Underlining what matters in higher ed and ed tech: news, vendor updates, and commentary from across the field, in one place.https://theunderline.netlify.app/source/olj/https://doi.org/10.24059/olj.v30i3.6441https://doi.org/10.24059/olj.v30i3.6441As 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…Tue, 15 Sep 2026 12:00:00 GMTKaye SheltonResearchhttps://doi.org/10.24059/olj.v30is1.5454https://doi.org/10.24059/olj.v30is1.5454Academic 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…Tue, 15 Sep 2026 12:00:00 GMTYvonne EarnshawResearchhttps://doi.org/10.24059/olj.v30i3.6269https://doi.org/10.24059/olj.v30i3.6269Traditional 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…Tue, 15 Sep 2026 12:00:00 GMTDiane Johnson et al.Researchhttps://doi.org/10.24059/olj.v30i3.5763https://doi.org/10.24059/olj.v30i3.5763Scholarship 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…Tue, 15 Sep 2026 12:00:00 GMTAlexandra PickettResearchhttps://doi.org/10.24059/olj.v30i3.6398https://doi.org/10.24059/olj.v30i3.6398Instructor 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…Tue, 15 Sep 2026 12:00:00 GMTAndrew Wiss et al.Researchhttps://doi.org/10.24059/olj.v30i3.5032https://doi.org/10.24059/olj.v30i3.5032Over 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…Tue, 01 Sep 2026 12:00:00 GMTAlice Brown et al.Researchhttps://doi.org/10.24059/olj.v30i3.5294https://doi.org/10.24059/olj.v30i3.5294Initial 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…Tue, 01 Sep 2026 12:00:00 GMTUlfia Rahmi and Azrul AzrulResearchhttps://doi.org/10.24059/olj.v30i3.5059https://doi.org/10.24059/olj.v30i3.5059This 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…Tue, 01 Sep 2026 12:00:00 GMTJonathan Paris and Sawsen LakhalResearchhttps://doi.org/10.24059/olj.v30i3.5136https://doi.org/10.24059/olj.v30i3.5136With 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…Tue, 01 Sep 2026 12:00:00 GMTSandhya Maranna et al.Researchhttps://doi.org/10.24059/olj.v30i3.5236https://doi.org/10.24059/olj.v30i3.5236This 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…Tue, 01 Sep 2026 12:00:00 GMTAyesha Sadaf and Sijia ZhangResearchhttps://doi.org/10.24059/olj.v30i3.4974https://doi.org/10.24059/olj.v30i3.4974Student 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,…Tue, 01 Sep 2026 12:00:00 GMTColleen Stieler‐Hunt et al.Researchhttps://doi.org/10.24059/olj.v30i3.5251https://doi.org/10.24059/olj.v30i3.5251As 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…Tue, 01 Sep 2026 12:00:00 GMTKatelyn Nelson et al.Researchhttps://doi.org/10.24059/olj.v30i3.5015https://doi.org/10.24059/olj.v30i3.5015This 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…Tue, 01 Sep 2026 12:00:00 GMTRawad ChakerResearchhttps://doi.org/10.24059/olj.v30i3.4999https://doi.org/10.24059/olj.v30i3.4999The 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…Tue, 01 Sep 2026 12:00:00 GMTZeinab Sadat Mostafavi and Laurie ShandersonResearchhttps://doi.org/10.24059/olj.v30i3.4866https://doi.org/10.24059/olj.v30i3.4866This 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…Tue, 01 Sep 2026 12:00:00 GMTEsteban Vázquez Cano et al.Researchhttps://doi.org/10.24059/olj.v30i3.5095https://doi.org/10.24059/olj.v30i3.5095This 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…Tue, 01 Sep 2026 12:00:00 GMTKelly Young and Adam LouwResearchhttps://doi.org/10.24059/olj.v30i3.4956https://doi.org/10.24059/olj.v30i3.4956Nonlinear 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…Tue, 01 Sep 2026 12:00:00 GMTNur Wijayaning Rahayu et al.Researchhttps://doi.org/10.24059/olj.v30i3.5408https://doi.org/10.24059/olj.v30i3.5408This 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…Tue, 01 Sep 2026 12:00:00 GMTHaneen VaselResearchhttps://doi.org/10.24059/olj.v30i3.5420https://doi.org/10.24059/olj.v30i3.5420This 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…Tue, 01 Sep 2026 12:00:00 GMTEulho Jung et al.Researchhttps://doi.org/10.24059/olj.v30i3.5374https://doi.org/10.24059/olj.v30i3.5374This 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,…Tue, 01 Sep 2026 12:00:00 GMTYonatan Shertzer et al.Researchhttps://doi.org/10.24059/olj.v30i3.5326https://doi.org/10.24059/olj.v30i3.5326Generative 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)…Tue, 01 Sep 2026 12:00:00 GMTTri Agustini Solihati et al.Researchhttps://doi.org/10.24059/olj.v30i3.5273https://doi.org/10.24059/olj.v30i3.5273The 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…Tue, 01 Sep 2026 12:00:00 GMTLaily Rahmatika et al.Researchhttps://doi.org/10.24059/olj.v30i3.4967https://doi.org/10.24059/olj.v30i3.4967Disengagement 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…Tue, 01 Sep 2026 12:00:00 GMTKatie Kumasaka et al.Researchhttps://doi.org/10.24059/olj.v30i3.5154https://doi.org/10.24059/olj.v30i3.5154The 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…Tue, 01 Sep 2026 12:00:00 GMTErica Southgate et al.Researchhttps://doi.org/10.24059/olj.v30i3.4991https://doi.org/10.24059/olj.v30i3.4991Blended 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…Tue, 01 Sep 2026 12:00:00 GMTMeriyati Meriyati et al.Research