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…

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…

This study aims to investigate the effects of competition through a digital leaderboard in gamified online discussions on learners' behavioral and cognitive engagement in learning. Twenty-three graduate students pursuing master's degree in instructional technology in a public university in Indonesia were involved in a five-week quasi-experiment (N…

This study investigates student interaction and engagement in Twitter-supported collaborative learning, focusing on cognitive and socio-emotional processes, their evolution, and their impact on knowledge construction and group project outcomes within a higher education flipped classroom context. Utilising mixed methods analysis, including…

Purpose: As online course enrollments increase, it is important to understand how common course features influence students' behaviors and performance. Asynchronous online courses often include a discussion forum to promote community through interaction between students and instructors. Students interact both socially and cognitively; instructors'…

This guide is a companion to the "Adult Learning Planning Framework. Toolkit" (ED614137). It works in partnership with the framework while considering the unique challenges associated with the development of engaging and effective online, asynchronous learning experiences that have become embedded in the fabric of learning for all. The…

Research suggests there is no significant difference in outcomes for online learners and on-campus learners. Several decades of online learning have also consistently demonstrated online students are less likely to persist than those students attending on campus. The Community of Inquiry (CoI) framework describes social presence, teaching…

Engagement in online classes can promote student success but can be met with challenges associated with students feeling isolated from their peers, their instructors, or the course when learning online. Building opportunities for student interaction is one way to combat this isolation. A common activity in online courses that allows for student…

By participating in asynchronous course discussion forums, students can work together to refine their ideas and construct knowledge collaboratively. Typically, some messages simply repeat or paraphrase course content, while others bring in new material, demonstrate reasoning, integrate concepts, and develop solutions. Through the messages they…

Understanding the relationship between social interaction patterns and cognitive engagement levels has critical implications on collaborative learning theory, pedagogy, and technology. This study used a multi-method approach to examine the relationship between students' social participatory roles and cognitive engagement levels within asynchronous…

Online learning is one of the fastest growing trends in education. A practical problem faced by instructional designers and online instructors is how to design an interactive learning activity that benefits content mastery without adding technological barriers. The online discussion forum provides quick solutions because it is usually ready for…

Supporting productive peer-to-peer interaction is a central challenge in online courses. Although cooperative learning research provides robust evidence for the positive outcomes of face-to-face cooperative learning (Johnson & Johnson, 1989), online modes of cooperative learning have provided mixed results. This study examines the effects of…

This study, in the context of peer-facilitated asynchronous online discussion, explored the characteristics and patterns of students' cognitive presence, and examined the practices that aim to enhance cognitive presence development. Participants were 53 students from a graduate-level online course that focused on the integration of educational…

Peer moderation has been used as a beneficial strategy in asynchronous online discussions to assist student learning performance. However, most studies in peer-moderated asynchronous online discussions (PMAOD) have focused only on learning effectiveness and perceptions of students rather than on students' knowledge dimensions and cognitive…

Many studies have shown that learners' sustained attention strongly affects e-learning performance, particularly during online synchronous instruction. This work thus develops a novel attention monitoring and alarm mechanism (AMAM) based on brainwave signals to improve learning performance via monitoring the attention state of individual learners…