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Research-based best practices that employ learning theories such as Project-Based Learning (PBL) have not been thoroughly developed for the constraints of the K-12 online setting, nor have they been tested in this unique context. K-12 online teacher-developers face many constraints during the process of instructional design and require additional supports to translate these learning theories […]
Student learning outcomes depend on the depth and quality of their engagement in learning. Since the early 2000s, the concept of engagement has gained a lot of attention from researchers. Scholars often define engagement as a complex construct that consists of behavioral, cognitive, and emotional components, and argue instructors should attend to each one of […]
In this article, I focus on the importance of knowledge exchange and knowledge communities to create an online curriculum that moves from individual course design to shared curriculum design. I draw from current discussions on communities of practice, agoras, and knowledge societies, expanding on the notion that knowledge, in order to benefit society, has to […]
Online education is rapidly increasing in popularity across the globe. Instructors and professors struggle to engage with and build meaningful relationships with online students in the same manner as on-ground students, and without this critical component in place, online students report a lack of interest, and thus, they produce a lower quality of work and […]
Online distance learning (ODL) continues to expand rapidly, despite persistent concerns that student experience is poorer and retention lower than for face-to-face courses. Various factors affect ODL quality, but the impact of recommended learning activities, such as student interaction activities and those involving feedback, have proven difficult to assess because of challenges in definition and […]
This article is the sixth in a nine-part “In Real Life” series based on the complex, fundamental questions that practitioners in competency-based systems grapple with “in real life.” Links to the other posts can be found at the end of this article. Competency-based education (CBE) systems meet students where they are and support them to […]
A pedagogical agent is an anthropomorphic virtual character used in an online learning environment to serve instructional purposes. The design of pedagogical agents changes over time depending on the desired objectives for them. This article is a systematic review of the research from 2007 to 2017 related to the design factors of pedagogical agents and […]
Digital learning practices and methodologies have become common practice in the 21st century. Sixteen doctoral students participated in a qualitative survey to address how online instructors can improve their online pedagogy. This study’s purpose was to understand online learners’ perceptions about effective and challenging online student collaboration practices. Findings included: (a) online methods that foster […]
Communicating with students is one of the most important responsibilities for faculty in an online course. It can also be a puzzling process. Having a “communication plan” and understanding effective email strategies, along with proper timing and frequency of communicating with students, are all important pieces of this puzzle. We propose using “touchpoints” in designing […]
While text-based feedback is normally used by college instructors to help students improve their written assignments, it is important to consider using voice comment tools for further personalization. New and easily-accessible technologies provide this option. Our study focused on surveying undergraduates who received voice comments on their written assignments. Students were queried on their preferences […]
