Distance and presence in interdisciplinary online learning. A challenge-based learning course on sustainable cities of the future

[1]  Ipcc.  Global Warming of 1.5°C , 2022 .

[2]  S. Gallagher,et al.  Challenge-based learning in higher education: an exploratory literature review , 2020, Teaching in Higher Education.

[3]  S. Dhawan.  Online Learning: A Panacea in the Time of COVID-19 Crisis , 2020, Journal of Educational Technology Systems.

[4]  Marcela Georgina Gómez Zermeño,et al.  Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education , 2020, Sustainability.

[5]  Oskar Hagvall Svensson,et al.  From CDIO to challenge-based learning experiences – expanding student learning as well as societal impact? , 2020 .

[6]  Caroline Haythornthwaite,et al.  FACILITATING COLLABORATION IN ONLINE LEARNING , 2019, Online Learning.

[7]  Karen Swan,et al.  DEVELOPING LEARNING COMMUNITY IN ONLINE ASYNCHRONOUS COLLEGE COURSES: THE ROLE OF TEACHING PRESENCE , 2019, Online Learning.

[8]  D. Bolliger,et al.  Online student perceptions of engagement, transactional distance, and outcomes , 2018 .

[9]  P. Schot,et al.  Integrating Interdisciplinarity and Internationality in Sustainable Development Education , 2017 .

[10]  Ravi Paul,et al.  Revisiting Zhang’s scale of transactional distance: refinement and validation using structural equation modeling , 2015 .

[11]  W. Vermeulen,et al.  Added Value and Constraints of Transdisciplinary Case Studies in Environmental Science Curricula , 2014 .

[12]  Kyu Yon Lim,et al.  Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model , 2011, Comput. Educ..

[13]  Zehra Akyol,et al.  Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning , 2011, Br. J. Educ. Technol..

[14]  D. Garrison,et al.  Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework , 2010, Internet High. Educ..

[15]  H. Biemans,et al.  Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review , 2009 .

[16]  Phyllis Jones,et al.  Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning , 2009 .

[17]  Karen Swan,et al.  Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample , 2008, Internet High. Educ..

[18]  D. Garrison,et al.  Researching the community of inquiry framework: Review, issues, and future directions , 2007, Internet High. Educ..

[19]  D. Garrison,et al.  Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough , 2005 .

[20]  Joe E. Wheaton,et al.  Bridging the Transactional Distance Gap in Online Learning Environments , 2005 .

[21]  Gary Fry,et al.  Integrative studies on rural landscapes: policy expectations and research practice , 2005 .

[22]  Yau Jane Chen,et al.  Transactional Distance in World Wide Web Learning Environments , 2001 .