Online learning communities (OLCs) enable their learner to access different types of information through internet based structures anywhere anytime. OLCs are among the strategies used for the production and repost of information by learners interested in a specific area to support asynchronous learning. In this respect, learners become members of…

The study investigated the effect writing prompts designed to elicit reflective and reflexive thinking could have on participants' self-regulated learning strategies and academic performance. The reflection prompts asked the students to think about the way they were working for the class they were enrolled in and to identify important elements…

This paper reports an action research that aimed to examine how the author's weekly use of reflection and questioning instructional methods affected learners' learning in an online graduate class at a midwestern public university in the USA. The author employed the asynchronous online discussion on the discussion board in Blackboard for learners…

Each year students spend thousands of hours participating in discussion forums. Yet there has not been sufficient scholarship on the observable effects of discussion forums on learning outcomes, and there is not a clear understanding of the role discussion forums play in transmitting knowledge of course concepts to students. This study…

This dissertation examines the effectiveness of a low-bridge, minimalist approach to addressing multiliteracies online at the Writing Center at the University of North Carolina at Chapel Hill. In the 2016-17 academic year, 110 students from 41 English composition classes received feedback on multiliteracy projects they submitted to the Writing…

Graduate programs for inservice teachers seeking additional credentialing often include a mandatory diversity course. One aim of these types of courses is to help teachers recognize and dismantle their racial biases in hopes that this self-reflection process will enable teachers to use antiracist teaching approaches and create classroom…

Due to the COVID-19 pandemic, Higher Education Institutions (HEI) replaced regular face-to-face teaching with online teaching and learning. However, the shift caused several academic and social concerns for students, such as lack of academic support, lack of adequate resources to support online teaching, lack of socialization, stress, anxiety, and…

Background/Context: Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student--teacher communication. Purpose: This study extends understanding of how teacher…

As the world has witnessed an unprecedented pandemic in the living memory, the year 2020 defied all human wisdom in every walk of life. As the scientific community scrambled to search for answers, in the meantime, the world came to a standstill. Physical activity stalled and virtual became the new reality. Education had to embrace virtual classes…

Professional development is necessary to support and empower teachers in meeting the high stakes demands of mathematics teaching and to ensure equitable, accessible, and high-quality instruction for all students. Using the Interconnected Model of Professional Growth, we designed and implemented a longitudinal, multi-faceted professional…

We propose a learning innovation called 3-in-1 Hybrid environment as a solution for educational institutions to meet the challenge of balancing campus reopening against public health risks amid the COVID-19 pandemic. Our proposed innovation provides students options to attend class synchronously (either face-to-face or remote) or asynchronously…

This qualitative study examined how teachers fostered student engagement in blended learning (BL), i.e., blended, blended online, and blended synchronous courses that combine synchronous and asynchronous activities. Twenty semi-structured interviews with teachers in various disciplines, at the undergraduate or graduate level in four universities,…

The author presents a qualitative study on engaging teacher candidates in virtual teams towards instructional design projects. Through virtual collaborations via synchronous and asynchronous tools, pre-service teachers engaged in cross-cultural exchanges through project-based learning. This study examines how teacher candidates work in global…

Social skills intervention programs have demonstrated treatment efficacy in session but putting that knowledge into practice is a critically important component. It requires simultaneous development of related essential skills, like emotion regulation and resilience. Additionally, transdiagnostic treatment methodologies, which are more…

Studies on collaborative writing practices are not new (Reynolds, Wooley, & Wooley, 1911), neither is the interest in collaborative writing supported by computers (Sharples, 1993). With the advent of Web 2.0, there has been an immense increase in research examining web-based collaborative writing, particularly in L2 contexts (Cho, 2017;…