Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students' emergent ideas. This study explored the learning of early-career teachers through participation in a…

We designed an asynchronous undergraduate introductory statistics course that focuses on simulation-based inference at the University of Nebraska-Lincoln. In this article, we describe the process we used to design the course and the structure of the course. We also discuss feedback and comments we received from students on the course evaluations,…

Background: Social annotation has emerged as a promising educational technology that fosters collaborative reading and discussion of digital resources among learners. While the positive impact of social annotation on students' learning process and performance is widely acknowledged, students' behavioural patterns in social annotation are…

Research suggests there is no significant difference in outcomes for online learners and on-campus learners. Several decades of online learning have also consistently demonstrated online students are less likely to persist than those students attending on campus. The Community of Inquiry (CoI) framework describes social presence, teaching…

This case study examines the experience of Universidad Andina Simón Bolívar (UASB-E), a traditionally face-to-face institution in Ecuador, as it transitioned to online learning during and after the COVID-19 pandemic. Drawing on data from interviews, surveys, and document analysis, the study explores the challenges and opportunities associated with…

Coaching is a popular mechanism for supporting teachers' improved use of teaching strategies. However, relatively little is known about which coaching processes are used or how those are implemented, especially in emerging formats like online asynchronous coaching. We used a multiple-case study design to examine coaching logs from an asynchronous…

This study examined the integration of social-emotional learning (SEL) in formative assessment of pre-service English as foreign language (EFL) teachers during times of crisis and its perceived impact on their communicative competence. The study encompasses a six-month trial period of SEL-enriched formative assessments across five Ukrainian…

Traditional design education models foreground place-based learning and teaching approaches that situate educators and students together in the studio. This experience enables an engaged and participatory teaching practice in which over-the-shoulder feedback and peer-to-peer critique become essential formal and informal learning interactions.…

Effective student feedback is a central issue in higher education and has been closely aligned to satisfaction and overall experience. Technology-enabled models of feedback may have the capacity to overcome some of the limitations that previously made high quality feedback on formative tasks challenging or impractical. This study adopted live…

This dissertation responds to the dearth of research in responding practice of instructors teaching in college composition online writing classrooms, especially addressing both how they do it and how "care-fully." More specifically, the dissertation investigates the responding thoughts and behaviors of instructors teaching writing within…

This reflective essay discusses my experience over one year during the COVID-19 global pandemic. I analyze my experiences teaching and my observations of students, concluding that the affordances of blended learning can be useful for engaging multilingual students, and that such engagement allows for more time for formative feedback for students.…

This is the first edited volume dedicated to both teachers and learners of second/foreign language (L2) pragmatics. It comprises a collection of studies that explore how teachers background and practices, and individual learners differences contribute to the teaching and learning of L2 pragmatics. Also included are chapters that present…

The coronavirus disease of 2019 (COVID-19) pandemic makes it vital for nursing students to have access to online education. Dale Carnegie's principles were used as a teaching strategy by the same instructor in one of the two text-based online asynchronous courses on nursing informatics in the summers of 2020 and 2021. Students (n = 108) were…

Flipped Learning is an alternative model for an online learning which combines asynchronous video lectures and synchronous practice problems. The purpose of this study was to investigate the effect of Flipped Learning through Repeated Instruction and Direct Feedback on the students' behavioural, cognitive, and emotional engagement. A qualitative…

This article presents two similar design cases and a discussion of how like values resulted in dissimilar design moves. Both cases were gamified learning activities for graduate students in instructional design. Both interventions employed rapid prototyping and were delivered synchronously in an at-a-distance setting. This article compares the two…