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.…

This book supports teaching and learning through online discussion in higher education contexts such as universities, colleges, and polytechnics. It presents an explicit focus on popular asynchronous discussion tools and methods, with attention to disciplinary variety and key principles for successful learning-oriented discussion. It tackles the…

The analysis of case studies is an important constructivist instructional strategy that shows potential for engaging students in asynchronous online discussions. However, little is known about the use of audio-based discussions to promote this type of analysis. Twenty-nine students from two sections enrolled in an online instructional design…

Speaking in a foreign/second language is a challenge for many learners, even when they have linguistic knowledge. Drawing on González-Lloret and Ortega's (2014) framework for technology-mediated tasks and MacIntyre's (2007) framework for willingness to communicate in a second language, this mixed methods study investigated the impact of…

Researchers into Literature and Education from Norway, Pakistan and the United Kingdom used William Golding's "Lord of the Flies" to explore the potential of a literary text to encourage intercultural dialogue, employing an innovative teaching method, Google Circles, to provide a platform for asynchronous online discussion among three…

Many historically underrepresented students enroll in online classes because they need the flexibility to balance work, family, and coursework (Phirangee et al., 2016). However, community college students are less successful in online classes than they are in face-to-face classes (Xu & Jaggars, 2014). Feelings of isolation and disconnectedness…

This study evaluated the similarities and differences in 50 preservice teachers' (PTs') literacy pedagogy learning outcomes when they engaged in video-based discussions that were both face-to-face (F2F) synchronous and online asynchronous. Across PTs' response sheets, 396 idea units were collected and coded to identify their reports of learning…

As an alliance of academics undertaking blended delivery, we have experienced the challenge of tailoring teaching strategies to different learning styles. Our teaching has evolved, moving from traditional didactic delivery to the utilisation of online technology to accommodate both academic and student expectations. The pressure to teach within…

Because of the COVID-19 pandemic in 2020, Albright College changed its classroom courses to an online format starting at the middle of the semester. This communication describes the transformation of the remaining semester for the lecture of the general chemistry course for majors. Video, ungraded and graded quizzing activities, and discussion…

The use of video has become commonplace in education today. Educators are engaging students with video communication technology more frequently than ever before, given COVID-19. However, questions remain on how instructors use video as a communication and teaching tool in online and blended courses. The purpose of this literature review was to…

This paper explores the effective online teaching practices and activities used for an asynchronous online learning environment. During the 15-week semester, students had various opportunities to learn rigorous content while utilizing various technological tools. The course, called "How People Learn," offered diverse and exciting…

Critical pedagogy employs dialogue that is embodied, reflective, and authentic with aims to promote action toward social justice. Although online learning is well suited to support several characteristics of critical dialogue (i.e., participant diversity, student discussions, emphasis on reflection), it can also be impersonal and disembodied. The…

Understanding the relationship between social interaction patterns and cognitive engagement levels has critical implications on collaborative learning theory, pedagogy, and technology. This study used a multi-method approach to examine the relationship between students' social participatory roles and cognitive engagement levels within asynchronous…

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:…

Consequent to the unprecedented COVID-19 pandemic, pedagogic changes were introduced in postgraduate courses in Physiology, where face-to-face teaching was replaced with synchronous virtual mode for leader-centered (seminar, symposium) and participant-centered (journal club, group discussion) academic activities. We hypothesized that the…