The present study analyzed the use of conversation analysis (CA) in online interaction. The aim of the study is to describe the patterns of turn taking, repair, and the adjacency pairs in the online conversation. Employing a qualitative research methodology, data were taken from an online conversation about how to learn English, taking place in…

Online collaborative discussion (OCD) focuses on promoting individual knowledge inquiry and group knowledge construction through active peer interactions and communications. In practice, it is necessary to explore how different modes of OCD come into play, in which student engagement can function as an evaluating indicator. To identify student…

Although the role of psychological needs in supporting language learning is well established, less is known about how these needs operate in different online learning modes. This study investigates how basic psychological needs satisfaction (i.e., autonomy, competence, and relatedness) is associated with students' willingness to communicate (WTC),…

Synchrony, or the timing of information as it is exchanged between participants, has garnered increasing study in online learning. Within this domain is bichronous online learning (BOL), the blending of asynchronous and synchronous elements within one learning environment. Some research has identified mobile instant messaging as quasi-synchronous…

Much has been written about telecollaboration, though there is less research specifically on the precise affordances of computer-mediated communication (CMC) technologies used in telecollaborative projects. There are even fewer studies that investigate the affordances of CMC from the perspective of the community of inquiry (CoI) model, which…

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…

This explanatory sequential mixed-methods study aimed to investigate how undergraduate students' everyday texting experiences related to their social connectedness. This research was conducted through a quantitative survey and qualitative interviews. The quantitative phase involved a survey distributed to a sample of undergraduate students,…

An in-depth analysis of collaborative problem solving (CPS) patterns contributes to understand team dynamics and effective paths to conflict resolution. However, there remains the lack of a perspective in the field of CPS research that organically combines the cognitive, meta-cognitive, and social-communicative dimensions. Moreover, the analysis…

Many universities implemented blended and hybrid delivery for the first time during the COVID-19 pandemic, and as such, the use of terms that relate to various manifestations and implementations of blended learning has increased significantly by all higher education stakeholders. However, the meaning ascribed to these terms is often inconsistent…

Purpose: This paper investigates the moderating-mediation roles of synchronous and asynchronous learning, as well as virtual self-efficacy between digital learning space experience and continuous use among learners in Ghanaian institutions of higher learning. Design/methodology/approach: A convenience sampling technique was used in the selection…

Professional development is viewed as a lifelong learning process for educators to improve student instruction and professional skills (Darling-Hammond et al., 2017). Online professional development for teachers of students who are visually impaired (TVIs) provides opportunities for continuing education, including for earning of recertification…

This study addresses the necessity of comprehending the remote learning environment for improving online course design and delivery. The primary objective is to investigate the impact of teaching, cognitive, and social presence, along with learner motivation from the Community of Inquiry framework, on students' learning satisfaction in both…

As institutions of higher education continue to offer online instruction, educators and administrators of presentational speaking courses must adapt their classes for various modes of online delivery. One primary consideration for adapting a presentational speaking course to online delivery is how students will experience communication…

A recent increase in blended course options has changed the landscape of higher education, necessitating revisions of prior categorization of blended online and in-person course models. Building on the Mixed Instructional eXperience (MIX) taxonomy using current literature and course models, we developed three key parameters for defining course…

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…