The adoption of technology-enhanced online learning platforms is transforming teaching and learning practices within and outside the university. As online learning and educational technology become increasingly ubiquitous, there is a need for equity-minded scholarship attending to the social, cultural, and political implications of the technology…

Although instructors in higher education are oftentimes content matter experts, they may not have received training on instructional design or inclusive practices, such as Universal Design for Learning. However, instructors may serendipitously implement aspects of UDL without full knowledge of the framework. This qualitative study used sensemaking…

Scholars have often proposed the use of "Culturally Relevant Pedagogy" (CRP) as a way to improve the experience of Black learners in mathematics classrooms. Prior research shows Black learners show improvement in comprehension, engagement, motivation, and confidence as a result of CRP's use. However, there is limited research on whether…

Bichronous online learning is the intentional blending of asynchronous and synchronous online learning experiences. Twelve award-winning online instructors participated in interviews to discuss best practices they use, and benefits and challenges in bichronous online courses. When sharing best practices for bichronous online courses, online…

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.…

Using a qualitative multiple-case study design, this study explored the strategies employed by five Chinese teachers of English as a Foreign Language (EFL) to design activities that incorporate digital tools and visuals, aiming to enhance parent-involved interactions in online language learning settings. Grounded theory analysis of teachers'…

The professional development of online teachers is now commonplace in higher education. Alongside the relatively straightforward decision to provide professional learning support for novice and experienced online educators within universities, decisions about the nature and content of such support are not always as clear cut. The study aimed to…

Many online learning experiences integrate some form of dialogic interaction among instructors and learners. However, the degree to which these individuals come to a mutual understanding of their task and topic, a phenomenon called intersubjectivity, often remains a question. This systematic review of online learning research examines 48…

Distance learning enrollments in higher education continue to grow, and academic leaders increasingly use non-designer instructors (NDIs) to meet demand. NDIs have little control over some aspects of teaching presence, including course design through instructional media resources included in a predesigned master course. This study used the…

Blended synchronous learning has the potential to increase students' co-presence and improve upon the flexibility and accessibility of course offerings if designed well. This method of instruction, however, has yet to realize that potential. This exploratory study used qualitative methods to iteratively design, assess, and refine the technological…

The creation of multimedia assets for online courses is a time-intensive endeavor. Faculty have limited access to instructional designers for this and other course design functions. This study sought to determine if multimedia use in course design contributes positively to student performance or their perception of the online learning experience,…

Institutions of higher education play a critical role in bridging academia and workforce, yet college students find it challenging to transfer their learning across and beyond instructional formats, including online, hybrid, and face-to-face. The goals of this exploratory, sequential, mixed-methods study were to: (1) explore graduate students'…

This paper reports on research that extends knowledge about higher education students' perceptions of online engagement. In particular, the study aimed to identify what students thought engagement was and how they experienced it. Understanding students' views about online engagement will provide a more comprehensive understanding of the topic and…

The concept of "instructional quality" is central to the design and evaluation of massive open online courses (MOOCs). As MOOCs from the field of business and management are gaining importance both in academia and professional learning, questions on how to determine and improve the quality of these offerings arise. In this paper, we…

Despite extensive studies surrounding the topic of interaction in online learning, faculty are often still relegated to an attempt at replicating their face-to-face course interactions in the online environment. Interpersonal interaction is a necessary yet nebulous concept in online learning. This paper attempts to build a quality lens to view…