This paper reports on a study exploring students' engagement with the project Virtual Exchange for English Language Teaching (VEELT). With the aim to provide insights into how we can better engage students, ensuring that future virtual exchanges are more inclusive, this paper focuses on the behavioural, cognitive, and affective engagement…

In this paper we propose i-SERF (integrated-Self Evaluated and Regulated Framework) an integrated self-evaluated and regulated framework, which facilitates synchronous and asynchronous education, focusing on teaching and learning in higher education. The i-SERF framework is a two-layered framework that takes into account various elements of…

The purpose of the study was to determine to what extent online instructors make use of synchronous tools, and whether use of synchronous tools is correlated with retention. Between April and September of 2010 a confidential web survey was e-mailed to 120 randomly selected higher education instructors across the country who taught either 3- or…

College students learn differently than their professors. This disconnect between learning styles is not a new problem, however the problem has been magnified by the technology driven environment which exists in contemporary higher education. Students who grew up using computers and Playstations while surfing MySpace blogs and listening to their…