Online learning is a growing field of education with a corresponding increase in the use of asynchronous discussion. Asynchronous discussion is a form of interaction that is mediated rather than direct and where there is a time lag in the interactions between discussants. In this paper we conducted a brief narrative review of the literature on…

This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the…

The dynamics of the student-student relationship within the asynchronous online classroom, as evidenced by conversations in an online discussion board, is a balancing act potentially more complex than those occurring in real-time. In order for learning to truly be considered effective, a collaborative, safe environment needs to exist among…

The purpose of the research was to compare student performance in an online or face-to-face (F2F) required Psychology course on three distinct sets of variables (i.e., pre-course, course, and post-course variables). Analyses revealed mixed significant and nonsignificant results. Students did not differ in terms of such variables as hours…

In order for faculty to make a successful transition to teaching in the online classroom, they must receive professional development specifically geared toward this challenge. Bay Path College offers a faculty development program that incorporates three distinct components all geared toward aiding faculty to adjust to teaching online and providing…

"U-Pace," an instructional intervention, has potential for widespread implementation because student behavior recorded in any learning management system is used by "U-Pace" instructors to tailor coaching of student learning based on students' strengths and motivations. "U-Pace" utilizes an online learning environment…

This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty's initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student or a teacher. Learning to…

This research explores communicative influences on cognitive learning and educational affect in online and offline courses limited to only enrolled students. A survey was conducted of students (N = 147) enrolled in online and offline courses within a single department during Summer, 2013. Respondents were asked about their classroom communication…

What are the most significant factors that motivate and inhibit faculty with regard to teaching in online environments? And what are the specific kinds of experiences that underlie and explain the importance of these factors? One goal of this study was to add to understanding of these issues, but the primary purpose of this study is determining…

Given the importance of administrative attention to blended learning, this article adumbrates the institutional benefits but also the institutional challenges of this integration of online and on-campus instruction. The reasons for engaging in blended learning determine how it will play out, so the "why" is given precedence over the "how". But…

The purpose of this article is to propose a blending with purpose multimodal conceptual model for designing and developing blended learning courses and programs. A blended learning model is presented that suggests teachers design instruction to meet the needs of a variety of learners. Specifically, "Blending with Purpose: The Multimodal Model"…

The 2008 Sloan Blended Workshop evaluation track provided participants with ideas, methods, and resources with which to design and evaluate their courses, programs, and blended initiatives. The many questions that arose from participants at the Workshop provided the motivation to document our University's evaluation experiences at course, program…

The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction) provide…

Development of critical thinking abilities is essential for students in clinical disciplines of the health sciences. Past research has shown that critical thinking is a learned skill that can be fostered through teaching strategies. Ten educational strategies that were developed and tested by the authors in online courses are presented to assist…

The study compared the effects of a professional development course delivered in an online and a face-to-face format. The effects examined included changes in teachers' pedagogical beliefs, instructional practices, and understanding of teaching number-sense and related mathematical concepts. The study randomly assigned participants to either the…