1–14. https://doi.org/10.4018/IJICTE.2020070101 Neto, P., Williams, B., & Carvalho, I. (2011). Keeping them Involved—Encouraging and Monitoring Student Activity. Journal of Technical Education and Training, 3(2), 33–43. Nieuwoudt, J. (2018). Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem. Student Success, 9(4), 53–62. https://doi.org/10.5204/ssj.v9i4.520 Ng, W., & Nicholas, H. (2010). A progressive pedagogy for online learning with high-ability secondary school students: A case study. Gifted Child Quarterly, 54(3), 239–251. https://doi.org/10.1177/0016986209355973 OECD/OCDE. (2007). Revised Field of Science and Technology (FOS) Classification in the Frascati Manual. Working Party of National Experts on Science and Technology Indicators. Retrieved October 19 2021 from http://www.oecd.org/science/inno/38235147.pdf Razzaque, A. (2020). M-learning improves knowledge sharing over e-learning platforms to build higher education students’ social capital. SAGE Open. https://doi.org/10.1177/2158244020926575 Rovai, A. P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning. https://doi.org/10.19173/irrodl.v5i2.192 Rubio, F., Thomas, J. M., & Li, Q. (2018). The role of teaching presence and student participation in Spanish blended courses. Computer Assisted Language Learning, 31(3), 226–250. https://doi.org/10.1080/09588221.2017.1372481 Saifuddin, K. M., & Strange, M. H. (2016). School teacher professional development in online communities of practice: A systematic literature review. In Proceedings of the 15th European Conference on E-Learning (ECEL 2016) (pp. 605–614). Sanchez-Castro, O., & Strambi, A. (2017). Researching learner self-efficacy and online participation through speech functions: An exploratory study. CALICO Journal, 34(2), 219–242. https://doi.org/10.1558/cj.26389 Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications. Shukor, N. A., Tasir, Z., Van der Meijden, H., & Harun, J. (2014). A predictive model to evaluate students' cognitive engagement in online learning. In J. C. Laborda, F. Ozdamli, Y. Maasoglu (Eds.) 5th World Conference on Educational Sciences, Book Series Procedia Social and Behavioral Sciences (Vol. 116, pp. 4844–4853). https://doi.org/10.1016/j.sbspro.2014.01.1036 Şimşek, H., & Yildirim, A. (2011). Qualitative research methods in social sciences. Seckin Publications. Snodgrass, S. (2011). Wiki activities in blended learning for health professional students: Enhancing critical thinking and clinical reasoning skills. Australasian Journal of Educational Technology, 27, 563–580. Song, D., & Kim, D. (2020). Effects of self-regulation scaffolding on online participation and learning outcomes. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2020.1767525 Steinbach, M., Sieweke, J., & Suss, S. (2019). The diffusion of e-participation in public administrations: A systematic literature review. Journal of Organizational Computing and Electronic Commerce, 29(2), 61–95. Stone, C. (2017). Opportunity through online learning: Improving student access, participation and success in higher education. Report. Perth, Western Australia: National Centre for Student Equity in Higher Education, Curtin University. Retrieved April 15 2022 from http://hdl.voced.edu.au/10707/425131 Sung, C. Y., Huang, X. Y., Shen, Y., Cherng, F. Y., Lin, W. C., & Wang, H. C. (2017). Exploring online learners’ interactive dynamics by visually analyzing their time-anchored comments. Computer Graphics Forum, 36(7), 145–155. https://doi.org/10.1111/cgf.13280 Tang, H. T., Xing, W. L., & Pei, B. (2019). Time really matters: Understanding the temporal dimension of online learning using educational data mining. Journal of Educational Computing Research, 57(5), 1326–1347. https://doi.org/10.1177/0735633118784705 Tomor, Z., Meijer, A., Michels, A., & Geertman, S. (2019). Smart Governance for sustainable cities: Findings from a systematic literature review. Journal of Urban Technology, 26(4), 3–27. Topcu, A., & Ubuz, B. (2008). The effects of metacognitive knowledge on the pre-service teachers’ participation in the asynchronous online forum. Educational Technology & Society, 11(3), 1–12. Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing and Health Sciences, 15(3), 398–405. https://doi.org/10.1111/nhs.12048 Vician, C., & Brown, S. A. (2001). Re-engineering participation through on-line learning environments: An examination of communication apprehension, choice, and performance. Journal of Computer Information Systems, 42(1), 26–36. Vonderwell, S., & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in Education, 38(2), 213–230. Watson, J. M., Salmon, P. M., Lacey, D., & Kerr, D. (2018). Continuance in online participation following the compromise of older adults’ identity information: A literature review. Theoretical Issues in Ergonomics Science, 19(6), 637–657. https://doi.org/10.1080/1463922X.2018.1432714 Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. Yoon, S. A., Miller, K., Richman, T., Wendel, D., Schoenfeld, I., Anderson, E., Shim, J., & Marei, A. (2020). A social capital design for delivering online asynchronous professional development in a MOOC course for science teachers. Information and Learning Sciences, 121(7–8), 677–693. https://doi.org/10.1108/ILS-04-2020-0061 Zolotov, M. N., Oliveira, T., & Casteleyn, S. (2018). E-participation adoption models research in the last 17 years: A weight and meta-analytical review. Computers in Human Behavior, 81, 350–365.