References

Al Ghamdi, A., Samarji, A., & Watt, A. (2016). Essential considerations in distance education in KSA: Teacher immediacy in a virtual teaching and learning environment, International Journal of Information and Education Technology, 6, 17-22. http://dx.doi.org/10.7763/IJIET.2016.V6.651

Allen, I. E., & Seaman, J. (2010). Class differences. Needham, MA: Sloan Consortium.

Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Park, MA: Babson Survey Research Group.

Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. San Francisco, CA: Babson Survey Research Group and Quahog Research Group, LLC.

Allen, I. E., & Seaman, J. (2016). Online report card tracking online education in the United States. Retrieved from http://onlinelearningsurvey.com/reports/onlinereportcard.pdf

Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution. Paris: UNESCO. 

Azamnouri, N., Pishghadam, R., Naji Meidani, E. (2020). The role of emotioncy in cognitive load and sentence comprehension of language learners. Issues in Language Teaching, 9(1), 29-55. https://doi.org/10.22054/ilt.2020.51543.485

Azizi, M., & Nemati, M. (2018). Motivating the unmotivated: Making teacher corrective feedback work. Issues in Language Teaching, 7(1), 87-110. http://doi.org/10.22054/ILT.2019.42762.401

Bailey, M., Gosper, M., Ifenthaler, D., Ware, C., & Kretzschma, M. (2018). On-campus, distance or online? Influences on student decision-making about study modes at university. Australasian Journal of Educational Technology, 34(5), 72–85. https://doi.org/10.14742/ajet.3781.

Baker, C. (2010). The Impact of instructor immediacy and presence for online student affective learning, cognition, and motivation, Journal of Educators Online, 7(1), 1-30.

Baranik, L. E., Wright, N. A., & Reburn, K. L. (2017). Mentoring relationships in online classes, The Internet and Higher Education, 34, 65-71, https://doi.org/10.1016/j.iheduc.2017.05.001.

Bettinger, E. P., Fox, L., Loeb, S., & Taylor, E. S. (2017). Virtual classrooms: How online college courses affect student success. American Economic Review, 107(9), 2855–2875. https://doi.org/10.1257/aer.20151193.

Bote-Lorenzo, M. L., & Gomez-Sanchez, E. (2017). Predicting the decrease of engagement indicators in a MOOC. In A. Wise, P. H. Winne, & G. Lynch (Chairs), Proceedings of the seventh international conference on learning analytics & knowledge (pp. 143-147). doi: 10.1145/3027385.3027387

Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004.

Chen, Y. L., & Hsu, C. C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers & Education, 154, 1-15. https://doi.org/10.1016/j.compedu.2020.103910

Cho, M. H., Kim, Y., & Choi, D. (2017). The effect of self-regulated learning on college students’ perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher Education, 34, 10–17. https://doi.org/10.1016/j.iheduc.2017.04.001.

Dietz-­Uhler, B., Fisher, A., & Han, A. (2008).  Designing   courses   to   promote   student   retention. Journal of Educational Technology Systems, 36(1) 105-­112.

Ellis, R. (1999). Task-based language learning and teaching. Oxford: Oxford University Press.

Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education, 45, 100710, https://doi.org/10.1016/j.iheduc.2019.100710.

Graham, E. E., West, R., & Schaller, K. A. (1992). The association between the relational teaching approach and teacher job satisfaction, Communication Reports, 5, 11-22.

Gunter, G. A. (2007). The effects of the impact of instructional immediacy on cognition and learning in online classes, International Journal of Social Sciences, 2, 196-202.

Guo, S., & Mollering, M. (2016). The implementation of task-based teaching in an online Chinese class through web conferencing. System, 62, 26-38.

Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, 270–284. https://doi.org/10.1016/jcompedu.2016.01.014

Kucuk, M. (2009). Teacher immediacy behaviors and participation in computer mediated communication. Turkish Online Journal of Distance Education, 10(2), 225-235.

Lakhal, S., De Sherbrooke, U., & Bateman, D. (2017). Blended synchronous delivery mode in graduate programs: A literature review and its implementation in the master teacher program. Collected Essays on Learning and Teaching 10, 47–60. https://doi.org/10.22329/celt.v10i0.4747.

Martín-Gutierrez, J., Mora, C. E., Anorbe-Díaz, B., & Gonzalez-Marrero, A. (2017). Virtual technologies trends in education. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 469–486

Miller, A. N., Katt, J. A., Brown, T., Sivo, S. A. (2014). The relationship of instructor self-disclosure, nonverbal immediacy, and credibility to student incivility in the college classroom, Communication Education, 63, 1-16.

Raes, A., Vanneste, P., Pieters, M., Windey, I., Den Noortgate, W. V., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes, Computers & Education, 143, 103682, https://doi.org/10.1016/j.compedu.2019.103682.

Ramsey, D., Evans, J., & Levy, M. (2016). Preserving the seminar experience. Journal of Political Science Education, 12(3), 256–267. https://doi.org/10.1080/15512169.2015.1077713.

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701, https://doi.org/10.1016/j.compedu.2019.103701.

Song, H., Kim, J., & Luo, W. (2016). Teacher-student relationship in online classes: A role of teacher self-disclosure. Computers in Human Behavior, 54, 436-443. https://doi.org/10.1016/j.chb.2015.07.037

Stoltz, M., & Bryant, K. (2013).  Does the amount and relevance of teacher self-disclosure affect student cognitive learning? In P. Dixon (Ed.), Proceedings of the Georgia Communication Association Convention No. 83 (pp. 11-16), Georgia Communication Association, Inc.

Tseng, W. T., Liou, H. J., & Chu, H. C. (2020). Vocabulary learning via virtual environments: Learner autonomy and collaboration. System, 88, 102190. https://doi.org/10.1016/j.system.2019.102190

Vesisenaho, M., Juntunen, M., Hakkinen, P., Poysa-Tarhonen, J., Fagerlund, J., Miakush, I., & Parviainen, T. (2019). Virtual reality in education: Focus on the role of emotions and physiological reactivity. Journal of Virtual Worlds Research, 12(1), 1–15.

Weitze, C. L. (2015). Pedagogical innovation in teacher teams: An organizational learning design model for continuous competence development. In A. Jefferies, & M. Cubric (Eds.). Proceedings of 14th European Conference on e-Learning ECEL-2015 (pp. 629-638). Reading: Academic Conferences and Publishing International.

Xu, D., & Jaggars, S. S. (2013). The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system. Economics of Education Review, 37, 46–57. https://doi.org/10.1016/j.econedurev.2013.08.001.

Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633–659. https://doi.org/10.1080/00221546.2014.11777343.