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Eamon Vale; Garry Falloon – Online Learning, 2024
This research investigated the potential of learning analytics (LA) as a tool for identifying and evaluating K-12 student behaviors associated with active learning when using video learning objects within an online learning environment (OLE). The study focused on the application of LA for evaluating K-12 student engagement in videobased…
Descriptors: Learning Analytics, Elementary School Students, Secondary School Teachers, Electronic Learning
Stanton Wortham; Katrina Borowiec; Deoksoon Kim – Online Learning, 2023
The COVID-19 pandemic reinforced the importance of supporting students' comprehensive well-being when teaching online. One promising approach is formative or whole-person education, which emphasizes wholeness, purpose, and community. We created a scale using a polytomous Item Response Theory modeling approach, measuring the extent to which…
Descriptors: College Faculty, College Students, Well Being, Item Response Theory
Daphne Wiles; Anna Morrison; Julie Smart; Luke Bennett; Scott Peters – Online Learning, 2023
The purpose of the current study was to develop and validate the Online Teaching Motivation Scale (OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning. The widespread prevalence of online and hybrid teaching modalities, many established during the COVID-19 pandemic, has…
Descriptors: Surveys, Teacher Motivation, Electronic Learning, Teacher Attitudes
Charles Graham; Jered Borup; Sara Tuiloma; Adriana Martínez Arias; Diana María Parra Caicedo; Ross Larsen – Online Learning, 2023
In light of the disruptions caused by the COVID-19 pandemic, leaders of higher education institutions around the world have been contemplating ways to help their universities engage in a digital transformation that must have student engagement and learning as the foremost considerations. This study reports on the work conducted at a university in…
Descriptors: Learner Engagement, Electronic Learning, Blended Learning, Distance Education
Kristen A. Miller; Shelli N. Carter; Joseph Marra – Online Learning, 2025
Fully online courses and degree programs are popular with students. These courses should provide the rigor and value of traditional learning in a face-to-face classroom to ensure mastery of concepts and learning objectives. This research expands previous work to investigate the effectiveness of online laboratory exercises in enhancing student…
Descriptors: STEM Education, Undergraduate Students, General Education, Adult Students
Maraqa, Munjed A.; Hamouda, Mohamed; El-Hassan, Hilal; El-Dieb, Amr S.; Aly Hassan, Ashraf – Online Learning, 2022
The transition from face-to-face classes to fully online learning (OL) during the spring semester of 2020 occurred almost globally because of the imposed COVID-19 lockdown. The present study investigated the perception and experiences of undergraduate students and faculty members of the Civil Engineering program at the United Arab Emirates…
Descriptors: Distance Education, Electronic Learning, Technology Uses in Education, COVID-19
Chuck Dziuban; Patsy Moskal; Annette Reiner; Adysen Cohen – Online Learning, 2023
This article examines the impact of course modality on student evaluation of courses and professors. Data were collected through the "Student Perception of Instruction" end of course rating form at the University of Central Florida (UCF), which contains nine items and maintains student anonymity. The findings indicate that while course…
Descriptors: Learning Modalities, Teacher Evaluation, Course Evaluation, COVID-19
Nour Al Okla; Eman Ahmed Rababa; Shashidhar Belbase; Ghadah Al Murshidi – Online Learning, 2023
This study aimed to investigate the factors that influenced undergraduate learners' engagement in the online environment in higher education institutions in the UAE. This quantitative study used an online survey that was distributed to undergraduate students at three universities in the UAE. Altogether, 126 responses were received, coded, and…
Descriptors: Undergraduate Students, Online Courses, Electronic Learning, Distance Education
Sheri Conklin; Beth Oyarzun; Stella Kim; Amy Garrett Dikkers – Online Learning, 2024
This quantitative study explored the relationships among student-instructor connectedness, learners' anxiety, and motivation in online higher education courses. Research has shown that student-instructor connectedness can affect student motivation in online learning. Utilizing the connectedness and anxiety items of the Student-Instructor…
Descriptors: Electronic Learning, Teacher Student Relationship, Anxiety, Student Attitudes
Ryan A. Miller; Cathy D. Howell; Beth Oyarzun; Florence Martin; Shawn Knight; Jacob Frankovich – Online Learning, 2023
This study contributes to a better understanding of instructors' perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experience with, and recommendations for, attending to issues of inclusion, diversity, equity, and access…
Descriptors: Faculty, Teacher Attitudes, Inclusion, Diversity
Moffett, Jenny; Cassidy, Dara – Online Learning, 2023
There is increasing interest in the application of game-based learning approaches to education. Educators across a wide range of contexts are using digital games such as educational escape rooms to promote learner motivation and support skills development. Whilst the literature describes multiple game-based learning theories that can underpin such…
Descriptors: Educational Games, Puzzles, Design, Thinking Skills
Merve Basdogan; Curtis J. Bonk – Online Learning, 2023
This study is part of a larger critical discourse analysis (CDA) that examines technology-enhanced learning environments, such as online learning, e-learning, Web-based learning, computer-assisted learning, computer-mediated learning, and open and distance learning. The goal of this qualitative research was to analyze how educational technology…
Descriptors: Technology Uses in Education, Educational Environment, Electronic Learning, Web Based Instruction
Romero-Hall, Enilda; Ripine, Caldeira – Online Learning, 2021
The aim of this investigation was to survey faculty members on their perceived level of preparedness to design and implement hybrid flexible (HyFlex) instruction. Participants included 121 full- and part-time faculty. Using an electronic survey, faculty members: a) rated their preparedness to engage on different HyFlex instruction competencies, b)…
Descriptors: Teacher Attitudes, Web Based Instruction, College Faculty, Instructional Development
Ramani, Swati; Bradford, George; Dias, Shamini; Olfman, Lorne – Online Learning, 2022
As the number of online courses increase in higher education, many higher education institutions outsource online course development to an Online Program Management (OPM) provider because of a lack of budget, staff, and technology. Current research indicates that OPM providers often do not have instructional design (ID) services tailored to a…
Descriptors: Instructional Design, Partnerships in Education, School Business Relationship, Online Courses
Majewska, Izabela; Zvobgo, Varaidzo – Online Learning, 2023
COVID-19 imposed dramatic changes on educational practices worldwide with American institutions of higher learning moving a significant number of their courses and educational programs to electronic online modes. In the post-pandemic world, the same institutions and educational programs recognize the need to incorporate technological components…
Descriptors: COVID-19, Pandemics, Higher Education, Educational Technology