The purpose of this research was to examine differences between students at high and low levels of interactions, their perceived online presence (teaching, cognitive, and social), and the level of actual cognitive presence in asynchronous case-based discussions. The results revealed that among three online presences, teaching presence was the…

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 study attempted to determine if placing videos in an asynchronous course influenced the learning experience. Data were examined for an introductory college statistics course comparing results pre and post implementation of videos in support of discussions, assignments, homework, quizzes, and exams. Frequency of external tutoring was…

This mixed methods study compared the Community of Inquiry (CoI) presences and student performance between two course sections in a course -- HyFlex vs. online asynchronous. The CoI presences show participants' perception of three important elements -- teaching presence, social presence, and cognitive presence in a computer-mediated course…

With the increase in online course enrollments each year, there is a continued examination of online course persistence, particularly in accelerated online courses. This examination of online course persistence has typically examined individual learner factors as contributors to persistence. However, research examining the institutional and…

Student response systems (SRSs) increase the engagement of students by supporting them to participate in the course and thus contribute to their academic achievement. However, in most of the experimental studies in which the effects of SRSs were investigated, details on how to integrate SRSs into the course were not provided. This study aimed to…

Although there are many studies on distance students' language learning strategies (LLS) use, very little is known about what distinguishes LLS use between synchronous and asynchronous environments. This preliminary mixed-methods research helps to fill this gap by investigating distance students' LLS use in these two environments. The picture of…

This study aims to explore how gamification elements influence the development of the Community of Inquiry (CoI) in an online project-based programming course conducted on Facebook. We formed student groups by using a quasi-experimental design from students studying in the computer science department. While both courses were project-based, the…

The design and facilitation of asynchronous online courses can have notable impacts on students related to persistence, performance, and perspectives. This case study presents current conditions for cognitive load and Community of Inquiry (CoI) presences in an asynchronous online introductory undergraduate STEM course. Researchers present the…

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students' sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students…

We propose a learning innovation called 3-in-1 Hybrid environment as a solution for educational institutions to meet the challenge of balancing campus reopening against public health risks amid the COVID-19 pandemic. Our proposed innovation provides students options to attend class synchronously (either face-to-face or remote) or asynchronously…

Supporting productive peer-to-peer interaction is a central challenge in online courses. Although cooperative learning is a well-established method for eliciting productive interaction (Johnson & Johnson, 1989), online modes of cooperative learning have provided mixed results. To explore the factors underlying these mixed results, we used a…

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…

To ensure its partners have the capacity to implement gender responsive projects, COL introduced an online training programme on gender equality and women's empowerment. This paper reports the methodology and results in measuring the efficacy of this online training at individual and organisational levels. The ability of individuals and…