1. Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250. https://doi.org/10.1111/j.1467-8535.2009.01029.x
2. Amoozegar, A., Daud, S. M., Mahmud, R., & Jalil, H. A. (2017). Exploring learner to institutional factors and learner characteristics as a success factor in distance learning. International Journal of Innovation and Research in Educational Sciences, 4(6), 647–656. Retrieved from https://www.ijires.org/index.php/issues?view=publication&task=show&id=331
3. Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1- 17. http://hdl.handle.net/2149/725
4. Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136. https://doi.org/10.1016/j.iheduc.2008.06.003
5. Artino, A. R. (2007). Online military training: Using a social cognitive view of motivation and self-regulation to understand students’ satisfaction, perceived learning, and choice. Quarterly Review of Distance Education, 8(3), 191–202. Retrieved from http://www.infoagepub.com/index.php?id=89&i=5