Online Learning
olj.onlinelearningconsortium.org ·Research ·Source query (API)
Tuesday, September 15
The Online Learning Consortium Quality Scorecard for K12 Blended Learning
As K12 blended learning continues to expand, a K12-specific framework for evaluating program quality was not found. While rubrics such as Quality Matters and iNACOL address course-level design, no comprehensive scorecard exists for the broader design, leadership, implementation, and administration of K12 blended…
doi.orgDoing it all: Exploring roles and responsibilities of and support for online program coordinators
Academic program coordinators are one of the more common administrative positions in higher education in the United States. However, there are very few studies on program coordinators, particularly those who oversee online programs. This is a critical position at institutions that has not been formalized and is…
doi.orgBeyond the Thread: Reimagining Online Discussions for Authentic Learning
Traditional threaded discussion boards have become a staple of online education, yet faculty and students both report dissatisfaction and frustration with their capacity to foster intellectual engagement. This collaborative self-study examined the perceptions of five graduate faculty members at two Texas universities…
doi.orgOnline STEM Education Before COVID-19: An Integrative Review and Thematic Framework for Higher Education
Scholarship on online STEM education in higher education has been dispersed across disciplinary and educational research communities. This integrative literature review synthesized studies published from 2011 through early 2020 to establish a historical baseline for online STEM teaching and learning before the…
doi.orgMaking Generative AI Expectations Visible: Extending the TILT Framework for Transparent Assignment Design
Instructor practices in higher education for setting assignment-level expectations have been meaningfully shaped by the Transparency in Learning and Teaching (TILT) Framework (Winkelmes, 2023a, 2023b) which encourages the development of clear guidance for students around each assignment’s purpose, core tasks, and…
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Tuesday, September 1
Online strategies instructors employ to support and enhance student engagement and learning in higher education
Over the past decade, evidence indicates more higher education (HE) students attracted to studying online. Important publications on this topic illustrate teachers’ and instructors’ growing awareness of the key conditions, elements, and dimensions that increase the likelihood of online student engagement and its…
doi.orgThe role of schemata in the Information Systems Success Model in bridging online learning equity
Initial cognitive structures (schemata) play a crucial role in the success of Information Systems (IS) in online learning environments, particularly in efforts to support conditions associated with learning equity. However, the IS Success Model has yet to define the role of schemata clearly. This study investigates…
doi.orgA predictive model to explain student persistence in blended and online courses in higher education
This study sought to identify the significant predictors of students' persistence in blended and online courses in higher education. Drawing from Choi's model (2016), a structural model, comprising eight predictive and three moderating variables, was tested. The sample was composed of 348 students enrolled at two…
doi.orgExploring the relation between cognitive presence, self-regulated learning, and learning transfer: Insights from medical sonography postgraduates
With the growing prevalence of online, flexible-delivery higher education programs, supporting students in developing higher-order thinking and the ability to apply theoretical knowledge in practical work situations poses a significant challenge for educators in health disciplines. This exploratory study aims to…
doi.orgExploring the relationship between teaching presence, self-regulation, and co-regulation in online courses
This study explores the relationship between teaching presence and students’ self- and co-regulation, in online learning courses. Data were collected from 283 students enrolled in online courses using the Teaching Presence Scale of the Community of Inquiry survey and a Shared Metacognition Questionnaire. Descriptive…
doi.orgDiscord connects: Fostering social presence in higher education
Student engagement in online and blended learning environments depends on fostering social presence, yet institutional communication tools often fail to support the informal and dynamic interactions that build a sense of community. While Learning Management System discussion boards provide structured communication,…
doi.orgEmpowering educators: A pilot study on AI literacy in K–12 professional development
As artificial intelligence (AI) continues to reshape modern society, there is an urgent need to equip K–12 educators with the skills and confidence to integrate AI tools into their instructional practice. This pilot study examined the preliminary effectiveness of an asynchronous professional development course…
doi.orgEffects of a project management MOOC on employability skills and career self-perception: Comparing academic cohorts and free auditors in a pre-test/post-test design
This study examines the impact of a Project Management MOOC on self-perceived employability and career self-perception, comparing academic cohorts (AC) who enroll as part of formal education with free auditors (FA) who participate voluntarily. Drawing on a competence-based approach, we assess skill-based employability…
doi.orgCompetencies for online teaching assistants: Integrating technology, pedagogy, and communication skills
The integration of information and communication technologies (ICTs) in higher education has transformed e-learning, however, challenges such as low course completion rates, limited learner engagement, and insufficient interaction persist. This study aims to develop a competency-based framework for teaching assistants…
doi.orgAnalysis of the pedagogical factors influencing the use and effectiveness of a game-based learning app from teachers’ perspectives
This study sought to identify key determinants influencing teachers' satisfaction with the use of a game-based learning application in pre-university education. To achieve this objective, a comprehensive research methodology was employed, integrating components from three theoretical frameworks: the Information…
doi.orgEvaluating TAM validity and reliability in mobile learning for students with disabilities in South African distance education
This study examined the psychometric properties of two primary domains: perceived usefulness (PU) and perceived ease of use (PEOU) in the technology acceptance model (TAM), and their value in determining mobile learning (m-learning) usage among a sample of 220 students with disabilities (SwD) enrolled in a distance…
doi.orgReducing learner disorientation in MOOC learning paths: Evidence from a hybrid recommender system
Nonlinear learning, which aligns with natural thinking and addresses individual needs, has great potential for e-Learning. However, personalization in MOOCs through in-course recommenders remains limited, with only 18% adoption. Therefore, this research addresses on reducing learners’ disorientation by personalizing…
doi.orgOnline teaching in successive crisis contexts: Arab teachers’ perceptions in two emergency periods
This qualitative study explored 41 Arab-Israeli teachers’ perceptions of the transition to online learning during two crises: the COVID-19 pandemic and the Iron Swords War in Israel. Using the Technology Acceptance Model (TAM) as a conceptual framework, the study examined three central dimensions of teachers’ use of…
doi.orgStudent-content interaction and learning outcomes in MOOCs: The moderating role of self-efficacy
This study examines how self-efficacy moderates the relationship between student-content interaction and two key outcomes in Massive Open Online Courses: perceived course quality and sustained learning interest. Using survey data from 343 participants in the Learning How to Learn MOOC on Coursera, we employed…
doi.orgBeyond the screen: Students’ voices on synchronous online learning in higher education
This study explores students’ perceptions of synchronous learning during a period of rapid pedagogical transformation in higher education. Triggered by a systemic shift from traditional face-to-face instruction to online formats, institutions were compelled to redesign their teaching methods, communication channels,…
doi.orgExploring EFL students’ use of generative AI for academic writing: An extension of the UTAUT2 model
Generative artificial intelligence (GenAI) has shown potential in supporting academic writing, yet limited research addressed the intention and actual use of this technology by foreign language students. To address this gap, the study employs an extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2)…
doi.orgWhat drives Generation Z pre-service teachers’ acceptance of ChatGPT-assisted teaching practicum? The roles of enjoyment and trust
The growing presence of generative AI (GenAI) tools such as ChatGPT is reshaping teacher education, yet there is still limited empirical attention to the emotional and relational aspects that shape their willingness to adopt. This study extends the Technology Acceptance Model (TAM) by incorporating perceived enjoyment…
doi.orgDisconnected in the digital age: Barriers to flow in online learning
Disengagement among students learning online in higher education is an enduring challenge that can undermine learning outcomes, retention, and overall satisfaction. While engagement is widely recognized as essential to academic success, the unique conditions of online learning, such as reduced interpersonal…
doi.orgTeacher perspectives on challenges and opportunities for immersive virtual reality learning integration in Australian schools
The impact of using immersive virtual reality (iVR) technologies is well known across the recreational gaming, training, and healthcare sectors. However, iVR’s trajectory into education, especially across schooling contexts, is less known and at an early adoption phase. Only a few studies have deeply interrogated the…
doi.orgEnhancing deep learning in blended learning environments by investigating the interplay of self-regulated learning, social presence, cognitive load, and learning outcomes among pre-service teachers
Blended learning has become central to higher education, yet its capacity to promote deep learning depends on how cognitive, self-regulatory, and social factors are designed across online and face-to-face components. This study examined the relationships among cognitive load, self-regulated learning (SRL), social…
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