Proactive personality, interaction, and teaching strategy alignment: A conceptual-level analysis of interaction in distance learning
Author:
Funder
Planning subject for the 13th five year plan of education science of Shaanxi province
Xi’an University of Finance and Economics
2022 Yulin Science and Technology Plan Project
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10639-024-12893-8.pdf
Reference124 articles.
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2. Andrews, M. C., & Kacmar, K. M. (2001). Discriminating among organizational politics, justice, and support. Journal of Organizational Behavior, 22(4), 347–366. https://doi.org/10.1002/job.92
3. Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internetbased MBA courses. Journal of Management Education, 24(1), 32–54. https://doi.org/10.1177/105256290002400104
4. Bai, R. (2020). A study on learning gains and its relationship with learning engagement in cMOOC. Modern Distance Education, 4, 63–72. https://doi.org/10.13927/j.cnki.yuan.20200927.002
5. Bai, Y., Wang, F., Chen, L. (2021). Research on the connectivity level and relationship of cMOOC learner groups. Chinese Journal of Distance Education(5), 42–50. https://doi.org/10.13541/j.cnki.chinade.2021.05.005
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