With the growth of online programs in higher education, students are more likely to experience various barriers and challenges while taking online courses, such as social isolation, low motivation, distraction, and mental health issues. Mindfulness-informed pedagogy, such as contemplative pedagogy, showed its promise in decreasing students'…

Help-seeking is an essential self-regulatory and metacognitive skill. In the online learning environment, much of the learning is self-directed and there are generally less opportunities to receive help in real time. The uses of email and discussion boards are the most common method of seeking help in these environments. The current study explored…

Examination of social annotation during assigned readings in this study brings together research about digital reading, learning communities, metacognition, and critical literacy. Social annotation allows readers to engage with text collaboratively to build understanding during reading. The authors conducted a content analysis of over 400…

Create-Rank-Compete (CRC) is a teaching method designed to promote learner-to-learner, learner-to-material, and learner-to-instructor engagement through asynchronous and synchronous online interactions. The CRC method is rooted in the constructivism theory of learning; by design, it is a Bruner's spiral that supports metacognitive skill…

Although literature demonstrates that mindfulness practices enhance undergraduate student learning, writing composition, and sense of well-being in higher education, there is minimal research that explores faculty and doctoral student engagement in mindfulness practices to support academic writing and build online writing community. In this…

This report presents the compilation of interaction analysis of a month long online discussion that supplemented regular FAIMER fellowship programme for health professional teachers. Online discussion forums are considered as an effective means and if conducted using appropriate protocols and activities will help learners to share and gain…

The present study explored the relationship between undergraduate students' digital literacy and self-regulation in online interaction (student-content, student-teacher, student-student). Investigating this relationship can facilitate identifying areas for improvement of support programmes and provide insights for effective online teaching and…

The purpose of this research is to investigate the learners' interaction patterns when integrating a Collaborative Metacognitive Community (CMC) model within asynchronous text-based online learning in order to enhance their Higher Level Thinking Skills (HLTS). Message postings and reflective journals were extracted from learners' contributions and…

Research on feedback has focused more on generating feedback rather than on how students use it and implement it; that is, what type of cognitive, metacognitive or affective activity students engage in once they have received feedback. In order to visualize feedback use and implementation, a quasi-experimental study was carried out. Students were…

In response to the increasing implementations of online problem-based learning (PBL), this paper presents a new framework, 4S PBL, with a wide range of strategies and technologies to empower instructors and learners. Based on a critical synthesis of research on and practice of PBL, self-regulated learning (SRL), socially shared regulated learning…

This intervention study explored the development of self-regulated learning skills in virtual university students, focusing specifically on an online collaborative group project with a wiki. Participants of the study were male and female students (n=28) on a Master of Business Management (MBA) Programme of the university. Students participated in…

This paper reports on a study that integrated two instant messaging applications (Moya Messenger App and WhatsApp) and a myUnisa's online discussion forum (ODF), and utilised them as tools to support student learning at an open and distance e-learning university in South Africa. The participants in this study were 41 undergraduate education…

This book reports on and analyses the Integrated Language Learning & Social Awareness Project, a unique project in the field of Foreign Language Learning and Telecollaboration till now in the world. It takes the existing research on telecollaborative learning, content and language integrated learning and e-learning and combines them into one…

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…

An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally,…