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Instructors play a role in helping online students develop a sense of community in virtual classrooms, but little is known about instructors’ roles in online graduate programs. To explore the ways in which online instructors helped students create a learning community, defined as a space of connection, closeness and interactivity, the researcher analyzed 50 hours […]
This article describes an innovative approach to professional development designed to challenge teachers’ pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this support. To contend with this challenge, we drew on Bain’s (2004) “baker’s dozen” […]
This study explored priorities for online instructional behavior in post-traditional programs at Private Christian University (PCU). No prior study had been identified that compared the online instructional priorities among full-time faculty (n = 73) and online adjunct faculty (n = 69). This study would benefit those who oversee online instructional standards or who operate online […]
During the 2013-14 academic year, Harvard University piloted the use of MOOCs as tools for blended learning in select undergraduate and graduate residential and online courses. One of these courses, The Ancient Greek Hero, combined for—credit (Harvard College and Harvard Extension School) and open online (HarvardX) groups into a single online unit, marking the first […]
In the field of e-learning and distance education, there has been a significant amount of research activity surrounding the construct social presence. However, a scoping review on social presence has yet to be conducted. Therefore, the purpose of this brief review is to provide an overview of the research protocol developed for a scoping review […]
A survey was designed incorporating questions on 28 attributes (compiled through a literature review) and considered to be quality features in online academic courses in higher education. This study sought to investigate the ongoing practice of instructional designers and instructors in the United States with respect to their incorporation of these quality best practices into […]
Virtual reality (VR) learning environments can provide students with concepts of the simulated phenomena, but users are not allowed to interact with real elements. Conversely, augmented reality (AR) learning environments blend real-world environments so AR could enhance the effects of computer simulation and promote students’ realistic experience. However, AR-based learning environments had a lot of […]
Online faculty must uphold institutional expectations for their performance. Typically, online institutions have specific guidelines for faculty-to-student interactions; yet, student expectations of faculty may not necessarily align with institutional requirements. This study included a typological analysis of institutional requirements for online faculty in terms of student engagement. Then, student comments regarding faculty performance expectations were […]
Background Meeting the nation’s need for 60% of its working age population to hold postsecondary education by 2025 is not possible through traditional educational institutions and formats. They simply do not have the “seats” available. Students, employers, and regulatory agencies are actively exploring educational alternatives, such as competency-based education, rightfully expecting assurances of quality. Methods […]
Background Meeting the nation’s need for 60% of its working age population to hold postsecondary education by 2025 is not possible through traditional educational institutions and formats. They simply do not have the “seats” available. Students, employers, and regulatory agencies are actively exploring educational alternatives, such as competency-based education, rightfully expecting assurances of quality. Methods […]