According to the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2000), an enriching educational experience online in a collaborative learning environment requires three interdependent elements: social presence, teaching presence, and cognitive presence. Social presence provides interaction in the online environment that allows…

The most preferred tools of technology today are internet and smart phones. Nowadays, these two tools offer numerous services and facilities to humanity in many areas. Accessing technology at any time, having a pleasant time, interacting without the limitations of face to face communication are some of them. That is why; individuals have become…

An online discussion forum has the potential to facilitate collaborative learning that improves students' critical thinking. To explain the collaborative online learning experience, the Community of Inquiry (CoI) model has been proposed by a group of researchers. The model captures an in-depth and meaningful collaborative online learning process…

With advances in telecommunication technologies, many institutions are deploying various online learning platforms for curriculum designers to create opportunities for international contact and intercultural exchange for their students with less physical and time constraints. Thus, students' learning contents can be enriched with the integration…

The present investigation examines the multidimensional relationships among several critical components in online collaborative learning, including group trust, communication media, and interactivity. Four hundred eleven university students from 103 groups in the United States responded survey items on online collaboration, interactivity,…

Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers' asynchronous exchanges in a discussion list. The data…

Google the question, "How is the Internet changing the way we communicate?," and you will find no shortage of opinions, or fears, about the Internet altering the way we communicate. Although the Internet is not necessarily making communication briefer (neither is the Internet making communication less formal), the Internet is manifesting…

We completed a qualitative study focusing on our students' use of Discussion Roles in our general and entry level online classes and presented the information at a Brown Bag presentation for University of Phoenix instructors and staff in October 2016. The following contains the results of the study including: (1) ways to use Discussion Roles in…

This research investigates the social and socialization practices within an online professional development web seminar. The aim of this study was to identify the kinds of social and community building practices that occur in online professional development webinars by exploring how communication tools such as chat are used for community building…

What makes a leader in an online learning environment? This question is approached from three angles in this study: online activity, language quality, and social background. This study examines the simulation data of the 2015 GlobalEd 2 Project, which consists of 337 7th and 8th grade students representing 18 countries. The three dimensions were…

Designing a course of academic English for 94 teachers to teach 1,200 students based in different parts of the world might present a challenge to any course development team. Add into that mix the transformation of a program from traditional face-to-face delivery, to a course delivered fully online, with teachers in different time zones using…

Project-based learning is a key methodology for the 21st century classroom. The teaching pedagogy is grounded in collaborative learning for students and collaborative teaching practices for educators. When social media and digital technologies are used as aids in the project-based learning approach, it adds a new dimension of learning for students…

This report, which is the third in the American Enterprise Institute's (AEI's) "School District Responses to the COVID-19 Pandemic" series, provides an update on the state of the nation's schools using the newest wave of COVID-19 Education Response Longitudinal Survey (C-ERLS) data. It describes how the nation's public school system has…

This is the fifth report in the "School District Responses to the COVID-19 Pandemic" series, covering changes that occurred in public school districts between April 24 and May 8, 2020. Data for this report were collected on May 7 and 8. School districts' responses for this period were captured by the fifth wave of the American Enterprise…

This is the sixth report in the "School District Responses to the COVID-19 Pandemic" series, covering changes that occurred in public school districts between May 8 and May 29, 2020. Data for this report were collected on May 27 and 29. School districts' responses for this period were captured by the sixth wave of the American Enterprise…