Gunawardena et al.'s (1997) Interaction Analysis Model (IAM) is one of the most frequently employed frameworks to guide the qualitative analysis of social construction of knowledge online. However, qualitative analysis is time consuming, and precludes immediate feedback to revise online courses while being delivered. To expedite analysis with a…

Since e-learning has become popular in recent years, research studies have been conducted about which instructional methods are the most effective in online learning environments. The purpose of this study is to investigate one promising method by applying the flipped classroom model to a Medical Terminology Course. This course was provided fully…

The purpose of this study was to examine the effect of interactive online learning tools on college student learning using flow as the guiding perspective. Study 1 was conducted to test the effect of online interactivity manipulated by dynamic visual learning tools on student's flow experience, level of telepresence, actual performance on tests,…

This quantitative study examined the effects of an online synchronous orientation on the final grade of students enrolled in a first-term online class. The multifactor orientation focused on several factors which are thought to contribute to online student success, including organizational skills, goal setting, orientation to the online classroom,…

The COVID-19 global pandemic resulted in the cancellation of face-to-face classes in Mexico, as it did across the world. This paper focuses on the experiences of 75 rural teachers in Mexico, who represent a minority in a country where approximately 80% of the population lives in urban areas. An online survey was administered to participants, who…

Gamification is an innovative pedagogical strategy where digital games are used in an educational setting and as an aid to learning. Recent publications on gamification in the classroom investigate the concept of "meaningful gamification," where, in line with Ryan and Deci's self-determination theory, competency, autonomy, and…

This article describes findings from the "Survey of Student Perceptions of Remote Teaching and Learning," which was administered to a random national sample of 1,008 U.S. undergraduates taking for-credit college courses that began with in-person classes and shifted to remote instruction in spring 2020. Course satisfaction levels were…

The COVID-19 pandemic required educators and learners to shift to emergency remote instruction, often with little prior notice. To understand how teachers managed the transition, from April to September 2020 we surveyed nearly 1,500 instructors from 118 countries. Using cluster analysis, we have detected two readily distinguishable groups of…

Online learning is now a common practice in higher education. Because of the continued online enrollment growth, higher educational institutions must prepare faculty throughout their teaching career for learning theory, technical expertise, and pedagogical shifts for teaching in the online environment. This study presents best practices for…

Online education continues to grow, bringing opportunities and challenges for students and instructors. One challenge is the perception that academic integrity associated with online tests is compromised due to undetected cheating that yields artificially higher grades. To address these concerns, proctoring software has been developed to address…

Nonterm, direct assessment competency-based education (CBE) represents a significant reimagining of the structure of higher education. By regulating students' progress through the program based on their mastery of tightly defined competencies rather than on the time spent learning them, this learning environment affords students far greater…

While all higher education was affected by the COVID-19 pandemic, study abroad programs were uniquely challenged by the associated restrictions and limitations. This case study integrates a Collaborative Online International Learning (COIL) pedagogy approach and virtual reality (VR) technologies into the curriculum redesign process to transform a…

This study was designed to explore how the electronic learning community (eLC) process at an established state virtual high school (SVHS) supported new and veteran online high school teachers through the communities of practice (CoP) framework. Specifically, this study focused on the institutionally-driven nature of the eLC process, using Wenger's…

To fully understand teaching presence and its implications for the intellectual climate of an online classroom it is necessary to explore the phenomenon from the perspective of the instructors who experience it. Informed by the theoretical perspective of the Community of Inquiry (CoI) model, the actions, intentions and perceptions of instructors…

Prior to the COVID-19 emergency, some faculty resisted the move to digital learning formats due to concerns for student equity or that engagement would suffer. The purpose of this study was to understand how faculty adapted their courses during the rapid shift to remote and online learning in the spring of 2020, and to understand the role of…