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Stein, David S.; Wanstreet, Constance E. – Distance Learning, 2020
In an inquiry-based discussion, learners take responsibility for their learning, create meaning in a group, and learn from the group. In a physical classroom, instructors can model moderator and discussant skills and have learners practice those skills in the presence of the instructor. Using a stop-action approach, instructors can stop the…
Descriptors: Coaching (Performance), Synchronous Communication, Discussion (Teaching Technique), Web Based Instruction
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Wang, Jiunwen; Chia, Ivy – Management Teaching Review, 2022
There is a mass movement toward conducting classes online due to the coronavirus situation. The call for new ways to engage students in a synchronous online course is especially urgent. Given that most face-to-face classes in physical settings have been cancelled, it is imperative that instructors know how to engage students in online lessons so…
Descriptors: Learner Engagement, Computer Software, Synchronous Communication, Web Based Instruction
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Martay, Jennifer L. B.; Martay, Hugo; Carpes, Felipe P. – Advances in Physiology Education, 2021
Remote teaching can be both challenging and motivating. Professors and lecturers have developed innovative strategies to improve students' education and engage students in synchronous and asynchronous classes. In this Illuminations paper, we describe BodyWorks, online tools to support courses in physiology, motor control, and biomechanics. The…
Descriptors: Interaction, Interdisciplinary Approach, Web Based Instruction, Educational Technology
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Moore-Beyioku, Cheryl – Journal of Teaching and Learning with Technology, 2021
The need to quickly transition from face-to-face teaching using engaging, content-based activities to a new, online platform in just two weeks during the 2019 coronavirus disease (COVID19) pandemic, made it necessary to try to migrate familiar activities that the students enjoyed into a virtual classroom. The activity that proved to be the most…
Descriptors: COVID-19, Pandemics, Distance Education, Learner Engagement
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Romig, John Elwood; Alves, Kat D. – Journal of Special Education Technology, 2021
Teacher-provided opportunities to respond are a powerful strategy for improving behavior and academic outcomes of students with disabilities. However, online instruction makes opportunities to respond more challenging to implement. For the purposes of this article, online teaching refers to synchronous instruction taking place via video…
Descriptors: Web Based Instruction, Student Reaction, Synchronous Communication, Videoconferencing
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Berk, Ronald A. – International Journal of Technology in Teaching and Learning, 2021
The COVID-19 pandemic upended higher education in March 2020 and has continued into 2022. Within days of the international lockdowns, an emergency conversion from face-to-face (F2F) to remote learning occurred. Educators scrambled to convert their in-class teaching into some version of online teaching. The transformations ignited a surge in…
Descriptors: Evidence Based Practice, Humor, Web Based Instruction, Distance Education
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Stein, David S.; Wanstreet, Constance E. – Distance Learning, 2020
Online learning discussion formats provide an opportunity for learners to share their experiences, negotiate meaning, and take ownership of the subject matter. Chat rooms also provide learners with anyplace and real-time ways to participate in academic discussions. Shared understanding occurs when individual experience mediated through group…
Descriptors: Web Based Instruction, Computer Mediated Communication, Distance Education, College Faculty
Pattenaude, Rich; Caldwell, KarenAnn – New England Journal of Higher Education, 2020
For the past several decades, student engagement has been an increasingly popular subject of research in higher education. The conversation around engagement has become even more critical in in the context of the COVID-19 pandemic, as institutions navigate a rapid shift to remote learning. A body of research indicates that an approach to…
Descriptors: Web Based Instruction, Online Courses, Student Motivation, Learner Engagement
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Long, Holly M.; Bouck, Emily C.; Jakubow, Larissa N. – Journal of Special Education Technology, 2021
A large number of students with and without disabilities--including students at-risk--are currently learning online through synchronous and/or asynchronous instruction. As such, it is important for educators to be equipped with evidence-based practices--or at the minimum research-based practices--that can be adapted or modified to teach students…
Descriptors: Mathematics Instruction, Online Courses, Teaching Methods, Students with Disabilities
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Wu, Wen; Chen, Li; Yang, Qingchang; Li, You – International Journal of Artificial Intelligence in Education, 2019
Communication tools have been popular in web-based learning systems because of their ability to promote the interaction and potentially alleviate the high dropout issue. In recent years, with the increased awareness among researchers about the individual difference of the students, more and more personalized learning supports have been developed.…
Descriptors: Personality, Inferences, Student Behavior, Computer Mediated Communication
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Day, Jamie; Verbiest, Courtney – Teacher Educators' Journal, 2021
The onset of the COVID-19 world pandemic caused an unanticipated transition from face-to-face to virtual teaching in higher education. This health crisis impacted teacher education professors and students alike, as education classes shifted from in-person instruction to synchronous digital instruction. However, a significant observation was made…
Descriptors: Videoconferencing, Web Based Instruction, Online Courses, Electronic Learning
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Fogo, Brad; Requa, Mary – Issues in Teacher Education, 2020
This essay presents a case of collaborative learning and lesson design between general and special education teacher candidates through a synchronous online class during the COVID-19 pandemic. We propose a theoretical framework of Pedagogical Content Knowledge (PCK) for inclusive history-social studies teaching and detail how we used the framework…
Descriptors: Regular and Special Education Relationship, Synchronous Communication, COVID-19, Pandemics
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Njoki, Peter N. – Journal of Chemical Education, 2020
General chemistry, CHE 101, at Hampton University is an undergraduate course designed to meet curriculum requirements for nonscience majors. The four-credit course consists of a lecture and a laboratory, taken concurrently. The lecture consists of three 50 minute or two 75 minute sessions, and the laboratory consists of one 3 hour session every…
Descriptors: College Science, Science Instruction, Distance Education, Chemistry
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Fulton, Crystal – Information and Learning Sciences, 2020
Purpose: Teaching and learning online during the COVID-19 pandemic has forced university instructors to consider online alternatives to the classroom. It is possible to facilitate students' learning in the digital environment in similar ways to the traditional face-to-face classroom. The inclusion of e-guests in the digital learning space presents…
Descriptors: Teacher Collaboration, Web Based Instruction, Facilitators (Individuals), Computer Mediated Communication
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Puccioni, Jaime; Desir, Sarahlee – Reading Teacher, 2021
Given that our current educational context has required many educators to utilize online instruction in some capacity over the past year, the purpose of this paper is to describe how literacy specialists and teachers can use digital tools to remotely engage in data-based decision-making within a collaborative professional learning community.…
Descriptors: Electronic Learning, Distance Education, Web Based Instruction, Literacy
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