Cheryl Amundsen
TitleCited byYear
Are we asking the right questions? A conceptual review of the educational development literature in higher education
C Amundsen, M Wilson
Review of educational research 82 (1), 90-126, 2012
The evolution of theory in distance education
C Amundsen
Theoretical principles of distance education 61, 79, 1993
Evaluating university teaching: Time to take stock
A Saroyan, C Amundsen
Assessment & Evaluation in Higher Education 26 (4), 341-353, 2001
Rethinking teaching in higher education: From a course design workshop to a faculty development framework
A Saroyan, C Amundsen
Stylus Publishing, LLC., 2004
Identity and agency: Pleasures and collegiality among the challenges of the doctoral journey
L McAlpine, C Amundsen
Studies in Continuing Education 31 (2), 109-125, 2009
Student motivation to learn via computer conferencing
EM Bures, PC Abrami, C Amundsen
Research in higher Education 41 (5), 593-621, 2000
Antecedents to dropout in distance education: Does one model fit all?
R Bernard, CL Amundsen
International Journal of E-Learning & Distance Education/Revue …, 2008
‘Learning supervision’: trial by fire
C Amundsen, L McAlpine
Innovations in Education and Teaching International 46 (3), 331-342, 2009
Becoming an academic
L McAlpine, G Akerlind
Macmillan International Higher Education, 2010
Identity‐trajectory: Reframing early career academic experience
L McAlpine, C Amundsen, G Turner
British Educational Research Journal 40 (6), 952-969, 2014
Doctoral education: research-based strategies for doctoral students, supervisors and administrators
L McAlpine, C Amundsen
Springer, 2011
Living and imagining academic careers
L McAlpine, C Amundsen, M Jazvac-Martek
Becoming an academic: International perspectives. London: Palgrave Macmillan …, 2010
Motivation to learn via computer conferencing: Exploring how task-specific motivation and CC expectations are related to student acceptance of learning via CC
EM Bures, CC Amundsen, PC Abrami
Journal of Educational Computing Research 27 (3), 249-264, 2002
Practice-centred inquiry: Developing more effective teaching
C Amundsen, D Gryspeerdt, K Moxness
The Review of Higher Education 16 (3), 329-353, 1993
Academic communities and developing identity: The doctoral student journey
L McAlpine, C Amundsen
Global issues in higher education, 57-83, 2007
Concept mapping to support university academics’ analysis of course content
C Amundsen, C Weston, L McAlpine
Studies in Higher Education 33 (6), 633-652, 2008
Challenging the taken-for-granted: How research analysis might inform pedagogical practices and institutional policies related to doctoral education
L McAlpine, C Amundsen
Studies in Higher education 37 (6), 683-694, 2012
Institutional support for peer contact in distance education: An empirical investigation
CL Amundsen, RM Bernard
Distance Education 10 (1), 7-27, 1989
Assumptions underlying workshop activities
A Saroyan, C Amundsen, L McAlpine, C Weston, L Winer, T Gandell
Rethinking teaching in higher education, 15-32, 2004
Incorporating theories of teacher growth and adult education in a faculty development program
A Saroyan, C Amundsen, C Li
To improve the academy 16 (1), 93-115, 1997
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