A recent increase in blended course options has changed the landscape of higher education, necessitating revisions of prior categorization of blended online and in-person course models. Building on the Mixed Instructional eXperience (MIX) taxonomy using current literature and course models, we developed three key parameters for defining course…

This study aimed to investigate undergraduates' perspectives of online syllabus design and interactivity in an asynchronous geoscience course. The study was grounded in previous research on syllabus design and interactivity and used a multiple case study design to gather data from five participants. The course had multiple sections, each with a…

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…

The aim of this study is to reveal the experiences of digital comics developed by the participants in Atatürk's Principles and History of Revolutions course. In this context, the research has been designed with phenomenology, which is one of the qualitative research methods. The study group of the research consists of 29 university students who…

The influx of international students pursuing academic degrees in China in recent years has posed several challenges for educators who must cope with cultural and linguistic plurality. This qualitative dominant mixed-methods study explores how the engagement through partnership builds on and caters to cultural diversity. For one semester, seven…

Background: Literature on undergraduate multicultural psychology instruction is limited. Prior research has included primarily White samples, yielded mixed results, and largely ignored assessment of learning in skills-based domains such as ethnic identity development. Objective: We aimed to replicate and extend prior research by examining growth…

Understanding how power is communicated by instructors and students is important to student motivation and learning. To examine how power is communicated online by instructors and how receptive (or not) students are to this, I examined four online graduate seminars using two analytical tools: community of inquiry (COI) theory and McCroskey and…

There is a scarcity of research on the influence of structural -network ties (NT)-, cognitive -shared languages (SL) and shared visions (SV)- social capital (SC) dimensions on online students' entrepreneurial intentions (EI). This paper, drawing on the Theory of Planned Behavior (TPB), examines this influence on a sample of 302 Spanish online…

Purpose: This paper examines the pedagogical features of massive open online courses (MOOCs) for language learning--known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and…

This paper presents a two-year pedagogical, teacher-as-researcher, action research project at the Faculty of Arts and Humanities, University of Sousse, Tunisia, which investigates how the integration of the Soliya Connect Program, a facilitated dialogic online exchange programme, with a theoretical course on critical intercultural communication…

Research indicates that peer interaction in the online classroom engages students in academic reflective deliberations. This study assesses student peer interactions on a purposefully designed collaborative website in an American politics course offered across two courses. Significant evidence reveals that students are open, candid, and…

Presently in Malta, 'learning outcomes' have become a new focus in education, replacing traditional subject syllabi. The difference between the two is that while syllabi are phrased in a way that foregrounds subject content, a learning outcomes approach gives precedence to individual students' learning. For Grade 3 upwards (ages 8+ years), the…

Learning analytics is an emerging field in which educators and researchers are using data to improve their students' educational experiences. One of the most common courses offered by higher academic institutions in the US is data science. This paper examines the data science syllabi found in today's academic sector and compares the results to…

This study aimed to explore learners' discourse patterns and outcomes while using a visible-annotation tool as a collaborative representation tool. The tool used in this study introduced two types of sharing activities before the problem-solving phase to support sequential knowledge construction. Forty participants were randomly assigned to one of…