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Download full textMoore, Robert L.; Miller, Courtney N. – Online Learning, 2022
Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 2008- 2020 that empirically analyzed cognitive presence in online courses. We share the patterns that emerged regarding the interplay between teaching and…
Descriptors: Student Participation, Communities of Practice, Online Courses, College Students
Beirne, Elaine; Brown, Mark; Nic Giolla Mhichíl, Mairéad; Mac Lochlainn, Conchúr – Online Learning, 2023
The COVID-19 pandemic has taught us that being able to learn online is now a crucial life skill and cannot be left to chance. Pedagogical interventions are critical to support students in building their digital skills and confidence, given identified links between online learning readiness and academic success. Based on this premise, the purpose…
Descriptors: MOOCs, Instructional Design, Student Participation, Educational Cooperation
Sadaf, Ayesha; Kim, Stella Y.; Olesova, Larisa – Online Learning, 2022
This study explored students' perceived metacognition (self-regulation and co-regulation) in relation to the online presence within the Community of Inquiry (CoI) framework in an online case-based instruction (CBI) course. Forty-seven online graduate students enrolled in an instructional design course participated in the study. Data were collected…
Descriptors: Online Courses, Case Method (Teaching Technique), Communities of Practice, Graduate Students
Ayesha Sadaf; Larisa Olesova; Hajeen Choi – Online Learning, 2024
This study investigated the dynamics of complex interactions within inquiry-based (IB) discussions by visualizing patterns using social network analysis. Researchers explored network measures when learners participated in inquiry-based discussions with Practical Inquiry Model (PIM) and non-PIM questions while playing the weekly moderator's role.…
Descriptors: Correlation, Social Networks, Network Analysis, Inquiry
Dennen, Vanessa P.; Hall, Barbara M.; Hedquist, Amber – Online Learning, 2023
Many online learning experiences integrate some form of dialogic interaction among instructors and learners. However, the degree to which these individuals come to a mutual understanding of their task and topic, a phenomenon called intersubjectivity, often remains a question. This systematic review of online learning research examines 48…
Descriptors: Online Courses, Learning Experience, Journal Articles, Trend Analysis
Milheim, Karen L.; Fraenza, Christy; Palermo-Kielb, Kimberly – Online Learning, 2021
Understanding the experiences of students who self-initiate mobile device use for online courses or course-related activities provides institutions with valuable insights. In this study, we report how students enrolled in online courses in higher education voluntarily used mobile devices for their coursework and course-related activities, the…
Descriptors: Online Courses, Handheld Devices, Telecommunications, Learning Activities
Turk, Murat; Müftüoglu, Ali Ceyhun; Toraman, Sinem – Online Learning, 2021
Online course instructors' perceptions and perspectives regarding their teaching presence as a key presence in online learning environments significantly influence, if not determine, their online teaching practices, which in turn influence the quality of online students' learning experiences. Although gaining deeper insights into online course…
Descriptors: Teaching Methods, Online Courses, Teacher Student Relationship, Teacher Attitudes
Ozogul, Gamze; Zhu, Meina; Phillips, Tanner M. – Online Learning, 2022
Online instructional design and how to engage students cognitively in online asynchronous courses have been an ongoing question. This case study presents an intentional design of an asynchronous online graduate course to foster cognitive presence. The research questions investigate students' cognitive presence (CP) captured by two measures:…
Descriptors: Group Discussion, Computer Mediated Communication, Predictor Variables, Instructional Design
Gay, Glenda H. E.; Betts, Kristen – Online Learning, 2020
Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. In an increasingly competitive and dynamic workforce, the ability for employees to engage in collaborative workgroups is essential. A new capstone group-work assignment using Online Human Touch (OHT)…
Descriptors: Learner Engagement, Academic Achievement, School Holding Power, Class Size
Live Synchronous Web Meetings in Asynchronous Online Courses: Reconceptualizing Virtual Office Hours
Lowenthal, Patrick R.; Snelson, Chareen; Dunlap, Joanna C. – Online Learning, 2017
Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However, it can also frustrate participants because of the lack of spontaneity and visual cues and the time it takes for conversations to develop and feedback to…
Descriptors: Teleconferencing, Synchronous Communication, Asynchronous Communication, Computer Mediated Communication
Robinson, Heather A.; Kilgore, Whitney; Warren, Scott J. – Online Learning, 2017
The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online…
Descriptors: Online Courses, Cooperative Learning, Learning Activities, Semi Structured Interviews
Lowes, Susan; Lin, Peiyi; Kinghorn, Brian R. C. – Online Learning, 2016
Prior research has suggested that there may be differences in the ways that male and female students approach their online courses. Using data for 802 high school students enrolled in 14 online courses, this study explored gender differences in the interrelationships among online behaviors and course performance. The findings show that females…
Descriptors: Gender Differences, High School Students, Online Courses, Grades (Scholastic)
