The article presents a blended dialogic socio-constructivist pedagogy for language learning, emphasizing the importance of both individual and social aspects of learning. It argues that technology alone does not transform pedagogy; rather, it is the approach to technology that matters. The pedagogy combines personal freedom for reflection and…

This volume presents the second edition of the "Communicative Orientation of Language Teaching (COLT) Observation Scheme." Since the book's original publication, COLT has become well established as a research instrument in L2 teaching and learning. This new edition brings COLT into the 21st century by introducing digital versions of the…

We provide a narrative review of the crucial elements for online Problem Based Learning (PBL) and a reflective overview of factors to consider when temporarily moving to online tutorials, forming a practical guide for educators in the health professions and beyond. We give general set-up advice based on the literature and our own recent experience…

Many mathematics students require support for learning challenges, such as those invoked by mathematics anxiety. Support for these learning challenges is imparted through personal interactions between the student and the instructor, support staff or their peers. The online delivery of mathematics classes and support meetings reduced the quality of…

Leveraging the campus learning management system and rapid e-learning development software such as Articulate Storyline allows educators to develop and deploy interactive tutorials for performance assessment of students' knowledge. This quick hit chronicles the development, deployment, and assessment of a suite of tutorials for information…

It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students' personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more…

In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to…

Student engagement is consistently identified as a key predictor of learner outcomes within the online learning environment. However, there is limited guidance about using proactive strategies to improve engagement for low and non-engaged students: for example by specifically employing course learning analytics (CLA) and nudging strategies in…

Online language teaching has become a reality for many foreign language programs that have been forced to teach remotely. When developing an online language teaching curriculum (beyond a simple emergency teaching patch), it is important to uphold the same rigor and base our curriculum in methodological and pedagogic choices based on second…

In this paper the authors present a vision that by 2025 all teacher education programs will prepare teacher candidates with the knowledge, skills, and experience necessary to be successful teaching in online and blended modalities. The authors present evidence that all teachers need to be proficient in online and blended teaching, and they provide…

Learning Management Systems (LMS) reinforce the learning process through online classroom environments. A standard LMS supports an inclusive learning environment for academic progress with interceding structures that promote online collaborative-groupings, professional training, discussions, and communication among other LMS users. Instructors…

When the COVID-19 pandemic disrupted in-person education in spring 2020, learning leaders urgently needed collaborative professional learning -- to take deep breaths, reflect on how to shift their practices, and support one another emotionally and logistically to survive and eventually thrive in this unfamiliar learning environment. However, many…

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…

The 2019 coronavirus disease (COVID-19) pandemic has caused a host of personal and professional complications for faculty across academia, as well as the students they teach. While the severity of these complications vary at the individual level and look different for everyone, one area COVID-19 has presented enormous challenges in academia is…

The spring of 2020 brought a necessary pivot to emergency remote teaching for all faculty. As a team of instructional designers at the Indiana University School of Public Health, we developed a rapid response protocol to analyze faculty's instructional design needs and provide effective and efficient support strategies. In this reflective essay,…