Allen, I. E., & Seaman, J. (2017). Digital compass learning: Distance education enrolment report 2017. https://files.eric.ed.gov/fulltext/ED580868.pdf

Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabandhan: Indian Journal of Management, 13(4), 43-56. http://dx.doi.org/10.17010/pijom%2F2020%2Fv13i4%2F151825

Baran, E., & Correia, A. (2009). Student‐led facilitation strategies in online discussions. Distance Education, 30(3), 339-361. https://doi.org/10.1080/01587910903236510

Bassani, P. B. S. (2011). Interpersonal exchanges in discussion forums: A study of learning communities in distance learning settings. Computers & Education, 56(4), 931-938. https://doi.org/10.1016/j.compedu.2010.11.009

Blankenberger, B., & Williams, A. M. (2020). COVID and the impact on higher education: The essential role of integrity and accountability. Administrative Theory & Praxis, 42(3), 404-423. https://doi.org/10.1080/10841806.2020.1771907

Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. https://doi.org/10.1080/01587919.2018.1520041

Braun, V., & Clark, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Buelow, J. R., Barry, T. A., & Rich, L. E. (2018). Supporting Learning Engagement with Online Students. Online Learning, 22(4). https://doi.org/10.24059/olj.v22i4.1384

Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. https://doi.org/10.1080/02619768.2020.1821184

Chan, J., Hew, K., & Cheung, W. (2009). Asynchronous online discussion thread development: Examining growth patterns and peer-facilitation techniques. Journal of Computer Assisted Learning, 25(5), 438-452. https://doi.org/10.1111/j.1365-2729.2009.00321.x

Ching, Y. & Hsu, Y. (2013). Collaborative learning using VoiceThread in an online graduate course. Knowledge Management & E-Learning: An International Journal, 5(3), 298-314. https://doi.org/10.34105/j.kmel.2013.05.021

Choi, H. J., & Park, J. H. (2018). Testing a path-analytic model of adult dropout in online degree programs. Computers & Education, 116, 130-138. https://doi.org/10.1016/j.compedu.2017.09.005

Choo, J., Bakir, N., Scagnoli, N. I., Ju, B., & Tong, X. (2019). Using the community of inquiry framework to understand students’ learning experience in online undergraduate business courses. TechTrends, 64(1), 172–181. https://doi.org/10.1007/s11528-019-00444-9

Clarke, L. W., & Bartholomew, A. (2014). Digging beneath the surface: Analyzing the complexity of instructors’ participation in asynchronous discussion. Online Learning, 18(3). https://doi.org/10.24059/olj.v18i3.414

Cobb, S. C. (2009). Social presence in online learning: A current view from a research perspective. Journal of Interactive Online Learning, 8(3), 241-254. http://www.ncolr.org/jiol/issues/pdf/8.3.4.pdf

Collins, K., Groff, S., Mathena, C., & Kupczynski, L. (2019). Asynchronous video and the development of instructor social presence and student engagement. Turkish Online Journal of Distance Education, 20(1), 53-70. https://doi.org/10.17718/tojde.522378

Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124-130.

Darabi, A., Arrastia, M., Nelson, D., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(3), 216-227. https://doi.org/10.1111/j.1365-2729.2010.00392.x

de Oliveira, M. M. S., Penedo, A. S. T., & Pereira, V. S. (2018). Distance education: advantages and disadvantages of the point of view of education and society. Dialogia, 29, 139-152. http://doi.org/10.5585/Dialogia.n29.7661

DeNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. MERLOT Journal of Online Learning and Teaching, 10(1), 153-165.

Dzubinski, L. (2014). Teaching presence: Co-creating a multi-national online learning community in an asynchronous classroom. Online Learning, 18(2), 1-16. https://www.learntechlib.org/p/183749

Eccarius, M. (2012). Rubric development to assess student learning through asynchronous discussion board. The Quarterly Review of Distance Education, 12(4), 265–268.

Gallagher-Lepak, S., Reilly, J., & M Killion, C. (2009). Nursing student perceptions of community in online learning. Contemporary Nurse, 32(1-2), 133-146. https://doi.org/10.5172/conu.32.1-2.133

Garrison, R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/s1096-7516(00)00016-6

Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10, 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148. https://doi.org/10.1207/s15389286ajde1903_2

Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6

Geng, S., Law, K. M. Y., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0147-0

Harasim, L. (2017). Learning Theory and Online Technologies (2nd ed.). Routledge. https://doi.org/10.4324/9781315716831

Harrell, K. B., & Wendt, J. L. (2019). The impact of blended learning on community of inquiry and perceived learning among high school learners enrolled in a public charter school. Journal of Research on Technology in Education, 51(3), 259–272. https://doi.org/10.1080/15391523.2019.1590167

Hew, K. F., & Cheung, W. S. (2013). Audio-based versus text-based asynchronous online discussion: Two case studies. Instructional Science, 41(2), 365-380. https://doi.org/10.1007/s11251-012-9232-7

Hew, K. F., & Cheung, W. S. (2010). Higher-level knowledge construction in asynchronous online discussions: an analysis of group size, duration of online discussion, and student facilitation techniques. Instructional Science, 39(3), 303-319. https://doi.org/10.1007/s11251-010-9129-2

Hoffmann-Longtin, K. (2019). Hearing is believing: Using audio feedback in the online interpersonal communication course. Journal of Communication Pedagogy, 2, 96–102. https://doi.org/10.31446/jcp.2019.18

Hoskins, B. J. (2012). Connections, engagement, and presence. The Journal of Continuing Higher Education, 60(1), 51-53. https://doi.org/10.1080/07377363.2012.650573

Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students' sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25. https://files.eric.ed.gov/fulltext/EJ842694.pdf

Junus, K., Santoso, H. B., & Ahmad, M. (2021). Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class. Education and Information Technologies. 27(2), 2283-2309. https://doi.org/10.1007/s10639-021-10670-5

Kara, M., Erdogdu, F., Kokoç, M., & Cagiltay, K. (2019). Challenges faced by adult learners in online distance education: A literature review. Open Praxis, 11(1), 5-22. https://search.informit.org/doi/10.3316/informit.234110355704611

Kassymova, G., Akhmetova, A., Baibekova, M., Kalniyazova, A., Mazhinov, B., & Mussina, S. (2020). E-Learning environments and problem-based learning. International Journal of Advanced Science and Technology, 29(7), 346-356.

Kaufmann, R., & Vallade, J. I. (2020). Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness. Interactive Learning Environments, 1-15. https://doi.org/10.1080/10494820.2020.1749670

Keskitalo, T. (2021). Enhancing the sense of community through interaction in a global online course. Journal of Education and Training Studies, 9(2), 32-44.

Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158. https://doi.org/10.1007/s13158-020-00272-6

Kim E (2005). The effects of digital audio on social presence, motivation and perceived learning in asynchronous learning networks. (Doctoral dissertation). ProQuest Dissertations & Theses database.

Koçoglu, E., & Tekdal, D. (2020). Analysis of distance education activities conducted during COVID-19 pandemic. Educational Research and Reviews, 15(9), 536-543. https://doi.org/10.5897/ERR2020.4033

Kristianto, H., & Gandajaya, L. (2022). Offline vs online problem-based learning: a case study of student engagement and learning outcomes. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-09-2021-0166

Lan, Y., Tsai, P., Yang, S., & Hung, C. (2012). Comparing the social knowledge construction behavioral patterns of problem-based online asynchronous discussion in E/M-learning environments. Computers & Education, 59(4), 1122-1135. https://doi.org/10.1016/j.compedu.2012.05.004

Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning

Liu, C. J., & Yang, S. C. (2014). Using the community of inquiry model to investigate students' knowledge construction in asynchronous online discussions. Journal of Educational Computing Research, 51(3), 327-354.

Ma, L., & Lee, C. S. (2021). Evaluating the effectiveness of blended learning using the ARCS model. Journal of Computer Assisted Learning, 37(5), 1397–1408. https://doi.org/10.1111/jcal.12579

Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. https://doi.org/10.1016/j.compedu.2020.104009

McElrath, E., & McDowell, K. (2008). Pedagogical strategies for building community in graduate level distance education courses. MERLOT Journal of Online Learning and Teaching, 4(1), 117-127. https://jolt.merlot.org/vol4no1/mcelrath0308.pdf

McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6-23. https://doi.org/10.1002/1520-6629(198601)14:1%3C6::AID-JCOP2290140103%3E3.0.CO;2-I

Mitchell, E. T. (2019). Using debate in an online asynchronous social policy course. Online Learning, 23(3), 21-33. https://doi.org/10.24059/olj.v23i3.2050

Molseed, T. (2012). An analysis of peer review response types in threaded discussions of an online graduate class. Computers & Education, 49(2), 254-267.

Moore, R. L. (2014). Importance of developing community in distance education courses. TechTrends, 58(2), 20-24. https://doi.org/10.1007/s11528-014-0733-x

Oh, E. G., Huang, W. H. D., Hedayati Mehdiabadi, A., & Ju, B. (2018). Facilitating critical thinking in asynchronous online discussion: Comparison between peer-and instructor-redirection. Journal of Computing in Higher Education, 30(3), 489-509. https://doi.org/10.1007/s12528-018-9180-6

Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Online education: Worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 21(4), 233-241. https://doi.org/10.1080/1097198X.2018.1542262

Peterson, A. T., Beymer, P. N., & Putnam, R. T. (2018). Synchronous and asynchronous discussions: Effects on cooperation, belonging, and affect. Online Learning, 22(4). https://doi.org/10.24059/olj.v22i4.1517

Phirangee, K. (2016). Students’ perceptions of learner-learner interactions that weaken a sense of community in an online learning environment. Online Learning, 20(4). https://doi.org/10.24059/olj.v20i4.1053

Phirangee, K., Demmans Epp, C., & Hewitt, J. (2016). Exploring the relationships between facilitation methods, students’ sense of community and their online behaviours. Online Learning, 20(2). https://doi.org/10.24059/olj.v20i2.775

Picciano, A. G. (2019). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Online Learning, 6(1). https://doi.org/10.24059/olj.v6i1.1870

Raza, S. A., Qazi, W., Khan, K. A., & Salam, J. (2021). Social isolation and acceptance of the learning management system (LMS) in the time of COVID-19 pandemic: an expansion of the UTAUT model. Journal of Educational Computing Research, 59(2), 183-208. https://doi.org/10.1177/0735633120960421

Ragusa, A. T., & Crampton, A. (2018). Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments. Rural Society, 27(2), 125–142. https://doi.org/10.1080/10371656.2018.1472914

Richardson, J., Ertmer, P., & Sadaf, A. (2013). Relationship between types of question prompts and critical thinking in online discussions. In Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 197-222). IGI Global. https://doi.org/10.4018/978-1-4666-2110-7.ch011

Rockinson-Szapkiw, A., Wendt, J., Whighting, M., & Nisbet, D. (2016). The predictive relationship among the community of inquiry framework, perceived learning and online, and graduate students’ course grades in online synchronous and asynchronous courses. The International Review of Research in Open and Distributed Learning, 17(3), 18-35. https://doi.org/10.19173/irrodl.v17i3.2203

Rovai, A. P., & Downey, J. R. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147. http://dx.doi.org/10.1016/j.iheduc.2009.07.001

Saqr, M., Nouri, J., Vartiainen, H., & Malmberg, J. (2020). What makes an online problem-based group successful? A learning analytics study using social network analysis. BMC Medical Education, 20(1).https://doi.org/10.1186/s12909-020-01997-7

Shen, L., & Chen, I. L. (2018). Social presence in online dissertation classes. In I. Management Association (Ed.), Online Course Management: Concepts, Methodologies, Tools, and Applications (pp. 1484-1500). IGI Global. https://doi.org/10.4018/978-1-5225-5472-1.ch078

Shim, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and Youth Services Review, 119, 105578. https://doi.org/10.1016/j.childyouth.2020.105578

Simamora, D. F., & Manurung, H. M. (2021). The effect of problem-based learning model during pandemic on the thematic learning outcomes of students in elementary school. Jurnal Basicedu, 5(5), 3073-3088. https://doi.org/10.31004/basicedu.v5i5.1242

Smadi, O., Parker, S., Gillham, D., & Müller, A. (2019). The applicability of community of inquiry framework to online nursing education: A cross-sectional study. Nurse Education in Practice, 34, 17–24. https://doi.org/10.1016/j.nepr.2018.10.003

Song, L., & McNary, S. W. (2011). Understanding students’ online interaction: Analysis of discussion board postings. Journal of Interactive Online Learning, 19(1), 1-14. http://www.ncolr.org/jiol/issues/pdf/10.1.1.pdf

Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157–190. https://doi.org/10.28945/3502

Swan, K. (2010). Teaching and learning in post-industrial distance education. In M.F. Cleveland-Innes & D.R. Garrison (Eds.), An Introduction to Distance Education (1st ed., pp. 67-89). Routledge. https://doi.org/10.4324/9780203860915

Swain, A., Shofner, M., Fagan, W. F., & Marbach-Ad, G. (2022). The relationships between peer-to-peer interactions, group formation, choice of research, and course performance in an online environment. Journal of Science Education and Technology, 31(6), 707-717. https://doi.org/10.1007/s10956-022-10000-5

Truhlar, A. M., Williams, K. M., & Walter, M. T. (2018). Student engagement with course content and peers in synchronous online courses discussions. Online Learning, 22(4). https://doi.org/10.24059/olj.v22i4.1389

Yen, C. J., Bozkurt, A., Tu, C. H., Sujo-Montes, L., Rodas, C., Harati, H., & Lockwood, A. B. (2019). A predictive study of students’ self-regulated learning skills and their roles in the social network interaction of online discussion board. Journal of Educational Technology Development and Exchange, 11(1). https://doi.org/10.18785/jetde.1101.02

Yuan, J., & Kim, C. (2014). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220-232. https://doi.org/10.1111/jcal.12042

Wotto, M. (2020). The future high education distance learning in Canada, the United States, and France: Insights from before COVID-19 secondary data analysis. Journal of Educational Technology Systems, 49(2), 262-281. https://doi.org/10.1177/0047239520940624

Zawacki‐Richter, O. (2021). The current state and impact of Covid‐19 on digital higher education in Germany. Human Behavior and Emerging Technologies, 3(1), 218-226. https://doi.org/10.1002/hbe2.238

Zhu, M., Berri, S., & Zhang, K. (2021). Effective instructional strategies and technology use in blended learning: A case study. Education and Information Technologies, 26(5), 6143-6161. https://doi.org/10.1007/s10639-021-10544-w

Zydney, J. M., DeNoyelles, A., & Kyeong-Ju Seo, K. (2012). Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions. Computers & Education, 58(1), 77-87. https://doi.org/10.1016/j.compedu.2011.07.009

Valle, R. S., King, M., & Halling, S. (1989). An introduction to existential-phenomenological thought in psychology. In Existential-phenomenological perspectives in psychology (pp. 3-16). Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-6989-3_1

Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Welman, J. C., & Kruger, S. J. (1999). Research methodology for the business and administrative sciences. International Thompson.

Wendt, J. L., & Rockinson-Szapkiw, A. J. (2015). The effect of online collaboration on adolescent sense of community in eighth-grade physical science. Journal of Science Education and Technology, 24(5), 671-683. https://doi.org/10.1007/s10956-015-9556-6