As COVID-19 continues to impact various business sectors, university administrators have steadily pushed for all academic units to resume on campus operations and activities; conversely, faculty and students have expressed increased interest in continuing online teaching/learning. We aim to mitigate this "tug-of-war" between…

With the sudden onset of the pandemic, little was known about the implications of transitioning college mathematics classes to online environments. In light of many students' difficulties in passing remedial and first-year mathematics courses in both synchronous and asynchronous classrooms, gaining an understanding of the impact of this transition…

Online learning continues be the largest growth sector in higher education (IPEDS, 2019), however, students enrolled in fully online programs are retained at a lower rate than students enrolled in traditional face to face programs. The purpose of this quantitative correlational study is to determine if online students who participate in an online…

Developing a professional STEM workforce with a high degree of intercultural competence is essential in today's globalized world.To this end, Higher Education Institutions incorporate reflection to help students make meaning of their learning experiences. In this study, we investigated the development of intercultural and teamwork skills among…

Project-based learning is a key methodology for the 21st century classroom. The teaching pedagogy is grounded in collaborative learning for students and collaborative teaching practices for educators. When social media and digital technologies are used as aids in the project-based learning approach, it adds a new dimension of learning for students…

This article reports on a study of research needs and learning preferences of graduate students at a public research university. A sequential exploratory mixed-method design was used, with a survey instrument developed from an initial qualitative stage. Significant differences were found between master's and doctoral students' and on-campus and…

This article examines how Web 2.0 technologies can be used to "flip" the online classroom by creating asynchronous workshops in social environments where immediacy and social presence can be maximized. Using experience teaching several communication and writing classes in Google Apps (Google+, Google Hangouts, Google Drive, etc.), I…

U.S. public university system policies were examined to learn how credit hours were determined for asynchronous online education. Findings indicated that (a) credit hour meaning and use are not consistent, (b) primary responsibility for credit hour decisions was at the local level, and (c) no policies exist to guide credit hour application for…

The first five articles of this series on technologies that enable collaboration, highlighted ways to foster shared learning experiences among students. For this, the final installment, focus is shifted to teachers. States, districts, and groups of teachers are enhancing their collaboration opportunities through synchronous online meetings and…

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with…

Between 2006 and 2010, sophomore engineering students at four universities were exposed to technologies designed to increase their learning in undergraduate engineering courses. Our findings suggest that students at all sites found the technologies integrated into their courses useful to their learning. Video solutions received the most positive…

Online learning has steadily become a more integral strategy for schools and districts in their efforts to offer students greater access to the courses they need. Where in the past, much of the online learning activity happened at the state level or regional level, more and more schools are exercising greater control over their online and digital…

Background: Asynchronous discussion boards provide opportunities for participants in online courses to engage with course content and extend learning through the process of discussion. However, simply requiring online discussion does not guarantee high-quality discussion posts and interactions. Goals: This study examined the extent to which…

The information age has presented unprecedented opportunities for educators to digitize traditional classrooms, an evolution that can empower instructors to extend the channels of knowledge dissemination and unleash the learning power of students from the manacles of physical classrooms. Since the early adoption of the Internet technology by…

Although online course completion rates are commonly believed to be lower than in other delivery modes, some programs achieve equal or better course completion rates. This issue presents studies that suggest certain practices contribute to student success. Readers are invited to contribute to work-in-progress on key factors for a framework of…