Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory-Reference-Cited by-同舟云学术

Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory

Published:2022-07-24 Issue:4 Volume:92 Page:1651-1666
ISSN:0007-0998
Container-title:British Journal of Educational Psychology
language:en
Short-container-title:Brit J of Edu Psychol

Author:

Zhang Yamei¹²,Tian Yuan¹²³,Yao Liangshuang¹²,Duan Changying¹²,Sun Xiaojun¹²³⁴,Niu Gengfeng¹²³⁴^ORCID

Affiliation:

1. School of Psychology Central China Normal University Wuhan China

2. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU) Ministry of Education Wuhan China

3. Beijing Normal University Collaboration Innovation Center Central China Normal University Branch Wuhan China

4. Center for Research on Internet Literacy and Behavior Central China Normal University Wuhan China

Funder

Fok Ying Tung Education Foundation

National Natural Science Foundation of China

Fundamental Research Funds for the Central Universities

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjep.12531

Reference55 articles.

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3. Acceptance of e-commerce services: the case of electronic brokerages

4. Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended Advanced Placement courses

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