Connectivist learning theory has been widely discussed with higher-order thinking skills and critical reflection in online learning environments. Yet it is unclear how students negotiate their own identity within an academic collective learning context. To gain insights into the interrelations of learner identity, i.e. construction of learner…

This study examines the role of student-teacher relations on science self-efficacy and science anxiety in face-to-face and distance education. The sample consisted of 309 students attending eighth grade in four different public lower-secondary schools in Turkey and was analyzed using a descriptive model. Student-teacher relation (STR), science…

Silence is a common phenomenon in language learning where students stay silent, and it is potentially frustrating to instructors and not conducive to the foreign language input and output necessary for ongoing classroom-based language learning. Silence has been investigated initially in the face-to-face classroom and discussed thoroughly over the…

Muddiest point and peer instruction are evidence-based instructional practices that can be used to address student learning gaps. The purpose of this study was to determine the impact of modality (face to face or online) on student perceptions of the effectiveness of combined muddiest point and peer instruction activities in community college…

Research suggests that student engagement is a multi-faceted construct yet remains essential for student success in higher education. College students' actions, attitudes, and thoughts may serve as indicators for various levels of learning and development. Since online learning slowly emerged as a viable option in higher education, research has…

'Synchronous hybrid teaching' (SHT), defined as the concurrent delivery of online and in-person teaching, is an instructional mode employed by many schools during the COVID-19 pandemic to minimise learning loss for students who had to self-isolate at home. Since then, there have been calls for SHT to be retained as an instructional strategy…

This qualitative multiple case study attempts to capture and document the lived experiences of a group of elementary educators surrounding the COVID-19 emergency school closures of the 2019-2020 school year. The purpose of this study is to capture the observations and reactions of teachers after their experience using the Collabrify Roadmaps…

While recent studies have demonstrated the potential of automated feedback to enhance teacher instruction in virtual settings, its efficacy in traditional classrooms remains unexplored. In collaboration with TeachFX, we conducted a pre-registered randomized controlled trial involving 523 Utah mathematics and science teachers to assess the impact…

This study investigated student perceptions and preferences of Hybrid Flexible learning and equity. This research was conducted at fourteen universities with a research sample of 863 students. The cross-sectional survey design used online questionnaires and structured interviews for data collection. The collected data were then analyzed using the…

With the pivot back to on-campus teaching, many students find themselves in an unfamiliar learning environment: the lecture theatre. This can result in low rates of participation in lectures, especially with a diverse student demographic, including English as an Additional Language students. This can result in exclusion from learning for these…

In 2020 a global pandemic forced biology teaching laboratories to move to remote instructional environments. In this article, we present data on student perceptions of laboratory instruction modality as experienced pre-, during, and post-pandemic. We designed a survey to evaluate students' perception of key components of scientific critical…

Due to the COVID-19 pandemic, schools were forced to close their doors and alternative learning environments had to be established (Wyse et al., 2020). Most districts addressed this issue by creating virtual learning environments (Kaffenberger, 2021). The creation, adoption, and navigation of this new virtual environment created a plethora of…

The number of students leaving traditional face-to-face public schools and moving to online school environments continues to grow. The National Center for Educational Statistics reported that almost 300,000 K12 students were served in a fully online environment for the 2019-2020 school year (US Department of Education, n.d.). This study…

Blended learning is a driving force behind new pedagogical approaches. While many studies have shown the positive effects of blended learning on the students' learning outcomes, the extent and breadth of its sustainability remains an interesting question, given the rapid evolution and diversification of technology post COVID-19 pandemic. In this…

Blended learning allows students to have some control over the time, path, pace, and place by blending their instructional opportunities in both online and face-to-face learning environments. The problem of how students' negative perceptions of the blended learning environment negatively impacted their academic achievement is linked to the purpose…