In addition to learning effectively and effectively in online learning communities (OLCs), students must be in a secure environment and privacy must be respected. The study aimed to identify privacy violations that university students encounter in OLCs, and identify recommendations and some strategies to implement to ensure privacy at the OLC. A…

Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem-solving and critical thinking in online inquiry-based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for…

Upvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social…

Previous literature has associated math literacy with linguistic factors such as verbal ability and phonological skills. However, few studies have investigated "linguistic synchrony," shown in mathematical discussions. This study modelled math literacy and examined the relationship of math literacy with linguistic synchrony between…

Asynchronous online discussion is a learning activity commonly used in online teaching. The way instructors participate in asynchronous online discussions significantly impacts students' learning outcomes. This systematic review aims to determine the effects of instructor participation in asynchronous online discussions on student performance by…

In this crossover experiment, we investigated the impact of a statement bank, enabling the reuse of previously written feedback (SA condition), on 45 math teachers' feedback for 60 completed linear equation tests, compared to traditional pen-and-paper feedback (PP condition). In the SA condition, teachers were encouraged to use atomic feedback, a…

Following the conceptualisation of a third space of internationalisation at a distance (IaD) in this study, we aim to explore how international students at the largest university in Europe, the Open University, might consider their own identities and perspectives. At present over 5000+ international students study at a distance at the Open…

This study examines virtual exchange (VE) as a mode of internationalization at a distance through the Turkish higher education context. Recognizing the constraints of geographical mobility, VE emerges as a viable alternative to enhance international and intercultural learning through technology. Employing a qualitative phenomenological design, we…

Social media has been shown to be an efficient way to engage in networked participatory scholarship (NPS), which is defined as the use of online social networks to share and further develop scholarship. As leaders in the field, educational technology scholars should be at the forefront of this practice. We used social network analysis (SNA) to…

This research explores and compares the learning ecologies of international students studying through internationalisation at a distance (IaD) and internationalisation abroad (IA) by investigating their experiences of first year of master's study with a UK university. We do so by using our previously proposed Revised Ecological Systems Theory as a…

Online peer assessment (OPA) has been increasingly adopted to develop students' higher-order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA (n = 7; k = 22) and a control group or a…

This qualitative case study examines the concept of 'internationalisation at a distance (IaD)' by investigating the learning and academic socialising experiences of international students in online higher education (HE). Amid the evolving landscape of global HE, the COVID-19 pandemic has accelerated the adoption of distance education, creating a…

Studying the networked nature of social and cognitive aspects of learner interactions is the key to understanding how successful collaborative learning occurs in asynchronous online discussion forums (AODFs). Guided by network science and multiplex network analysis, this study compared the differences of network structure and properties between…

Providing coaching to participants in inquiry-based online discussions contributes to developing cognitive presence (CP) and higher-order thinking. However, a primary issue limiting quality and timely coaching is instructors' lack of tools to efficiently identify CP phases in massive discussion transcripts and effectively assess learners'…

The purpose of this study was to explore the relationship between clout and cognitive processing in massive open online course (MOOC) discussion forum posts. Cognitive processing, a category variable generated by the automated text analysis tool, Linguistic Inquiry Word Count (LIWC), is made up of six sub-scores (insight, causation, discrepancy,…