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Correction: Unveiling the dynamics and impact of emotional presence in collaborative learning

International Journal of Educational Technology in Higher Education volume 21, Article number: 51 (2024) Cite this article

The Original Article was published on 02 July 2024

Correction: Int J Educ Technol High Educ 21, 44 (2024)

https://doi.org/10.1186/s41239-024-00477-y

In the original publication of Tan and Jung (2024), two anonymized in-text references to the authors’ own publications were not updated with full details, appearing in several occurrences as Author (2023) and Author (2012) instead of Tan (2023) and Jung et al. (2012).

The reference list remains unchanged.

The original article has been updated to rectify this error.

The publisher would like to apologize for any inconvenience caused.

References

  • Jung, I.S., Kudo, M., & Choi, S. (2012). Stress in Japanese learners engaged in online collaborative learning in English. British Journal of Educational Technology, 43(6), 1016–1029. https://doi.org/10.1111/j.1467-8535.2011.01271.x.

  • Tan, S. E. (2023). Emotional presence as a cognitive appraisal process in higher education: Scale development and validation. Issues in Educational Research, 33(1), 369–389. https://www.iier.org.au/iier33/tan.pdf.

  • Tan, S. E., & Jung, I. (2024). Unveiling the dynamics and impact of emotional presence in collaborative learning. International Journal of Educational Technology in Higher Education, 21, 44. https://doi.org/10.1186/s41239-024-00477-y.

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Author information

Authors and Affiliations

  1. Temple University, Japan Campus, 1 Chome‑14‑29 Taishido, Setagaya City, Tokyo, 154‑0004, Japan

    Siaw Eng Tan

  2. Education Research Institute, Seoul National University, 1 Gwanak‑Ro, Gwanak‑Gu, Seoul, 08826, South Korea

    Insung Jung

Authors
  1. Siaw Eng Tan
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  2. Insung Jung
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Correspondence to Siaw Eng Tan.

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The online version of the original article can be found at https://doi.org/10.1186/s41239-024-00477-y.

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Tan, S.E., Jung, I. Correction: Unveiling the dynamics and impact of emotional presence in collaborative learning. Int J Educ Technol High Educ 21, 51 (2024). https://doi.org/10.1186/s41239-024-00479-w

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  • DOI: https://doi.org/10.1186/s41239-024-00479-w