Recent developments in Conversational Agents (CAs) have offered researchers new ways to develop personalized learning support for students that is accessible in various environments. Traditionally, CA learner experiences are accessible through home devices, including Alexa Echo and Google Nest, for tasks such as setting reminders, ordering…

The COVID-19 pandemic forced teachers worldwide to shift to emergency remote teaching (i.e., virtual teaching). As teachers return to their classrooms for in-person teaching, there is a need to examine how remote teaching influences teachers' instruction. This study examined teachers' use of digital technologies and specific mathematics activities…

While the use of virtual manipulatives (VM) is rising in classrooms, there is still limited research. regarding teacher experiences with and perceptions of virtual manipulatives. Most of the research regarding teacher perceptions of VM has focused only on short-term uses following professional development sessions and none has highlighted the…

The COVID-19 pandemic caused the largest education system disruption in history, resulting in many districts abruptly, and often ineptly, implementing remote learning to maintain the continuity of instruction. The majority of educational leaders were unprepared for working and delivering instruction in virtual environments. Research indicates that…

With the large increase in online instruction, including remote instruction with online materials during the COVID-19 pandemic, there also was an increase in the use of instructional materials that were made to be displayed online or were digitized for online use. However, teachers have not had access to guidance about how to select and evaluate…

Lecture recordings are useful learning resources that can support flexible, remote and distance learning, especially during the Covid-19 pandemic. This study explored students' experiences of engaging with recorded lectures and the extent to which such engagement contributes to enhanced learning. The research involved the deployment of a…

At the start of the COVID-19 pandemic, K-12 teachers rapidly implemented new technologies to provide remote education, often with limited technological training and support. We tested whether teachers' satisfaction with their technology training was associated with their perceived stress, depression, anxiety, well-being and sleep. The School Staff…

Team projects allow students to apply their technical skills to a real-world context and build twenty-first century competencies, including teamwork, project management and communication skills. However, the complex challenges that such experiential learning projects present for students and faculty can limit the scale of implementation. This…

Open distance e-learning (ODeL) is an essential form of e-learning for students in South Africa. It allows expanded access to higher education for students from rural or socioeconomically disadvantaged backgrounds. One of the key features of ODeL is that students can complete coursework modules virtually, without the need to step onto a physical…

The COVID-19 pandemic illuminated the need for schools to strengthen their relationships with families in order to support remote learning. Framed with the theoretical lens of the traditional partnership model, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school…

The proliferation of distance education has occurred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors approach, design, and deliver their instructional materials. In the past, instructional design (ID) practitioners relied on instruction system design (ISD) models that focused primarily on…

This study presents an ethnographic account of the learning design experiences of six Namibian teachers during school closures caused by the COVID-19 pandemic. The study explores the emotions, perspectives and actions of these teachers and also reveals the influence of personal, institutional and national culture on their learning design…

This article presents a collaborative maker project integrating the arts in a synchronous online environment. Based on the Thinkering, Making, Sharing, and Reflecting (TMSR) model, the four components of hands-on, minds-on, hearts-on, and social-on learning were integrated into an online collaborative maker project involving arts, music, and…

Authentic learning in online education is feasible with intentional instructional strategies and appropriate educational technologies, yet as a learning approach, barriers to implementation still exist. We argue that authentic learning in online education can be successfully supported when the characteristics of authentic learning are (a)…

The notion of designer empathy has become a cornerstone of design philosophy in fields such as product design, human-computer interaction, and service design. But the literature on instructional designer empathy and learner analysis suggests that distance learning designers are generally quite removed from the learners with whom they could be…