In order to prevent the interruption in the education process during the first wave of the COVID-19 pandemic, which would inevitably lead to serious socio-economic consequences, the universities from low-income countries, including those from Bosnia and Herzegovina, shifted to "emergency remote teaching," a type of teaching that is…

The outbreak of the COVID-19 pandemic prompted schools and universities worldwide to switch to the online delivery of instructional activities. The use of fully online flipped learning correspondingly increased. This review identifies the challenges to this instructional approach and the elements required for effective course design and…

This article aimed to understand how students in distance education experience challenges with e-learning tools in their learning. Specifically, it aimed to identify challenges students experienced with the implementation of podcasts and vodcasts and how lecturers responded to these challenges. The research context for the article is an Academic…

The COVID-19 pandemic necessitated a quick transition to online learning widely. This study examined the contributions of the peer-to-peer learning interactions within integrated peer-assisted learning clusters to learning among students in universities in Harbin, China, and Akure, Nigeria respectively. The frequency of peer-to-peer interactions…

The purpose of this systematic review was three-fold: (a) to convey technology-assisted language learning (TALL) affordances that facilitate catering to the nonlinearity and dynamicity of the second language (L2) motivational factors, (b) to identify TALL challenges that inhibit the integration of educational technologies to enhance L2 motivation…

While much attention focused on educator technology adoption during the period of Emergency Remote Teaching, whether these technologies still have a place in classroom-based teaching and learning practice remains to be seen. This multi-method, qualitative action research study explores the experiences of 22 university faculty in the United Arab…

Over the past years, higher education institutions have been exploring different mechanisms to adapt their learning and teaching practices to increase students' engagement. One of the proposals has been to reuse Massive Online Open Courses (MOOCs) as Small Online Private Courses (SPOCs), or as complementary resources in traditional courses through…

Educational directors and teachers have shown tremendous interest in developing interactive learning environments in educational contexts. This study examined the conceptualization of face-to-face teachers (n = 35) and online teachers (n = 26) in implementing interactive learning. A mixed-methods design using questionnaires and interviews was…

Many land-grant institutions with agriculture and natural resource programs in the United States offer online courses to meet student demand. The goal of this study was to understand how major educational stakeholders, including instructors and students, perceive the benefits and limitations of online teaching and learning in agriculture and…

Fostering student-student and student-faculty interactions involves not only pedagogical design but also classroom technology. Image-sharing projection software, which allows multiple students to simultaneously share images from their electronic devices to the classroom's screens, offers a new form of communication in medium to large-size social…

E-learning 2.0 is expected to address some of the problems which characterized the first generation of E-learning implementations. Wikis are among the most promising E-learning 2.0 tools because they require active student engagement which facilitates constructivist learning. The present article focuses on the use of wikis in a university…

This article summarises the key findings from a UK survey of higher education institutions, focusing on the development of technology enhanced learning (TEL). TEL is defined as any online facility or system that directly supports learning and teaching. The 2008 survey builds upon previous UCISA surveys conducted in 2001, 2003 and 2005 and for…

While the growing prevalence of Web 2.0 in education opens up exciting opportunities for universities to explore expansive, new literacies practices, concomitantly, it presents unique challenges. Many universities are changing from a content delivery paradigm of eLearning 1.0 to a learner-focused paradigm of eLearning 2.0. In this article, we…