Contemporary educational practices impose challenges and necessary changes in teaching and learning processes in which cyberspace and virtual contexts become places of learning. Affection, emotion, perception, and imagination compose the construction of meaningful adult knowledge. Such theoretical assumptions become fundamental for teaching and…

Despite emerging use of review replying function in online course eWOM, little attention has been paid to its role. The lack of theoretical researches and contradictory views have caused great inconsistencies in practice. The research designed two studies to explore the impact of review replying. Based on real data crawled, study 1 explored the…

This study examines a possible relationship between flexibility (content, teacher contact, and time) and student engagement (cognitive, emotional, and behavioral) in distance learning in higher education. The study applies a quantitative approach to give a response to the hypothesis of the research whether flexibility in distance education is…

Sense of belonging is associated with postsecondary student success outcomes and has largely been studied within face-to-face course contexts. The increasing demand for online courses after the COVID-19 pandemic necessitates identifying ways instructors can foster belonging in their online courses. This study experimentally tested the effect of…

Low passing rates are common in asynchronous introductory accounting courses due to the challenging material and the online setting. While peer support involving knowledgeable peer assistants has been shown to improve face-to-face students' performance, it is unknown whether it will be effective when used online. Another issue of traditional peer…

Design education has traditionally been deemed a face-to-face endeavor causing online learning to be disregarded as a viable teaching option. Nonetheless, the recent impact of COVID-19 pressured design schools to rapidly migrate online, impelling many educators to utilize this unfamiliar and largely dismissed methodology. The impending problems…

Many studies have examined the factors that influence second language interaction, such as task type and communication mode, i.e., face-to-face and computer-mediated communication through online mode. However, there is a paucity of research that has investigated the effects of task type on negotiation of meaning (NoM), a specific type of…

This paper proposes a comprehensive redesign of the introductory public speaking course for 100% online and asynchronous delivery, emphasizing peer review-based assessment. Research from the post-pandemic educational age informs this approach, which aims to meet the changing demands of online education for digital native students despite the…

This study explored the impact of integrating ChatGPT into asynchronous online discussions. The analysis encompassed students' log data from Canvas and their perspectives on using ChatGPT. Results revealed a significant enhancement in overall discussion participation when ChatGPT is encouraged, emphasizing its potential as a catalyst for…

This study aims to compare the influence of learners' self-regulation and sense of presence on online learning. Due to the increasing influence of online learning, self-regulation has received considerable attention. However, it is also claimed that an increased sense of presence can enhance online learning effects. For comparison, a meta-analysis…

This current study investigates the use of online role-playing, in an online discussion forum, in learning the community of inquiry framework -- an area of learning covered in the Computer-Aided Instruction (CAI) course, an elective course for Computer Science undergraduate students at Universitas Indonesia. The participants were divided into…

This article is drawn from a dissertation (Holt, 2020) that describes, based on the teaching presence component of the community of inquiry (CoI) theoretical framework, the lived experiences of mathematics instructors while establishing teaching presence in online higher education mathematics courses. Teaching presence is necessary for achieving…

Undergraduate research experiences (UREs) significantly enhance the outcomes of students who participate. Unfortunately, students may face barriers to engaging in UREs, which creates challenges for students' development of essential research skills that may not be covered thoroughly in laboratory classes. Overall, there is a need for a curriculum…

Online distance learning presents unique psychosocial characteristics due to the inherent distance between learners. Social presence --the sense of being with others-- is key to mitigating this distance. However, our understanding of social presence remains limited, despite its potential to reduce social isolation and cultivate a conducive social…

In this research, we investigated whether online discussions can significantly benefit students' learning in online courses. We designed an experiment by dividing 129 students who enrolled in four fully online "Introduction to Microeconomics" courses taught by the same instructor into four groups (one control group and three experimental…