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Direct linkXingsu Wu; Chunyang Xu – Education and Information Technologies, 2025
This study, anchored in the empirical domain of student learning experiences, employs the Chaoxing Fanya network teaching platform to delineate a comprehensive model of factors that influence student learning experiences within the framework of blended collaborative learning. Through a rigorous synthesis of extant literature and qualitative…
Descriptors: Learning Experience, Blended Learning, Cooperative Learning, College Students
Chang Lu; Okan Bulut; Carrie Demmans Epp; Mark Gierl – Distance Education, 2025
Engagement is essential for improving academic outcomes, especially in technology-enhanced learning (TEL) environments where self-regulated learning is critical. This study investigated the longitudinal impacts of different levels of engagement on undergraduate students' short-term and long-term academic outcomes in TEL. Using a learning analytics…
Descriptors: Learner Engagement, Outcomes of Education, Technology Uses in Education, Educational Technology
Samantha G. Daley; Michelle E. Heckman; Rebecca L. Rosen; Halil I. Sari – Journal of Early Adolescence, 2025
The COVID-19 pandemic resulted in dramatic changes to the experiences of school for young people around the world as youth and adults navigated changes to instructional format and means of engaging in teaching and learning. School connectedness during the pandemic served a potentially protective role for adolescents during this uncertain time. In…
Descriptors: COVID-19, Pandemics, Student Attitudes, Interpersonal Relationship
Nathan Mentzer; Elnara Mammadova; Adrie Koehler; Lakshmy Mohandas; Shawn Farrington – Educational Technology Research and Development, 2025
During COVID, HyFlex gained popularity and became a "new normal" that educators need to consider as an effective instructional approach. Previous research offers conflicting findings related to the impact of HyFlex instruction on students' basic psychological needs and academic performance. Our investigation provides insight into a…
Descriptors: Psychological Needs, Academic Achievement, Pandemics, COVID-19
Jechun An; Emma Shanahan; Seohyeon Choi; Kristen L. McMaster – Journal of Learning Disabilities, 2025
The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for intensive early writing instruction. We surveyed…
Descriptors: Predictor Variables, Faculty Development, Teaching Methods, COVID-19
