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Chapter 2: Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools, and . page 25--50. Erlbaum, Mahwah, NJ, (1998)Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students' Experience and Perceptions., , , and . Int. J. Emerg. Technol. Learn., 10 (6): 4-10 (2015)An exploration of instructors' perceptions about online proctoring and its value in ensuring academic integrity., and . Br. J. Educ. Technol., 54 (6): 1693-1714 (November 2023)The effects of openness, altruism and instructional self-efficacy on work engagement of MOOC instructors., , , and . Br. J. Educ. Technol., 51 (3): 743-760 (2020)Social network analysis of peer relationships and online interactions in a blended class using blogs., and . Internet High. Educ., (2016)A case study of blog-based learning in Korea: Technology becomes pedagogy., , and . Internet High. Educ., 14 (4): 227-235 (2011)Communication patterns during synchronous Web-based military training in problem solving., , , and . Comput. Hum. Behav., 18 (6): 783-795 (2002)Cross-Cultural Comparisons of Online Collaboration., and . J. Comput. Mediat. Commun., 8 (1): 0 (2002)A longitudinal study into the effects of material incentives on knowledge-sharing networks and information lifecycles in an online forum., , , , , and . Interact. Learn. Environ., 31 (5): 2678-2691 (July 2023)Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers., , , , and . J. Educ. Technol. Soc., 18 (2): 349-365 (2015)