This study aims to compare the influence of learners' self-regulation and sense of presence on online learning. Due to the increasing influence of online learning, self-regulation has received considerable attention. However, it is also claimed that an increased sense of presence can enhance online learning effects. For comparison, a meta-analysis…

Asynchronous online discussions (AODs) are a critical component of online learning, enabling students to exchange ideas and interact with peers in a flexible manner. To explore the interrelationships between social presence and cognitive presence, and how these two presences are connected across various instructional strategies used in AODs, this…

The prevalence of bullying for online students is gaining importance as school safety incidents continue to rise. With more students choosing to attend online schools, understanding how bullying plays out in this setting is essential. Several factors were examined by surveying educators of an online school and included occurrences of types of…

Coaching high school basketball is a tough profession to navigate. Most coaches have a plan for student-athletes to follow to be successful for the upcoming season, with specific, tailor-made strategies. However, adding an external factor such as the COVID-19 pandemic can create challenges, particularly when there is no contingency plan for…

The Universal Design for Learning (UDL) framework is becoming increasingly popular for designing instruction in the university setting. The use of the UDL framework ensures that online learning environments are inclusive and equitable for students with a variety of learning needs and preferences. This article focuses on the third UDL principle:…

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…

This study explored the utilization of a collaborative teaching strategy to enhance online instruction among graduate school students. Qualitative action research design was utilized to further determine possible areas for improvement of the implementation of the strategy. Thirty-eight graduate students were interviewed to assess the use of the…

This case study examines online discussions using Activity Theory to understand the contributions of individuals to the process of socially constructing knowledge within groups. The Community of Inquiry model integrates social, cognitive, and teaching presence within online discussions. While it is recognized that each participant can contribute…

Time online involves the risk of direct and vicarious online racial/ethnic discrimination. This study examined the day-to-day associations between online racial/ethnic discrimination and positive and negative affect, somatic symptoms, and anxiety. Participants were 208 fourth-year college students (25% men, 72.1% women, 2.9% not reporting gender;…

Sense of belonging is associated with postsecondary student success outcomes and has largely been studied within face-to-face course contexts. The increasing demand for online courses after the COVID-19 pandemic necessitates identifying ways instructors can foster belonging in their online courses. This study experimentally tested the effect of…

Purpose: This research aims to explore digital feedback needs/preferences in online education during lockdown and the implications for post-pandemic education. Design/methodology/approach: An empirical study approach was used to explore feedback needs and experiences from educational institutions in the Netherlands and Germany (N = 247) using a…

Conducting graduate studies in an online program can be isolating for students. This qualitative case study explores the way one online doctoral cohort utilized a text-based communication channel to keep in touch and encourage each other throughout the dissertation writing and defense phase of their program. Using Social Presence Theory and Social…

Feedback is one of the most powerful tools for teaching and learning. Providing meaningful feedback to students is of particular importance in an online context as it is a direct way for the facilitator to engage with their students and to provide them with individual, tailored support. This study sought to explore the perceptions of online…

The purpose of this qualitative case study was to understand teachers' rationale and practices as they establish social presence in a 100% online learning environment in a high school setting, with a specific emphasis on paralinguistic cues and symbols, such as emojis, emoticons, and Bitmoji. This case study focused on the meaning and…

Internship is a culminating student teaching experience traditionally involving sustained mentorship in the classroom of an experienced mentor teacher with some university supervision, and as such, it is a critical component in teacher preparation. When provisionally licensed teachers complete a non-traditional internship in their own classroom,…