This systematic review examined research on moderators in asynchronous online discussions (AODs) through a review of 52 sources published over the past four decades. Areas of interest included conceptual frameworks cited in research, publication trends, instructional contexts, research methods and characteristics, and descriptions of the role of…

While enrollment has been declining across higher education over the last decade, online education is one sector consistently enjoying enrollment gains, making its success indispensable to many institutions. Transactional distance theory has been used to study the experiences of online students and faculty and asserts that dialogue reduces the…

Drawing on Freire's Engaged Pedagogy as a theoretical framework, I investigated the manifestation of dialogical relationships between faculty and students in fully asynchronous online courses. Employing a post-intentional phenomenological methodology, I examined how students and faculty held varying expectations for relationships in asynchronous…

Districts and schools are spending millions of dollars on technology, training, and professional development each year; however, a disconnect between technology use and good pedagogy remains. The one-shot, sit-and-get professional development model has not provided CrossRoads Intermediate School's teachers the necessary skills and knowledge to…

The purpose of this study was to examine graduate students' perceptions of online synchronous and asynchronous courses in peer engagement, teacher presence, and course design and materials. It further compared differences in synchronous and asynchronous courses, and whether graduate students' perceptions differed due to student age, number of…

Modern advances in communication technology have allowed for the expansion of asynchronous online sport coaching services. In this intra-individual repeated time measures study, the effects of coaching communication scheduling on athletes' affective state and the coach-athlete relationship were observed as well as measures of performance in the…

The problem addressed in this study was the high dropout rate and the resulting low graduation rate in alternative virtual school settings. This quantitative correlational case study examined the influence of three instructional modalities on students' credit accrual and graduation rates in one alternative education virtual high school. The three…

Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a…

Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures…

Facilitating discussions is an integral part of virtual, synchronous and asynchronous adult and higher education settings. This article offers effective strategies for supporting learners and guiding discussion, particularly about social and critical content.

Amidst the COVID-19 pandemic, many colleges shifted to online learning, creating a need for teaching materials that could be deployed in the online setting. A pair of virtual laboratory exercises with a COVID-19 theme were created for first year Biology majors to introduce students to the topics of polymerase chain reaction and gel…

Video clubs, in which teachers meet to view videos of their classrooms in order to improve instruction, have become a popular means of professional development. With today's technology, these video clubs can be conducted virtually, yet little is known about the effectiveness of asynchronous or synchronous virtual video clubs. This study addressed…

The purpose of this action research study was to understand and strengthen the learning culture of one curriculum specialist team working remotely at Newco (pseudonym). The study participants were curriculum specialists who claimed they had little time to learn independently or share knowledge with teammates due to the isolation of remote work and…

In this study, we aimed to explore the factors associated with higher education students' learning outcomes in emergency remote teaching environments (ERTEs) during the COVID-19 pandemic at both the population and individual levels, given the limited understanding in previous research. 9418 students from 41 countries were selected for analysis…

Teacher learning in asynchronous online professional development (PD) is often assessed through self-reported instruments, despite uncertainties regarding teachers' ability to accurately self-assess their learning gains in such settings. This study compared middle school mathematics teachers' self-perceived and observed learning gains in content…