Pervasive internet use in higher education has rendered social anxiety a lesser problem in circumventing interactions. However, the attenuation of vitality in interactions still remains a contentious issue, especially in asynchronous online discussions. This study aims to elucidate how anonymity and social presence affect the relationship between…

The Interactive, Constructive, Active, Passive (ICAP) Framework (Chi & Wylie, 2014) is used to review and develop active learning in higher education. It is a hierarchical model based on overt behaviours seen by the teacher in the classroom. This principle is acknowledged as a limitation, especially in the case of online modes of study. In…

An increase in online learning has created a set of new challenges for higher education institutions. Institutions seek to retain students and ensure they are engaged in their courses. This paper examines forms of engagement that traditional and nontraditional students perceive in their online asynchronous graduate courses at a public flagship…

With an ever-increasing diverse college student population, pedagogical strategies must reflect awareness of social identity development in ways that meet the needs of all students. This article describes a faculty cohort approach utilizing a blend of asynchronous, instructor-paced online coursework and synchronous meetings (led by faculty…

Asynchronous online discussions (AODs) are increasingly prevalent in higher education to adapt to educational changes and promote critical thinking among learners. Past research has emphasized instructors' facilitation roles in encouraging learners' critical thinking in AODs, while fewer studies explored peer facilitation and peer participants'…

Studies in online STEM education have shown that instructional platforms enhance communication and students' engagement. Despite the relevance of these platforms as communicative tools to support online learning, we cannot neglect the impact of the human connection if we want to ensure an equitable learning environment for online asynchronous…

Research finds that engaging students in online deliberations requires three components: (1) designing a space specifically for deliberations, (2) a structured pattern that requires consistent interactions, and (3) a process guided by academically guided outcomes. Using these three components, deliberations become a routine where students share…

Many different factors influence students' sense of belonging in an online learning. One area of the learning experience in which a sense of "belonging" is critical is in online asynchronous discussions, and the degree to which students feel that their contributions to those discussions are valued. Unfortunately, the structure of…

Team-based learning (TBL) is one pedagogy used to promote active learning. While TBL was initially implemented in the face-to-face classroom, there is a growing need for collaborative pedagogies in online classrooms. Course delivery in an online classroom may include a variety of formats and be accompanied by challenges related to the transition…

Competent online learners have dexterity as they can manoeuvre a wide range of learning technologies and online learning strategies to learn successfully. In this study, we approach university students' online learning competence as 'online learning dexterity' or an ability to manage different aspects of online learning with appropriate…

This study examines the academic achievement and attendance duration status of formal education students taking distance education courses using structural equation modelling (SEM). A total of 842 video recordings of online courses attended by 304 students on the MS Teams video conference platform were analysed. It was revealed that 29% of the…

Students' social experience in fully online learning is critical to academic success. However, little is known about students' experience in online asynchronous education, particularly regarding social presence, knowledge building, and collaborative learning. In a constructivist grounded theory study, 22 graduate students enrolled in library and…

While learning modules are not new to academic librarianship, student-centered, asynchronous learning modules are an innovative approach not commonly considered within the academic librarianship literature. This article discusses the development and implementation of visual literacy asynchronous learning modules created by two librarians for a…

Peer assisted study sessions (PASS), also known as supplemental instruction, are structured peer guided sessions linked to a specific course, led by experienced and trained students called PASS-leaders. These PASS-leaders undergo several days of training before running their first session and receive supervision and feedback "on the…

In the rapidly evolving landscape of higher education and adult learning, asynchronous video-based online learning has not only become the new norm but has also emerged as the cornerstone of instructional delivery for Massive Open Online Courses (MOOCs). Despite its widespread adoption, this learning mode confronts a critical challenge: the…