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Bright, Amanda C. – Online Learning, 2020
The creation of an effective learning environment is always a challenge, but when the environment is online and the learners are a diverse group of adults in a specialized content area, the challenges become more complex. This best practices study used the intersection of the importance of the learner, Knowles's andragogy concepts, and the Dick…
Descriptors: Online Courses, Journalism Education, Needs Assessment, Asynchronous Communication
Ayesha Sadaf; Larisa Olesova; Hajeen Choi – Online Learning, 2024
This study investigated the dynamics of complex interactions within inquiry-based (IB) discussions by visualizing patterns using social network analysis. Researchers explored network measures when learners participated in inquiry-based discussions with Practical Inquiry Model (PIM) and non-PIM questions while playing the weekly moderator's role.…
Descriptors: Correlation, Social Networks, Network Analysis, Inquiry
Faulconer, Emily K.; Chamberlain, Darryl J., Jr.; Wood, Beverly L. – Online Learning, 2022
The design and facilitation of asynchronous online courses can have notable impacts on students related to persistence, performance, and perspectives. This case study presents current conditions for cognitive load and Community of Inquiry (CoI) presences in an asynchronous online introductory undergraduate STEM course. Researchers present the…
Descriptors: Online Courses, Asynchronous Communication, STEM Education, Difficulty Level
Lee, Ji Eun; Recker, Mimi; Yuan, Min – Online Learning, 2020
This study investigates the validity and instructional value of a rubric developed to evaluate the quality of online courses offered at a midsized public university. This rubric is adapted from an online course quality rubric widely used in higher education, the Quality Matters rubric. We first examine the reliability and preliminary construct…
Descriptors: Scoring Rubrics, Online Courses, Course Evaluation, Educational Quality
Olesova, Larisa; Campbell, Susan – Online Learning, 2019
The "2017 Survey of Faculty Attitudes on Technology" conducted by Insider Higher Ed reported on the low percentage of partnerships between university faculty and instructional designers in online course development. Experts were unsurprised because instructional designers (IDs) are underutilized, and their role in higher education is…
Descriptors: Mentors, Models, College Faculty, Instructional Design
Olson, Joann S.; Kenahan, Rita – Online Learning, 2021
In the wake of the COVID-19 pandemic, beginning in March 2020, educators at all levels faced the challenge of responding to student needs and utilizing technology for instruction. While much of the emerging research highlights the experiences of students and instructors as they shifted from face-to-face to remote learning, this study explored the…
Descriptors: COVID-19, Pandemics, Graduate Students, Program Design
Ozogul, Gamze; Zhu, Meina; Phillips, Tanner M. – Online Learning, 2022
Online instructional design and how to engage students cognitively in online asynchronous courses have been an ongoing question. This case study presents an intentional design of an asynchronous online graduate course to foster cognitive presence. The research questions investigate students' cognitive presence (CP) captured by two measures:…
Descriptors: Group Discussion, Computer Mediated Communication, Predictor Variables, Instructional Design
McCarroll, Julie; Hartwick, Peggy – Online Learning, 2022
In this paper, we focus on perceived cognitive presence (CP) in three sections of an intermediate level English for Academic Purposes (EAP) course facilitated online. The researchers intend to demonstrate how lesson design, scaffolding, and a blend of synchronous and asynchronous delivery create perceived CP. Data was collected from the CoI survey…
Descriptors: Cognitive Processes, Learner Engagement, Lesson Plans, Online Courses
Live Synchronous Web Meetings in Asynchronous Online Courses: Reconceptualizing Virtual Office Hours
Lowenthal, Patrick R.; Snelson, Chareen; Dunlap, Joanna C. – Online Learning, 2017
Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However, it can also frustrate participants because of the lack of spontaneity and visual cues and the time it takes for conversations to develop and feedback to…
Descriptors: Teleconferencing, Synchronous Communication, Asynchronous Communication, Computer Mediated Communication