Background: We examine the efficacy of an online collaborative problem-solving (CPS) teaching approach in academic performance and student connections with other peers, among first-year engineering calculus students at a Latin American university. Our research uses communities of practice (CoP) to emphasize the social nature of learning and the…

Since the outbreak of COVID-19, online learning has gained popularity among educators and learners, where Community of Inquiry (CoI) has caught researchers' attention. To bibliometrically analyze the framework of CoI over twenty-five years, we adopted both qualitative and quantitative research methods to examine the framework of CoI in online…

This study investigated the impact of using a discussion strategy with learning analytics on the level of student cognitive presence and interaction. The study used a quasi-experimental design with control and experimental groups. The experimental group applied open-ended discussion and elaborated feedback with learning analytics while the control…

The purpose of this research is to better understand community formation in MOOCs through employing combined lenses of connectivism, rhizomatic learning, actor-network theory, community of practice, and community of inquiry. In a sequential explanatory mixed methodology design, social network analysis and nethnography were used to analyze and…

This study uses Critical Discourse Analysis and Social Network Analysis to examine an online peer mentoring site created to unite first-year and third-year preservice teachers enrolled in an undergraduate teacher education program. The peer mentoring site was developed to provide both first-year preservice teachers and more experienced peers the…

In online learning environments, tutors have several problems to carry out their activities, such as evaluating the student, knowing the right way to guide each student, promoting discussions, and knowing the right time to interact or let students build knowledge alone. We consider scenarios in which teaching and learning occurs in online social…

This paper describes doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. Building on the Community of Inquiry model (CoI)--a foundation commonly used in the research and practice of digital learning and teaching--this research builds on the existing body of knowledge in two…

We present a literature review of the emerging research area online mathematics teacher education (OMTE). The review focuses on identifying (1) the main issues investigated in the area, (2) the main theoretical approaches employed, (3) the kind of empirical evidence that the researchers produce and present in order to support their findings and…

This study explored an online learning community in a non-formal educational setting and the process participants used in order to share, create, and construct knowledge through their interactions in the online community. Participants in the study were college interns who were part of a grant that focused on providing professional development for…

Blogs provide contextualization of the information which is vital to the process of peer support. Through dialogues initiated by blog authors and followed by readers, blog platforms build a viable base of shared experiences and mutual relationships. We employ blogs as interactive learning tools for communities of practice in higher education.…

Researchers in a recent study found that online students' ability to self-regulate led to more focused attention and time on task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in this area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to…

This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as "learning presence." We use learning presence to refer to the iterative processes of forethought and planning,…

In the information age, students must learn to navigate and evaluate an expanding network of information. Highly effective teachers model this process of information analysis and knowledge acquisition by continually learning through collaboration, professional development, and studying pedagogical techniques and best practices. Many teachers have…

In this article I report the findings of a descriptive and interpretative qualitative study carried out in a public school in Bogotá, Colombia. The study aimed at analyzing, describing and exploring teenage students' social identity representation as observed in their participation in a learning community on Facebook. Data were collected from…

This column posits enhancing professional development through uses of digital tools to create professional learning communities (PLCs) designed to support collective inquiry and action research leading to schoolwide improvement. These digital tools include a social networking/discussion forum for teacher collaboration; teachers' individual…