While the outcome of the COVID-19 pandemic was largely the same across higher education institutions (HEI) -- a rapid transition to online teaching and learning (OTL) -- the processes and institutional support leading to this transition varied greatly. As such, the perception and anxieties experienced by faculty warrant exploration as these…

This study explored parents' perceptions pertaining to online learning in the state of Qatar during COVID-19 pandemic. Six hundred and eighty-eight parents were surveyed, and data was analyzed statistically using SPSS 28.0. Findings suggest that parents perceived online learning positively only when a set of conditions coexisted, including…

The present study was undertaken to obtain a clearer picture of teachers' online instructional delivery and identify difficulties that might require intervention. Specifically, the following research questions are addressed: (1) What are teachers' practices to promote learning in a fully online learning space? (2) What challenges do teachers…

Demand for online courses continues to grow. To remain competitive, higher education institutions must accede to this demand while ensuring that academic rigor and integrity are maintained. The authors teach introductory Fundamentals of Financial and Managerial Accounting courses online. Previously, there was no proctoring of the exams. Prior…

Although instructors in higher education are oftentimes content matter experts, they may not have received training on instructional design or inclusive practices, such as Universal Design for Learning. However, instructors may serendipitously implement aspects of UDL without full knowledge of the framework. This qualitative study used sensemaking…

COVID-19 led to an increase in online higher education courses. With this increase in demand, there needs to be online support to foster students' academic success. Online academic student support is often provided to students to assist them in developing the skills and knowledge to successfully complete their courses. However, it remains unclear…

Generative AI presents significant opportunities for instructional designers to create content and personalize online learning environments. Alongside its benefits, generative AI also poses ethical considerations and potential risks, such as perpetuating biases or disrupting the learning process. Navigating these complexities requires an approach…

Students enrolled in online courses tend to be less successful as measured by the rate of A's, B's, and C's than students enrolled in face-to-face courses. Yet little work has been done addressing whether these gaps vary depending on students' broader relationship with the university, including whether they are degree-seeking students and whether…

Building and testing a framework of interactive and indirect predictors of student satisfaction would help us understand how to improve student online learning experience. The current study proposed that external predictors such as poor technological, environmental, and pedagogical factors would be internalized as negative psychological traits and…

This research investigated the potential of learning analytics (LA) as a tool for identifying and evaluating K-12 student behaviors associated with active learning when using video learning objects within an online learning environment (OLE). The study focused on the application of LA for evaluating K-12 student engagement in videobased…

Although opportunities for online learning in higher education have increased, variations in the quality of online teaching are likely. Instructors at some institutions might be new to online teaching and/or may lack the necessary supports for creating successful virtual learning environments. Therefore, the purpose of this qualitative study was…

In higher education, motivational factors are considered one of "the strongest predictors of academic performance" (Honike et al., 2020, p. 1). A meta-analysis of face-to-face (f2f) courses (Richardson et al., 2012) supports these claims, finding a strong correlation between performance self-efficacy and academic performance (r = 0.59),…

Social presence is one key factor for successful learning in socio-constructivist learning environments, such as in online-courses based on the Community of Inquiry Framework. Teachers need easily interpretable and pedagogically relevant information to monitor social presence and to intervene if needed while a course is running. Social network…

Since most schools and learners had no choice but to learn online during the pandemic, online learning became the mainstream learning mode rather than a substitute for traditional face-to-face learning. Given this enormous change in online learning, we conducted a systematic review of 191 of the most recent online learning studies published during…

The COVID-19 pandemic reinforced the importance of supporting students' comprehensive well-being when teaching online. One promising approach is formative or whole-person education, which emphasizes wholeness, purpose, and community. We created a scale using a polytomous Item Response Theory modeling approach, measuring the extent to which…