References
Akkerman, S., Admiraal, W., & Huizenga, J. (2009). Computers & Education, 52(2), 449-459. https://doi.org/10.1016/j.compedu.2008.09.014
Al-Harthi, A. (2005). Distance education experiences of Arab Gulf students in the United States: A cultural perspective. International Review of Research in Open and Distance Learning, 6(3), 1-14.
Almuhareh, M. (2020). The impact of gamification and individual differences on second language learning among first-year female university students in Saudi Arabia. Simulation & Gaming, 52(6). https://doi.org/10.1177/10468781211056511
Argyle, M., & Dean, J. (1965). Eye contact and distance affiliation. Sociometry, 28(3), 289-304.
Armstrong, M. B., & Landers, R. N. (2017). An evaluation of gamified training: Using narrative to improve reactions and learning. Simulation & Gaming, 1–26. https://doi.org/10.1177/1046878117703749
Aura, I, Hassan, L., & Hamari, J. (2021). Teaching within a Story: Understanding storification of pedagogy. International Journal of Educational Research (106),101728 https://doi.org/10.1016/j.ijer.2020.101728
Bellés-Calvera, Lucía, and Ana-Isabel Martínez-Hernández. “Slave Away or Get Away: Escape Rooms as Motivational Tools for Learning English in the CLIL History Classroom in
Higher Education.” Latin American Journal of Content & Language Integrated Learning,
vol. 15, no. 1, Jan. 2022, pp. 1–25.
Berry, S. (2019). Faculty Perspectives on Online Learning: The Instructor’s Role in Creating Community. Online Learning (Newburyport, Mass.), 23(4). https://doi.org/10.24059/olj.v23i4.2038
Borup, J., West, R. & Graham, C. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15, 195-203. http://dx.doi.org/10.1016/j.iheduc.2011.11.001
Bruner, J. (1990). Acts of meaning. Harvard University Press.
Deci, E.L., & Ryan, R.M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
Dickey, M.D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game-based learning environment. British Journal of Educational Technology, 42(3), 456-469. https://doi.org/10.1111/j.1467-8535.2009.01032.x
DiGiacomo, D.K., Usher, E.L., Han, J., Abney, J.M., Cole, A.E. & Patterson, J.T. (2023). The benefits of belonging: Students’ perceptions of their online learning experiences. Distance Education, 44(1), 24-39. doi: 10.1080/01587919.2022.2155615
English, M. (2023). Language, Identity and Learning in the Online ESL College Classroom: Using Technology to Enrich a Culturally Responsive Learning Environment [Unpublished manuscript]. Murray State University.
English, M. (2024). The great escape: Cultivating community online with technology. TESOL Virtual, Online, April 11-12.
Estrella, F. (2023). An analysis of the Impact of Social Networking Sites on Students’ Performance in English as a Foreign Language. The case of Ecuadorian polytechnic undergraduate students. Journal of Educational Technology Systems, 52(1), 96-116. DOI: 10.1177/00472395231180278
Garrison, D. R. (2009). Communities of inquiry in online learning. In P. L. Rogers (Ed.), Encyclopedia of distance learning (2nd ed., pp. 352–355). Hershey, PA: IGI Global.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Garza, T., Huerta, M., García, H. A., & Lau, J. (2021). Exploring sense of belonging, socioacademic integrative moments, and learning communities related to ELs’ persistence based on reenrollment decisions in community colleges. Community College Review, 49(1), 30–51. https://doi-org.eznvcc.vccs.edu/10.1177/0091552120964873
Gehlbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntyre, J., & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement. Journal of Educational Psychology, 108(3), 342-352. http://dx.doi.org/10.1037/edu0000042
Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26. https://doi.org/10.1080/08923649709526970
Guo, J. G., Kim, J., Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In: Proceedings of the First ACM Conference on Learning@ Scale Conference (pp. 41-50). New York, NY: Association for Computing Machinery. https://doi.org/10.1145/2556325.2566239
Hammond, Z.L. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
Hannans, J. (2016, January 29). Virtual field trips with VoiceThread Mobile. [Blog post]. Retrieved from https://jaimeahannans.com/uncategorized/virtual-field-trips-with-voicethread-mobile/
Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education: An International Journal, 14, 319-330. http://dx.doi.org/10.1007/s11218-011-9152-4
Heyward, P. (2010). Emotional engagement through drama: Strategies to assist learning through role-play. International Journal of Teaching and Learning in Higher Education, 22(2), 197–204. http://www.isetl.org/ijtlhe/pdf/IJTLHE751.pdf
Jose, K. (2021). “Google and me together can read anything.” Online reading strategies to build independent readers in the ESL classroom. Journal of Language and Linguistic Studies, 17, (2), 896-914. https://www.jlls.org/index.php/jlls/article/view/2543
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Kim, J., & Kim, V. (2024). Unraveling the connections: English proficiency, motivational orientations, and online community engagement among ESP students. English Teaching, 79(10), 25-48.
Kreijns, K., Xu, K., & Weidlich, J. (2021). Social presence: Conceptualization and measurement. Educational Psychology Review, 34(1), 139-170.
Le, Linh T. (2020). “A Real Game-Changer in the ESL Classroom? Boosting Vietnamese Learner Engagement with Gamification.” Computer-Assisted Language Learning Electronic Journal, 21(3), 198-212.
Lei, S.A. (2015). Revisiting virtual field trips: Perspectives of college science instructors. Education, 135(3), 323-327.
Lowenthal, P. R., & Trespalacios, J. (2022). Classroom community and time: Comparing
students’ perceptions of classroom community in traditional vs. accelerated online courses. Online Learning, 26(4), 59-77. DOI: 10.24059/olj.v26i4.3498
Malone, T.W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. Xerox Palo Alto Research Center, Cognitive and Instrucitonal Sciences Series.
Malone, T.W. (1981) Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333-369. https://doi.org/10.1207/s15516709cog0504_2
Manzano-León, A., Camacho-Lazarraga, P., Guerrero. M.A., Guerrero-Puerta, L., Aguilar-Parra, J.M., Trigueros, R., & Alias, A. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustainability,13(4). https://doi.org/10.3390/su13042247
Mayer, R.E., Fiorella, L. & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research Development, 68, 837–852. https://doi.org/10.1007/s11423-020-09749-6
McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23. https://doi.org/10.1002/1520-6629(198601)14:1<6::AID-JCOP2290140103>3.0.CO;2-I
Murphy-Bowne, M. J. (2023). A Liquid Syllabus: A Visual Starting Point. In J. Lee, W. Huang, X. Chen, F. Rodrigues, L. Okan, S. Beene, C. Huilcapi-Collantes (Eds.), Connecting & Sharing: The Book of Selected Readings (pp.128-139). International Visual Literacy Association. https://doi.org/10.52917/ivlatbsr.2023.019
Pacansky-Brock, M. (2014, August 13). The liquid syllabus: Are you ready? [blog post]. https://brocansky.com/2014/08/the-liquid-syllabus-are-you-ready.html
Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (2020). Humanizing online teaching to equitize higher education. Current Issues in Education, 21(2). Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1905
Pham, C.K., Cong, S.L., & Wan, R. (2023). Investigation into undergraduates’ experiences of social presence dimensions in online learning. International Journal of Emerging Technologies in Learning,18(14), 24-38, https://doi.org/10.3991/ijet.v18i14.38193
Piipponen, O., & Karlsson, L. (2019). Children encountering each other through storytelling: Promoting intercultural learning in schools. The Journal of Educational Research, 112(5), 590–603. https://doi.org/10.1080/00220671.2019.1614514
Provenzo, E.P. (1991). Video kids: Making sense of Nintendo. Harvard University Press.
Richardson, J.C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88.
Rogers, P., & Lea, M. (2005). Social presence in distributed group environments: The role of social identity. Behavior & Information Technology, 24(2), 151-158.
Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. Internet and Higher Education, 5(4), 319–332.
http://dx.doi.org/10.1016/S1096-7516(02)00130-6
Rovai, A. P. (2003). Strategies for grading online discussions: Effects on discussions and
classroom community in Internet-based university courses. Journal of Computing in
Higher Education, 15(1), 89–107. http://dx.doi.org/10.1007/BF02940854
Sailsman, Sonique. (2020). ESL Students Learning Online: A Review of Literature. Quarterly Review of Distance Education, 21(1), 45–51.
Sheldon, L. (2011). The Multiplayer Classroom: Designing Coursework. Cengage Learning PTR.
Shiau, M., & Wright, K. (2022). Building Community through a Technology-Driven Curriculum during Covid-19. COABE Journal: The Resource for Adult Education, 179–184.
Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons.
Stephens de Jonge, J., & Labrador, B. (2020). Fostering critical thinking and motivation through digital escape rooms: Preliminary observations. In M. Hauck & A. Müller-Hartmann (Eds.), Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference (pp. 157-164). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.46.1141
Tang, J., & Prestopnik, N. R., "Effects of Framing on User Contribution: Story, Gameplay and Science" (2017). AMCIS 2017 Proceedings. 4. https://aisel.aisnet.org/amcis2017/HumanCI/Presentations/4
Tapanes, M.A., Smith, G.G., & White, J.A. (2009). Cultural diversity in online learning: A study of the perceived effects of dissonance in levels of individualism/collectivism and tolerance of ambiguity. Internet and Higher Education, 12(1), 26-34.
Thompson, A.A. (2022). Using a class Whatsapp group with EAP students: Sense of community, benefits, and challenges. Dissertation. University of Florida.
Wiener, M., & Mehrabian, A. (1968). Language within language: Immediacy, a channel in verbal communication. New York: Appleton
Yang, H., Kim, J., Kelly, S., & Merrill Jr, K. (2022). Learning in the online classroom: Exploring the unique influence of social presence dimensions. Communication Studies, 73(3), 245–262. https://doi.org/10.1080/10510974.2022.2074491
Young, V. A., Barrett, R., Young-Rivera, Y., & Lovejoy, K.B. (2014). Other People’s English: Code-Switching, Code-Meshing and African American Literacy. Teachers College Press.
