Evidence map›Paper›PMID 36619452›Full record

ArticleHeliyon2022

Student and teacher perceptions of community of inquiry in hybrid virtual classrooms.

Tjark Huizinga, Anne Lohuis, Judith Zwerver-Bergman, Rosalien van der Meer

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Heliyon, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Tjark HuizingaSaxion University of Applied Sciences, School of Education, Department of Innovative and Effective Education, P.O. Box 70.000, 7500KB, Enschede, the Netherlands.
Anne LohuisSaxion University of Applied Sciences, Saxion Parttime School, Department of Quality Management and Research, P.O. Box 70.000, 7500KB, Enschede, the Netherlands.
Judith Zwerver-BergmanSaxion University of Applied Sciences, Education and Student Support, Teaching and Learning Centre / School of Health, P.O. Box 70.000, 7500KB, Enschede, the Netherlands.
Rosalien van der MeerSaxion University of Applied Sciences, School of Education, Department of Innovative and Effective Education, P.O. Box 70.000, 7500KB, Enschede, the Netherlands.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The COVID-19 period forced (higher) educational institutions to come up with new ways to offer courses. This study focuses on hybrid virtual classrooms, which are learning environments that provide learning activities, guided by a teacher, to both

Indexed as

Distance education and online learningEducational presencesLearning spacesTeaching/learning strategies

Identifiers

PMID36619452
PMCPMC9813719

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.