Books
Cleveland-Innes, M., Stenbom, S., & Garrison, R., Eds. (in process). The design of digital learning environments: Online and blended applications of the Community of Inquiry. Routledge.
Cleveland-Innes, M. & Garrison, D. R. (2021). An introduction to distance education: Understanding teaching and learning in a new era, 2nd edition. New York, N.Y.: Routledge. Retrieved from https://www.routledge.com/An-Introduction-to-Distance-Education-Understanding-Teaching-and-Learning/Cleveland-Innes-Garrison/p/book/9781138054417
Cleveland-Innes, M. (2018). Guide to blended learning. Vancouver, BC: Commonwealth of Learning. Retrieved from http://hdl.handle.net/11599/3095
Ostashewski, N., Cleveland-Innes, M., & Howell, J., Editors. (2016). Handbook of research on optimizing K-12 education through online and blended learning. Hershey, PA.: IGI Global. DOI: 10.4018/978-1-5225-0507-5
Vaughan, N., Cleveland-Innes, M. & Garrison, R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Alberta, Canada: AU Press. Retrieved from https://www.aupress.ca/books/120229-teaching-in-blended-learning-environments/
Book chapters
Telli, E., Sarsar, F. & Cleveland-Innes, M. (2022). Emotional presence in online learning. In Durak, G. & Çankaya, S. (Eds), Managing and Designing Online Courses in Synchronous and Asynchronous Environments. Hershey, PA: IGI Global. DOI: 10.4018/978-1-7998-8701-0.ch017
Cleveland-Innes, M., Ostashewski, N., & Wilton, D. (2020). Understanding TELMOOC design and the learner experience. In Technology-Enabled Learning: Policy, Pedagogy and Practice, Vancouver, BC: Commonwealth of Learning. Retrieved from http://hdl.handle.net/11599/3655
Cleveland-Innes, M. (2020). The Community of Inquiry theoretical framework: Designing collaborative online and blended learning. In Helen Beetham and Rhona Sharpe (Eds.). Rethinking pedagogy for a digital age: Designing for 21st century learning, Chapter 5. Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781351252805-6/community-inquiry-theoretical-framework-martha-cleveland-innes
Cleveland-Innes, M. (2020). Student demographic change and pedagogical issues in higher education. In Slowey, M., Schuetze, H., Zubrzycki, T. (Eds)., Inequality, Innovation and Reform in Higher Education. Lifelong Learning Book Series, Vol 25. Springer, Cham. DOI: https://doi.org/10.1007/978-3-030-28227-1_11
Cleveland-Innes, M. & Ostashewski, N. (2019). MOOCs: Past, present, future. In M. Ally, Ed. MOOCs of Malaysia. New York, NY: Routledge. Retrieved from https://www.routledge.com/The-Impact-of-MOOCs-on-Distance-Education-in-Malaysia-and-Beyond/Ally-Embi-Norman/p/book/9780367661281
Mishra, S., Cleveland-Innes, M., & Ostashewski, N. (2019). Capacity building of teachers: A case study of the technology-enabled learning massive open online courses. In K. Zhang & C. Bonk (Eds.), MOOCs and open education across emerging economies: Challenges, successes, and opportunities. New York, NY: Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9780429398919-17/capacity-building-teachers-sanjaya-mishra-martha-cleveland-innes-nathaniel-ostashewski
Cleveland-Innes, M., Garrison, D.R., & Vaughan, N., (2018). The Community of Inquiry theoretical framework: Implications for distance education and beyond. In Michael G. Moore (Ed.), Handbook of Distance Education. New York, NY: Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315296135-6/community-inquiry-theoretical-framework-martha-cleveland-innes-randy-garrison-norman-vaughan
Stenbom, S., Cleveland-Innes, M., & Hrastinski, S. (2016). Online coaching as teacher training: Using a relationship of inquiry framework. In Ostashewski, N., Cleveland-Innes, M., & Howell, J. (Eds.), Handbook of research on optimizing K-12 education through online and blended learning. Hershey, PA. IGI Global. DOI: 10.4018/978-1-5225-0507-5.ch001
Cleveland-Innes, M., Hrastinski, S., Balter, O., & Wiseman, C. (2015). Faculty, teaching with technology, and leadership. In Ally, M. (Ed.), International Handbook of eLearning. Hershey, PA., IGI Global. DOI: https://doi-org.libproxy1.nus.edu.sg/10.4324/9781315760933
Cleveland-Innes, M. (2013). Teaching in an online community of inquiry: Student, faculty, and institutional adjustment in the new higher education. In Akyol, Z. & Garrison, R.D. (Eds.) Educational communities of inquiry: Theoretical framework, research and practice, (pp. 389-400). Hershey, PA, USA: IGI Global. DOI: 10.4018/978-1-4666-2110-7.ch019
Reports
Cleveland-Innes, M., Ostashewski, N., Wilton, D., & Jensen-Tebb, C. (2022). Report of the Massive Open Online Course on Leading Change in Teaching and Learning for a Digital World. Retrieved from http://oasis.col.org/bitstream/handle/11599/4060/2022_Cleveland-Innes_Ostashewski_MOOC_Leading_Change_Teaching_Learning_Digital_World_Report.pdf?sequence=1
Cleveland-Innes, M., Ostashewski, N., Wilton, D., & Jensen-Tebb, C. (2022). Report of the Massive Open Online Course on Blended Learning Practice. Retrieved from http://hdl.handle.net/11599/4050
Relevant peer reviewed journal articles
Håkansson Lindqvist, M. , Mozelius, P. , Jaldemark, J. & Cleveland-Innes, M. (submitted). Higher education transformation toward lifelong learning in a digital era - A systematic literature review. Higher Education and Lifelong Learning.
Lock, J., Lakhal, S., Cleveland‐Innes, M., Arancibia, P., Dell, D., & De Silva, N. (2021). Creating technology‐enabled lifelong learning: A heutagogical approach. British Journal of Educational Technology, 52(4), 1646-1662. DOI: https://doi.org/10.1111/bjet.13122
Cleveland-Innes, M., Gauvreau, S., Richardson, G., Mishra, S., & Ostashewski, N. (2019). Benefits and challenges of technology-enabled learning using the Community of Inquiry theoretical framework. International Journal of E-learning and Distance Education 34(1). Retrieved from: http://www.ijede.ca/index.php/jde/article/view/1108
Matheos, K., & Cleveland-Innes, M. (2018). Blended learning: Enabling higher education reform. Revista Eletrônica de Educação, 12(1), 238-244. DOI: https://doi.org/10.14244/198271992524
Hrastinski, S., Cleveland‐Innes, M., & Stenbom, S. (2018). Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills. British Journal of Educational Technology, 49(1), 127-136. DOI: https://doi.org/10.1111/bjet.12525
Stenbom, S., Cleveland-Innes, M., & Hrastinski, S. (2016). Emotional presence in a relationship of inquiry: the case of one-to-one online math coaching. Journal of Online Learning, 20(1). Retrieved from http://www.learntechlib.org/p/193360/
Cleveland-Innes, M. & Gauvreau, S. (2015). Faculty role change: Adjustment to the influence of online teaching and learning. European Journal of Open, Distance, and eLearning, EDEN Special Issue, 134-144. Retrieved from https://www.eden-online.org/proc-2485/index.php/PROC/article/view/1296
Bälter, O., Cleveland-Innes, M., Pettersson, K., Scheja, M., & Svedin, M. (2013). Student approaches to learning in relation to online course completion. Canadian Journal of Higher Education, 43(3), 1-18. DOI: https://doi.org/10.47678/cjhe.v43i3.184673
Burkle, M., & Cleveland-Innes, M. (2013). Defining the role adjustment profile of learners and instructors online. Journal of Asynchronous Learning Networks, 17(1), 73-87. Retrieved from https://eric.ed.gov/?id=EJ1011383
Cleveland-Innes, M., Ally, M., Wark, N., & Fung, T. (2013). Emotional presence and mobile learning: Learner-driven responses in a wireless world. European Journal of Open and Distance eLearning. Retrieved from: https://old.eurodl.org/?p=special&sp=articles&inum=5&article=623
Hurst, D., Cleveland-Innes, M., Hawranik, P., & Gauvreau, S. (2013). Online graduate student identity and professional skills development. Canadian Journal of Higher Education, 43(3), 36-55. DOI: https://doi.org/10.47678/cjhe.v43i3.184674
Stenbom, S., Hranstinski, S. & Cleveland-Innes, M. (2012). Student-student online coaching as a relationship of inquiry: An exploratory study from the coach perspective. Journal of Asynchronous Learning Networks, 16(5). Retrieved from https://www.learntechlib.org/p/113587/
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269-292. https://doi.org/10.19173/irrodl.v13i4.1234
Ally, M., Cleveland-Innes, M. & Wiseman, C. (2010). Managing innovative distance education projects in a telework environment. Canadian Journal of Distance Education, 24(1), 1-20. Retrieved from https://www.ijede.ca/index.php/jde/article/view/638