The purpose of this quantitative, ex post facto study was to determine if there was a significant difference in course pass and withdrawal rates between online community college synchronous and asynchronous introductory English composition (IEC) courses. The community of inquiry provided the theoretical foundation for the study. The research…

Purpose: The authors developed online learning modules to train graduate and undergraduate student instructors (GUSIs) on grading and delivering feedback in quantitative disciplines. The authors report results from multiple assessments conducted during recent training events at a mid-sized, research-intensive institution and discuss implications…

This study aims to evaluate the opportunities and limitations of switching from conventional, face-to-face education to online, asynchronous education made possible by the Fourth Industrial Revolution's technology. This transition has been considerably expedited in several nations by the COVID-19 epidemic. Desktop analysis was used to conduct the…

This qualitative study examines the perspectives of K-12 school principals in urban settings on the strengths and weaknesses of various professional development program modalities. The research involved interviews with 10 urban K-12 school administrators to explore their views on in-person, online synchronous, and online asynchronous professional…

This paper aims to study the effects that asynchronous and synchronous instructional methods have on student perceptions and attitudes towards online education. We analyze both qualitative and quantitative survey responses from 496 students in three large (greater than 200 enrolled students) first-year calculus classes at the University of Guelph.…

This study explores the dynamics of student interaction networks within an online asynchronous discussion forum, focusing on both whole group discussions and subgroup interactions distinguished by the Louvain algorithm, a renowned community detection method. Analyzing 2481 posts from 154 undergraduate students across three sections of a…

The escalation in online learning post-COVID has created a pressing need to consider faculty-student interactions in a virtual environment. A sequential explanatory, mixed-method design was used to investigate university students' perceptions of faculty caring online following the COVID-19 pandemic. Participants were 46 undergraduate and graduate…

Large-enrollment, asynchronous, online courses present significant teaching and learning challenges, particularly in implementing evidence-based practices such as building connections with students and offering personalized support. This Quick Hit explores the use of module conditional release, a feature in learning management systems, which can…

Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual…

Disparities in access to education persist between children from low and high socio-economic backgrounds, and these disparities have become more pronounced because of school closures due to the pandemic. Addressing the disparities requires revisiting the approach to education, as a one-size-fits-all policy can be particularly challenging for…

Mobile instant messaging (MIM) has become the most popular means for young people to communicate. MIM apps typically come with a myriad of features that educators may leverage to increase student learning. However, it remains poorly understood to what extent and in what aspect MIM can facilitate student engagement. We address the gap by comparing…

The community of inquiry (CoI) framework describes a process for creating collaborative learning through three elements or presences: social, cognitive, and teaching. Despite its popularity among researchers and practitioners, use of the CoI model is limited to mapping instructional activities, which are yet to be developed into an interaction…

Large-scale, classroom-based experiments using adaptive instructional software pose somewhat unique challenges for experimental design and deployment. One reason for this is that adaptive software allows students to advance through the curriculum at different rates and encounter content at different times, meaning that content targeted for…

A longstanding area of disagreement among theological educators has been whether the holistic formational goals of theological education can be adequately addressed through non-face-to-face learning modes. This study explored student perceptions of how their experience of studying theology in an asynchronous online context contributed to their…

Despite years of progress, there remains an academic achievement gap among minority and non-minority students in all levels of education. A possible reason for the persistent achievement gap is stereotype threat, which is a situational predicament that prompts individuals to perform in ways that mirror the stereotypes associated with their social…