The Postsecondary Teaching with Technology Collaborative (the Collaborative) is currently researching the obstacles students face in online STEM courses and the ways that institutions and instructors can better support these students. As part of this research program, the authors conducted qualitative research in partnership with six community…

The COVID pandemic was an unprecedented event declared a worldwide pandemic in March 2020, which caused a disruption among the graduate students and faculty instructors of colleges and universities nationwide. The purpose of this instrumental qualitative case study was to explore the challenges brought about by the phenomenon faced by faculty…

In this chapter, we explore how faculty employ the use of gamification and game-based learning environments (GBLE) in postsecondary education. Gamification refers to the use of game-design elements while game-based learning refers to the use of digital education games. Both are increasingly popular instructional practices and, in this chapter, we…

The aim of this dissertation is to determine the professional readiness of instructional designers as they develop and implement online course elements that support student self-regulated learning development. The increasing popularity of online education amongst college students has created a rift between faculty and students. Faculty at this…

Higher education faculty's autonomous support of online teaching can promote students engagement in online context. This study collected 492 Chinese university students' survey questionnaires and applied structural equation model to measure their teacher autonomy support, self-efficacy, self-regulated learning (SRL), and online learning…

This study examines lifelong learning as it pertains specifically to professional growth for university educators in Kuwait. Moreover, it looks at how self-directed and lifelong learning are interrelated. The findings of this study indicate a significant direct relationship between lifelong learning factors, including motives, attitudes, and…

Adult learners, including those who are employed at least part-time, have children or other family responsibilities, and are older than 25 years can benefit from the flexibility and convenience of online courses. In community colleges, adult learners enroll in online courses at a higher rate than in-person courses, but their success rates are low,…

Equity, diversity, and inclusion (EDI) gaps persist in science, technology, engineering, and math (STEM) fields, as demonstrated by the discrimination, stereotyping, and inequities that historically and persistently marginalized groups face. Recognition of this gap led a transdisciplinary team to develop foundational-level e-learning modules,…

The third wave of the COVID-19 pandemic has made every higher education institution in Taiwan implement online learning. Given the circumstance, supporting students in their online self-regulated learning (SRL) became more critical to enabling students' learning maintenance and learning success. The present study explores the impact of instructor…

This article is a reflection on my online teaching at the advent of the COVID-19 pandemic. The aim is to provide strategies to integrate transformative pedagogical practices with online teaching platforms. The methodological framework for the article is reflective practice. I reflect on my online teaching of an English language module, pay…

Assessment and feedback have been intensively studied to promote effective learning. However, less attention is given on its role in self-directed learning (SDL) context. Despite being recognised as a powerful educational tool, critical examination of SDL and assessment and feedback literature reveals that these bodies of literature rarely…

Background/purpose: The integration of ChatGPT in education shows great potential, but its success depends upon educators' technological skills, their ability to adapt to new teaching tools, and a willingness to embrace AI as part of their instructional strategies. This qualitative study investigates the integration of AI, specifically ChatGPT,…

As a result of the COVID-19 pandemic, many institutions had shifted to primarily online teaching during the 2020- 21 academic year. This case study at Brescia University College (London, Canada) investigates the experiences of faculty members who, for the most part, had never taught online prior to March 2020. It explores faculty members'…

In response to the rapidly changing realities of higher education, educators need to reconceptualise how they think about learning spaces. This paper examines how the concept of connected learning space may better represent the learning experiences of postgraduate students than paradigms of physical and/or virtual space. Eleven focus groups,…

The present study examined whether different types of teacher feedback in a university flipped classroom pre-class activity could improve students' self-regulated learning skills, learning performance, and learning satisfaction. In a repeated measures design (N = 31) the teacher gave a different type of feedback (no feedback vs. cognitive feedback…