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Leveraging Massive Open Online Courses to Foster Reflective Practice in Blended University Courses
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Marianne Grace Araneta; Marica Liotino; Taiwo Isaac Olatunji; Monica Fedeli – Innovations in Education and Teaching International, 2025
Opportunities and concerns regarding the use of Massive Open Online Courses (MOOCs) in higher education have evolved along with them. A concern is how their use could support the higher-order learning appropriate for higher education. Grounded in the conversational framework, this case study explored how reflective practice could be fostered in a…
Descriptors: MOOCs, Blended Learning, Teaching Methods, Higher Education
Actions of a Trainee Teacher in Orchestrating Mathematical Discussions
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Yelitza Freitas; Fernando Martins; Silvia-Natividad Moral-Sánchez; Francisco-José Ruiz-Rey – Educational Process: International Journal, 2025
Background/purpose: This article aims to identify and analyze the actions of a trainee teacher in orchestrating mathematical discussions in an Exploratory Teaching environment. Materials/methods: This qualitative study of an interpretative nature and case study design focuses on analyzing the content of four Multimodal Narratives. Results: The…
Descriptors: Preservice Teachers, Teacher Education Programs, Questioning Techniques, Learning Processes
Evaluating AI-Personalized Learning Interventions in Distance Education
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Sajida Bhanu Panwale; Selvaraj Vijayakumar – International Review of Research in Open and Distributed Learning, 2025
This study aimed to evaluate the utility of artificial intelligence (AI) in improving the persuasive communication skills of online Master of Business Administration (MBA) students. In particular, this study investigated the influence of personalization through AI using the Google Gemini platform on conventional and online instructional…
Descriptors: Distance Education, Artificial Intelligence, Computer Software, Individualized Instruction