Students' perceptions towards synchronous and asynchronous online delivery modes of three engineering courses, in a large UK university is conceptualised, inspired by the Community of Inquiry theoretical framework. Using a qualitative methodology, 76 written student narratives were analysed. An overwhelming focus on the elements that helped them…

This design case describes an online synchronous teacher training on computational thinking (CT) skills for a community of practice (CoP) of in-service teachers in India. The training used gamification, reflection, and localization as instructional strategies. The purpose of this training was to help in-service K-12 teachers identify…

This article presents the methodological approach taken to investigate students' experiences of synchronous online tuition in health and social care at a large, distance learning university in the UK. Seeing the students as the 'privileged knowers' on the topic of their tutorial experiences, this study took an experience-centred narrative approach…

This study examines the types of oral comments from a reviewer's as well as an author's perspective offered within an online writing group (OWG) that met during the confinement due to the COVID-19 pandemic. The purpose was to zoom in on the members' interactions to have a broader perspective of how these exchanges could provide support through…

Purpose: This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to…

Online programs are growing exponentially; the structure, program design, and instructional strategies used determine learner success and the viability of online programs. Instructors are expected to demonstrate competence as online facilitators, creating an educational experience that meets the demands of 21st-century teaching and learning. In…

In Ireland, as around the world, the COVID-19 pandemic necessitated that Higher Education Institutions (HEIs) adopt innovative approaches to ensure the continuity of placement-related components of Initial Teacher Education (ITE) programmes. One post-primary concurrent ITE programme conceptualised and developed the Teaching Online Programme (TOP),…

Background: There are various challenges to teachers' use of generative artificial intelligence (GenAI) for professional learning. Although GenAI is expected to play a transformative role in teachers' learning, its impact on them remains subtle. Objectives: Guided by community of practice, this paper examines the integration of GenAI into an…

Learning institutions in the Philippines employed online distance learning using the synchronous approach for real-time interaction among learners and teachers. While the arrangement is exploratory and contingent, and responsive to the continuity of learning during the pandemic, its impact remains uncertain. This is of interest including the…

This article considers the online tutorial experiences of 10 female undergraduate students studying a health and social care module at a large UK-based university that specialises in distance learning. The research uses the Community of Inquiry as a theoretical framework and takes an experience-centred narrative approach, using Voice-Centred…

This study examines influence of online text-based discussions for secondary school students. It aims to analyze students' shares and views with the goal of exploring the implications of online synchronous text-based discussions held in the Information Technology and Software lessons. It was carried out as a case study in which 10 discussion…

In increasingly online higher education environments, instructors must develop positive and community-oriented learning environments, equivalent to, if different from, face-to-face learning experiences. Connectivism and communities of inquiry are complementary theories that facilitate the design and development of online learning and enable online…

This study aims to investigate a collaborative synchronous learning environment in terms of students' community of inquiry perceptions (cognitive, social, and teaching presences) and interaction levels. This quantitative study was conducted with the participation of fifty-nine freshmen (twenty-nine in the control group and thirty in the…

During the COVID-19 outbreak, the imposition of home restriction or quarantine led to the use of emergency remote teaching for education purposes. Adolescent students faced a challenge while trying to maintain a school experience and receive reliable information about the pandemic. This study presents the results for students' perceptions of…

It is widely accepted that effective blended learning initiates students into constructivist learning experiences by integrating face-to-face approaches with online technology. The Community of Inquiry (CoI) framework combines teaching, social, and cognitive presences to explore students' blended learning experiences from the perspectives of…