Background Study: Several meta-analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore…

International Collaborative Online Learning (COIL) is a term that describes virtual mobility experiences that are integrated into the formal curriculum to give students the chance to interact with peers at international universities in specific learning activities, while also developing intercultural, professional, and digital skills. The…

As of 2021, there were 6.4 million international students globally, with Chinese students making up the largest group of international students in the Philippines. This study investigated the lived experiences of Chinese undergraduate international students who took the compulsory Life and Works of the Rizal Course in the General Education…

In this Voices: Reflective Accounts of Education essay, Annalisa Butticci and Colie Levar Long reflect on the Afrocentric and sensory pedagogy and positionalities that helped incarcerated students and their teacher create a virtual learning community within one post pandemic prison higher education program. Through an ethnographic study of the…

Fieldwork is a pedagogical cornerstone of many geoscience degrees. During the academic years 2019-20 and 2020-21, the worldwide COVID-19 pandemic made outdoors fieldwork difficult, resulting in an urgent need to develop virtual alternatives. However, there is still more to learn about the impact of teaching fieldwork virtually on the student…

COVID-19 dramatically influenced students' and staff's learning and teaching experiences and approaches to learning. While many papers examined individual experiences in the context of higher education, synthesising these papers to determine enabling and hindering influences of digital adaptation was needed to guide the next phase of online…

The Community of Inquiry framework (Garrison et al., 2000, 2010) is well researched within the higher education field but is only beginning to be studied within a K-12 context. In this study, all high school online learners and teachers were sent a survey to ask about their online learning and teaching experiences, framed around Garrison et al.'s…

This inquiry explores the opinions of lecturers and students on the advantages and difficulties of switching from traditional face-to-face mode to online mode of delivery in Ugandan higher education institutions during and even after the COVID-19 pandemic. The study investigates participants' perspectives and experiences regarding the benefits and…

The global pandemic necessitated changes in the way university courses were delivered, forcing most teaching and learning online. Post-pandemic, many students continue to struggle with attending their classes on campus. It has been suggested that Hyflex delivery mode is a solution to this problem, allowing students to attend class either face to…

This study aimed to investigate whether the presence (when using physical manipulatives [PMs]) or absence (when using virtual manipulatives [VMs]) of haptic sensory feedback (i.e., open-ended haptic manipulation of physical materials with the use of the hands) during experimentation can impact preschoolers' conceptual understanding of concepts…

Teacher education programs help preservice teachers develop their identities through various curricular practices, including field experiences. The COVID-19 pandemic impacted teacher education programs as they were pressed to coordinate virtual field experiences. This intrinsic case study explored how virtual field experiences coupled with…

This study explored the use of hybrid online learning methods as employed in an alternative school environment in the rural Midwest. Using Self-Regulative Theory as a theoretical lens, this study discusses how self-regulative abilities play a role in the academic success of students of varying backgrounds. Findings suggest that both alternative…

COVID-19 pandemic forced schools to shift from traditional to remote teaching globally. Most schools in Nepal, however, could not adopt remote teaching. Only some schools, particularly those located in urban areas initiated remote teaching after the outbreak of the pandemic in 2020. This article, thus, reports an analysis of secondary students and…

In the current climate of global international education, overseas student integration and difficulties in adjusting into the academic life of the host country are often posited as personal failures. However, the categorization of international students is premised on them not being active subjects in the curriculum and the ways in which they can…

The COVID-19 pandemic has forced dramatic shifts in the educational landscape. This study explored pre-service teachers' experiences during a four-week online practice teaching (PT) program in Pakistan amidst the COVID-19 pandemic. Based on an exploratory qualitative research design, it examined reflections from 24 pre-service teachers that were…