Universities worldwide transitioned to online learning during the COVID-19 pandemic, leading to a digital revolution in higher education. The aim of this study is to give a unique insider's perspective of how students experienced the shift to online learning within a Qualitative Methods course at the beginning of the pandemic. Our data is…

The internationalisation of higher education has been challenged by the significant decline in international student mobility caused by the COVID-19 pandemic. The emergence of internationalisation at a distance before COVID-19 paved a new avenue for the internationalisation of higher education, with the distinctive feature of knowledge mobility…

This study responds to calls to further investigate ways to make feedback more effective for students in the context of higher education. More specifically it scrutinizes the feedback practice, adapted to the exceptional reality of a partly on Campus, partly online semester-long Product-Service System (PSS) design project for first Master students…

As higher education institutions move to incorporate more online learning into their long-term strategies, it is important for instructors to become adept at facilitating discussions in ways that engage learners, promote critical thinking, and support the development of a learning community. Through the strategic application of effective…

This paper draws on the work of Helen Timperley (2015) who suggests there are six clear enablers that support educators to have professional conversations: processes, resources, culture, knowledge, relationships, as well as context. This purpose of this paper is two-fold: first, it describes how weekly web conferences that were offered for online…

This study aims to examine teachers' embodiments online. The analysis is based on online ethnographic data from two online courses in higher education settings using different information and communication technologies. The perspective of practice theory and the concepts of being a body, having a body and the instrumental body were used to analyse…

Working adults planning to pursue higher education programs to advance their careers often face conflicting demands. Colleges and universities are challenged to offer non-traditional programs with more scheduling flexibility, allowing adult learners to manage multiple work, family, and other obligations while attending school (Dana, 2013;…

This paper outlines the redesign of an MSc module to enhance students' engagement and learning through embedding social media technologies into the academic curriculum as a learning and assessment strategy, and in a complementary manner that facilitated and enhanced the achievement of the module's learning outcomes. This paper describes the…

This research evaluates the strategies implemented to support the research activities of postgraduate students pursuing online master's programs in the University of the West Indies Open Campus, as well as the activities of their supervisors. The three main strategies employed were (1) the use of a web-based "teaching-learning space" to…

This paper describes a qualitative study which took place over a two year period with academic staff engaged on a blended Masters programme delivered with the learning environment based around problem-based learning. At the pedagogical level, transformative practice has the potential to engage students as critical thinkers, by encouraging them to…

Describes a distance education course for a Masters program at the University of Manchester and discuses the use of computer mediated communication to build a sense of community and to understand course content. Concludes that synchronous tools are more effective for social aspects while asynchronous tools are better for the academic aspects.…

Examined differences in communication between masters degree students at Syracuse University who used instant messaging (IM) services and those who did not in the same asynchronous distance education Web-based course. Results showed that students who used IM found it easier to communicate and felt a stronger sense of community. (Author/LRW)

Describes a successful experiment in the Masters of Business Administration (MBA) program at Harvard University to combine traditional classroom learning with synchronous online learning. Rather than delivering content to individual students, the effort focuses on creating an interactive online class that maximizes student participation. (EV)

Describes a video conferencing project involving distance education Masters students in Australia and Hong Kong. Highlights purpose, dialogical approach, and nature of interaction, and presents the project evaluation findings. Concludes that the project demonstrated the feasibility, viability, and effectiveness of teleconferencing as a mode of…

Reports on a study of 14 master's degree students' online communication patterns when their classroom environment had been expanded electronically through a public listserv for classroom interaction and private e-mail on the Internet. Student attitudes and reactions are described, based on results of questionnaires. (Author/LRW)