Distance learning is becoming increasingly prevalent. If education is a community affair, how do we digitally design the conditions for learning at a distance for our students? This research examines a distance learning environment within a Master's Degree course created using online discussion forums, based upon the Community of Inquiry model…

This study explored voices of early learning teachers engaged in discussions in an online outdoor play and nature pedagogy course. Three core questions were investigated that focused on early learning teachers' perceptions and practices of children's access to quality outdoor play and nature experiences. The results support previous research that…

This mixed methods study examined instructors' perceptions of self-directed learning (SDL) and the design of MOOCs to facilitate student SDL. Four instructors were selected for Zoom interviews and their MOOCs were reviewed to inform the questionnaire design. An online questionnaire was completed by 48 MOOC instructors worldwide. The findings…

Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to…

Pre-service teacher education in mental health and mental health literacy is essential to creating the conditions necessary to support the mental health and wellness of children and youth in schools. Many teachers report never having received any education about mental health, but recognize the importance of this knowledge in meeting the needs of…

Quality inclusive physical activity (PA) programmes have demonstrated vast benefits for individuals with (e.g.) and without disabilities. For example, among people with disabilities, PA participation is related to enhanced social inclusion, reduced risk for secondary health conditions, optimised physical functioning, and improved overall…

Massive Open Online Courses (MOOCs) differ from other teaching environments in both the potentially "massive" number of participants and the "open" aspect of teaching in a public forum. Early MOOC instructors have of necessity worn many hats: subject matter expert, facilitator, researcher, producer, director, and curator. These…

The popularity of online learning has boomed over the last few years, pushing instructors to consider the best ways to design their courses to support student learning needs and participation. Prior research suggests the need for instructor facilitation to provide this guidance and support, whereas other studies have suggested peer facilitation…

Universities and institutions of higher education are facing economic pressures to sustain large classes, while simultaneously maintaining the quality of the online learning environment (Deming et al., 2015). Digital learning environments require significant pedagogical shifts on the part of the teacher. This paper is a qualitative examination of…

This article provides a literature review of the research concerning the role of faculty perspectives about instructional technology. Learning management systems, massive open online courses (MOOCs), cloud-based multimedia applications, and mobile apps represent the tools and the language of academia in the 21st century. Research examined…

The purpose of this paper is to use collaborative self-study to analyze and describe our experiences of teaching about teaching in a digital, online environment. Data were gathered from reflective journal entries, emails and monthly Skype calls. Our findings indicate that the perceived disembodiment of teaching and learning online affected how we…

As an educator teaching an online course for the first time, I observed that the teachers in my class engaged in meaningful and sincere conversation and gained deep insight and greater awareness about their practice. Sincere conversation obviously differs from brief verbal exchanges operating at the surface level. It is conversation that invites…

This paper explores online instructors' perceptions on teaching experiences occurring in their own countries. The interviewees are instructors who have taught online courses for more than two years. Eleven interview transcripts, obtained from online instructors from six countries (Australia, Canada, China, United Kingdom, United States and Taiwan)…

The purpose of this research was to analyze the experience of post-secondary first time online students combining time spent in the classroom-workshop with online course access, and their interactions with instructors. In the following discussion, and following the Cleveland et al. [1] model, a comparison between the categories "student's…

Social networking tools offer opportunities for innovative, participative pedagogical practice within traditional institutional frameworks. However, tensions continue to develop within this space: between creativity and security, personal and professional identity, privacy and openness. We argue that iSchools are uniquely positioned to create…