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Hanall Sung; Mitchell J. Nathan – International Journal of Educational Technology in Higher Education, 2025
In various technology-enhanced learning (TEL) environments, knowledge co-creation progresses through multimodal interactions that integrate verbal and nonverbal modalities, such as speech and gestures. This study investigated two distinct analytical approaches for analyzing multimodal interactions--triangulating and interleaving--by applying them…
Descriptors: Technology Uses in Education, Epistemology, Research and Development, Nonverbal Learning
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Johnathan Balzotti; Jamin Rowan; Mat Duerden – Experiential Learning and Teaching in Higher Education, 2025
This essay reevaluates the role of reflection in experiential learning programs, contrasting traditional solitary ref lection methods with contemporary approaches that integrate collaboration and multimodal expression. These new approaches highlight a shift toward more flexible and interactive methods, reflecting the influence of new technologies…
Descriptors: Foreign Countries, Transformative Learning, Reflection, College Students
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Alícia Villar-Aguilés; David Muñoz-Rodríguez – Journal of New Approaches in Educational Research, 2024
Expansion in higher education and changes in student profiles have led to an increase in non-linear trajectories that do not fit into a time frame considered standard. However, universities continue to establish success and failure parameters relating to performance indicators that do not consider the heterogeneity of trajectories. The theoretical…
Descriptors: In Person Learning, Electronic Learning, Higher Education, College Students
Marivic G. Molina; Erna V. Yabut – Journal of Practical Studies in Education, 2025
This study investigated the impact of computer-aided assessment on the enhancement of critical thinking skills in non-routine problem-solving across three distinct learning delivery modalities: fully online, balanced blended, and predominantly face-to-face (F2F) blended. The study aimed to evaluate the effectiveness of computer-aided assessment in…
Descriptors: Critical Thinking, Thinking Skills, Skill Development, Computer Assisted Testing
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Arlene Archer – Designs for Learning, 2025
This discussion paper reflects on the affordances of face-to-face interaction and copresence in the light of increasingly digitized learning spaces in higher education. Especially in inequitable contexts, heightened dependence on digital platforms for teaching and learning can exacerbate inequalities in terms of student access and inclusion. This…
Descriptors: In Person Learning, Electronic Learning, Higher Education, Equal Education
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James A. Bernauer; Richard G. Fuller; Alicia M. Cassels – Current Issues in Education, 2024
This article explores the transformation of courses among online, traditional, and hybrid modalities with a special focus on transforming an online course into a traditional classroom format. While there has been much written about transforming courses from traditional to online, especially as a consequence of the COVID-19 pandemic, there has not…
Descriptors: Learning Modalities, Educational Change, Electronic Learning, In Person Learning
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Shonn Cheng; Hsuan-Pu Chang; Sheng-Shiang Tseng – European Journal of Psychology of Education, 2024
The goal of the present study was to explore the relations among perceived psychosocial learning environments, instructional modality, motivation, self-regulated learning, and academic achievement in blended computer science education. The participants were 207 undergraduate students enrolled in a blended online and face-to-face design course. We…
Descriptors: Undergraduate Students, Computer Science Education, Blended Learning, Student Motivation
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Emily Nordmann; Barbora Hronska; Jill R. D. MacKay – Research in Learning Technology, 2025
Many universities implemented blended and hybrid delivery for the first time during the COVID-19 pandemic, and as such, the use of terms that relate to various manifestations and implementations of blended learning has increased significantly by all higher education stakeholders. However, the meaning ascribed to these terms is often inconsistent…
Descriptors: Higher Education, College Faculty, Teacher Attitudes, Blended Learning
Jennifer M. Vandiver – ProQuest LLC, 2024
The present study investigated the experiences of educators who taught in the virtual world Second Life®. Second Life has shown promise in the field of higher education but identified gaps exist: the identification of a set of best practices, a foundational theory, and educators' experiences using Second Life in higher education. Using a single…
Descriptors: Teacher Attitudes, Computer Games, Computer Mediated Communication, Technology Integration
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Tilisa Thibodeaux; Dwayne Harapnuik – International Journal on E-Learning, 2024
This study explored and analyzed student perceptions of feedback for deeper learning in an online graduate program at a regionally accredited institution in the southeastern United States. Forty-one graduate students participated in an online survey to examine students' preferences for feedback, the most helpful types of feedback, and if feedback…
Descriptors: Student Attitudes, Feedback (Response), Learning Processes, Electronic Learning
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Lee, Zheng-Wei – Biochemistry and Molecular Biology Education, 2023
Online learning is implemented in response to emergency remote teaching during global pandemic. We conducted a survey on Life Sciences undergraduate students on their preferences on mode of lesson delivery, mode of learning and learning activities. Students across different study years responded in a similar order ranking blended learning delivery…
Descriptors: Undergraduate Students, Biological Sciences, Online Courses, Student Attitudes
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Kristi Bright; Jane S. Vogler – Online Learning, 2024
Undergraduate enrollment in online courses has been trending upward over the past decade, despite declining enrollment overall. With the onset of COVID-19 during the Spring 2020 semester, more undergraduates were suddenly thrust into online courses. Although learning outcomes for face-to-face and online courses may not differ, some students may…
Descriptors: Electronic Learning, In Person Learning, Student Attitudes, Preferences
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Charles T. Townley; Maria Emilia Martinez; Brandon A. Clark – SAGE Open, 2024
This study is the first systematic review of research on outdoor learning occurring in all disciplines and interdisciplinary areas of study at higher education institutions in the United States and published in refereed English language journals. The article describes characteristics of outdoor learning research (OLR) and outdoor learning (OL). It…
Descriptors: Outdoor Education, Higher Education, Educational Research, Interdisciplinary Approach
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Katie HarlanEller – Journal of Adolescent & Adult Literacy, 2025
Justice-oriented teacher educators continue to seek innovative teaching methods that support preservice teachers' learning and teaching about complex ideas in K-12 education. Collaborative multimodal response assignments represent one pedagogical tool positioned as deliberate resistance to dominant modes of expressing new knowledge, rejecting…
Descriptors: Intermode Differences, Learning Modalities, Cooperative Learning, Preservice Teacher Education
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Bithi Mojumder; Md. Jasim Uddin; Kamol Dey – Discover Education, 2025
While many studies have explored the pros and cons of emergency online learning during the COVID-19 pandemic and its psychological impact on university students, little attention has been given to students' perspectives on adapting to evolving learning environments in the post-pandemic era. This research investigates the intricate dynamics of…
Descriptors: Foreign Countries, Educational Change, Pandemics, COVID-19
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