There are many problems faced by students in an online discussion forum, specifically regarding platforms that accommodate a large number of students such as the Massive Open Online Courses (MOOCs) platform. One of the problems is that the teacher cannot respond one by one to student comments that may contain questions or ideas. Therefore, the…

This study examines an initial attempt of two literacy and educational technology teacher educators to establish an inter-university partnership among 58 teacher candidates learning to integrate educational technology to support literacy instruction by creating an online professional learning community. This study uses self-study as a form of…

The COVID-19 pandemic forced many researchers to adapt their studies from in-person to remote, using digital tools. Although established in ethnographic research, digital tools change how the researcher and participants can experience co-presence. This paper presents findings from an ethnography of an art museum's learning team during remote…

Teacher preparation programs have been slow to answer calls to prepare teachers for the online learning environment, leaving many online teachers needing to learn on the job. However, little research has examined how online teachers grow as educators while teaching online. One way to better understand this growth is to examine the changes online…

When schools in Pennsylvania and across the nation were suddenly shuttered in March due to COVID-19, teachers were faced with an enormous challenge: how to effectively teach and engage their students remotely when the vast majority had never done so before. In order to meet this challenge, teachers turned to an array of digital tools-such as Zoom,…

This study examines primary grades teachers' instructional decisions in their mathematics classroom during their participation in a year-long professional development program on formative assessment. Teachers participated in 40 h of face-to-face workshops followed by 40 h of classroom-embedded activities that were facilitated in an asynchronous…

Transforming a face to face course to a computer mediated format in social foundations (interdisciplinary field in education), while maintaining pedagogical integrity, involves strategic collaboration between instructional technologists and content area experts. This type of planned partnership requires open dialogue and a mutual respect for prior…

This article is a case study that aimed at understanding the dynamics of two complementary communities involved in a distance education graduate program: one community of practice formed by the instructors and instructional developers, who designed and developed the program, and another created by the students and instructor in one of the online…

Drawing on research literature on online discussion and on reading and learning from the text, we argue that research on learning from text has much to offer but has been largely absent in informing the design and study of online learning environments. We propose several key issues to be considered in research and development of online discussion,…

The convergence of mobile technologies into student-centered learning environments requires academic institutions to design new and more effective learning, teaching, and user experience strategies. In this article we share results from an mLearning design experiment and analysis from a student survey conducted at the National College of Ireland.…

Online computer conferences used to assist distance learning courses often fail because the moderator-usually the instructor responsible for the conference-is not properly trained in techniques that build a community of learners. It has often been assumed that the skills required to create a vibrant classroom discussion translate easily to an…

Develops a simple tool to measure interactive learning in the context of computer-mediated communication (CMC). Describes the Measure of Interactivity in CMC (MICMC) and examines the reliability and validity of this measure. Subjects were fifth- and sixth-grade students in an inner city elementary school. Data analysis indicates MICMC is a useful…

This deliverable has been produced in the context of the Knowledge-Practice Laboratory (KP-Lab) project. KP-Lab focuses on innovative practices of working with knowledge in higher education, teacher training, and workplaces. Participants of WP10 are University of Helsinki, University of Oslo and Poyry Forest Industry representing both researchers…

Reports on the development of an asynchronous learning environment for teaching introductory macroeconomics to approximately 200 distance education students. The research supports evidence in the literature that computer mediated communication an in particular, collaborative learning, can make a positive difference to the educational experience of…

The Instructional Systems Technology Distance Master of Science program is one of the first degrees of its kind to be offered at Indiana University. Other than an initial on-campus orientation, it can be completed entirely via the Internet. The first course for this program was offered Fall of 2000 with 18 students enrolled. This same semester, a…