What is interesting is virtual learning seems to go against the very nature of teachers and teaching. For example, many teachers are in the profession to change the lives of students, to have an impact, for interaction, to motivate and aspire students. Some teachers find that these are all diminished and even sometimes eliminated in the virtual…

Consequent to the unprecedented COVID-19 pandemic, pedagogic changes were introduced in postgraduate courses in Physiology, where face-to-face teaching was replaced with synchronous virtual mode for leader-centered (seminar, symposium) and participant-centered (journal club, group discussion) academic activities. We hypothesized that the…

After the COVID-19 pandemic forced school buildings to close, online learning became a lifeline for K-12 education. It let schools carry on in "the cloud" when they could not meet in person. But online learning's potential benefits for K-12 go well beyond providing stop-gap solutions during school closures. It offers an opportunity to…

It is widely believed that digitally-driven changes are not welcomed amongst academic staff in higher education. However, when in March 2020, the University of Nottingham went online in response to the UK government's COVID-19 lockdown, a different picture started to emerge. This contribution reflects on the initial steps taken to respond to the…

This book is the first edited volume to compile up-to-date scholarship that discusses frontier knowledge on second language (L2) collaborative writing (CW) and highlights technology-mediated solutions to it. The volume consists of conceptual papers and empirical studies that explore theoretical, methodological, and pedagogical approaches to CW in…

In early 2020, the COVID-19 pandemic drastically changed the lives of college students across the United States. These students, many of whom had never taken an online class prior to the pandemic, had to quickly adapt to the virtual learning environment and continue their studies during a time of great uncertainty. At the same time, many…

The aim of this study is to compare how two different Virtual Exchanges (VE) contribute to language learning in a Japanese university context. Task-Based Language Teaching (TBLT) using VE has been a focus in this study. There are huge advantages of using technology in language teaching such as increasing language use opportunities, feedback, and…

This study compares synchronous versus asynchronous online teaching in an introductory calculus-based physics class. Like many schools, our institution transitioned to online teaching during the COVID-19 pandemic. We held optional synchronous online sessions during the original class time, and approximately half of our students were regular…

The online environment is an expansive educational context distinct from the traditional one. We problematize the current online teacher education landscape and make recommendations for practices that prepare and support teachers as online teachers, rather than teachers who periodically use Internet resources and digital devices for instruction.…

Drawing on findings from two studies, this article focuses on the expectations of students and teachers in higher education, when learning via asynchronous online discussions. In particular, this synthesis highlights a divergence of expectations. The first study investigated how students and teachers experienced asynchronous online discussion…

A cyber-flipped course was conducted with the flipped classroom pedagogy by using a wholly online approach for all learning activities in asynchronous and synchronous class sessions. Literature suggests that traditional flipped courses can effectively enhance students' learning outcomes in comparison to non-flipped courses. However, conducting all…

Success in higher education is a concept that has been researched for years and is especially critical in relation to the shift to online higher education. Online learning is inevitably a part of the future landscape of higher education, but success rates in online courses are often lower than in traditional courses. To contribute to the existing…

Structured collaborative peer teams are widely recognized as a high-impact pedagogy that supports learning outcomes for diverse learners but it can be difficult to implement this pedagogy in an online environment. This communication describes a structure to use collaborative teams to develop and sustain a community of inquiry in an asynchronous…

In the literature, there is a scarcity of studies investigating the factors influencing the deployment of mobile Web 2.0 (MW2.0) as pedagogical tools in higher education. The purpose of this study is to investigate the adoption of mobile Web 2.0 learning (MW2.0L) by students and further to explore their perceived learning. Accordingly, a research…

Distance learning is something many physical educators never thought they would have to do, given the practical and philosophical contradictions inherent in teaching and learning movement-based content through a computer. Yet, the COVID-19 pandemic has forced most physical education teachers to transition to distance learning modalities. Questions…