Archive for the ‘Research’ Category


Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US

The continuous growth of online learning and its movement towards cross-border and cross-culture education has recently taken a new turn with the epic hype that currently surrounds the development of massive open online courses (MOOCs) (Beattie-Moss, 2013). This development brings to focus the experiences of international students who take online courses designed and offered within […]


Success factors for e-learning in a developing country: A case study of Serbia

In this paper, DeLone and McLean’s updated information system model was used to evaluate the success of an e-Learning system and its courses in a transitional country like Serbia. In order to adapt this model to an e-Learning system, suitable success metrics were chosen for each of the evaluation stages. Furthermore, the success metrics for […]


Massive Open Online Courses (MOOCS): Emerging Trends in Assessment and Accreditation

In 2014, Massive Open Online Courses (MOOCs) are expected towitness a phenomenal growth in student registration compared to the previous years. As MOOCs continue to grow in number, therehas been an increasing focus on assessment and evaluation. Because of the huge enrollments in a MOOC, it is impossible for the instructor to grade homework and evaluate each student. […]


Editorial: The Weakest Link -­‐-­‐Assessment and Accreditation in MOOCs

In his blog, the renowned distance educator Tony Bates makes known his utter disappointment with developments in relation to Massive Open Online Courses (MOOCs) suggesting that its proponents, “mostly Ivy League institutions in North America have simply ignored the research and evidence we already have on what works in online distance education to create MOOCs […]


Harvesting Alternative Credit Transfer Students: Redefining Selectivity in Your Online Learning Program Enrollment Leads

Several recent issues and trends in online education have resulted in consolidation of efforts for Massive Open Online Courses (MOOCs), increased Open Educational Resources (OER) in the form of asynchronous course repositories, with noticeable increases in governance and policy amplification. These emerging enrollment trends in alternative online education are highlighted as a means of tackling […]


Build It But Will They Teach?: Strategies for Increasing Faculty Participation & Retention in Online & Blended Education

The need for online and blended programs within higher education continues to grow as the student population in the United States becomes increasingly non-traditional. As administrators strategically offer and expand online and blended programs, faculty recruitment and retention will be key. This case study highlights how a public comprehensive university utilized the results of a […]


Motivation in Synchronous Hybrid Graduate Business Programs: A Self-Determination Approach to Contrasting Online and On-Campus Students

Synchronous hybrid delivery, defined as a course option where mutually exclusive groups of online and on-campus students are taught simultaneously using real-time audio and video technology, is becoming more common in higher education. This paper reports on a study whose objective was to investigate how online versus on-campus attendance in synchronous hybrid graduate business programs […]

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Use of Synchronous Virtual Classrooms: Why, Who, and How?

Virtual classrooms allow students and instructors to communicate synchronously using features such as audio, video, text chat, interactive whiteboard, and application sharing. The purpose of the study reported in this paper was to identify why instructors adopt synchronous virtual classrooms and how they use them after their adoption. An electronic survey was administered asking instructors […]


Weaving Contexts of Participation Online: The Digital Tapestry of Secondary English Teachers

This article presents research from a qualitative study exploring five secondary English teachers’ professionally oriented participation online. Drawing upon Cole’s (1996) “surround” and “weaving” views of context, the specific line of research featured here was guided by the following question: What are the features of the online contexts that selected secondary English teachers weave in […]

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Putting the PLE1 Into PLD: Virtual Professional Learning and Development

The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in October 2009 by the […]