Going beyond the recent surge of papers on the flipped classroom, this article calls for an active "constructionist" approach to flipping classrooms. Not only are homework and lecture sessions flipped, students create, or "construct" knowledge outside of class and present to others through group learning activities. The…

This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design…

This study examined the gender difference in students' perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale…

This paper examines the effectiveness of a mobile assisted blended learning scenario for pronunciation in Korean language. In particular, we analyze how asynchronous oral communication between learners of Korean and native speakers via "kakaotalk" (an open source mobile phone application) may be beneficial to the learner in terms of…

This paper provides the rationale and framework for the blended advising model, a coherent approach to fusing technology--particularly the ePortfolio--into advising. The proposed term, "blended advising," is based on blended learning theory and incorporates the deliberate use of the strengths from both face-to-face and online…

Cooperative learning was applied in a graduate project management course to compare the effectiveness of asynchronous versus synchronous online team meetings. An experiment was constructed to allocate students to project teams while ensuring there was a balance of requisite skills, namely systems analysis and design along with HTML/Javascript…

Educational webcasts are nowadays widely used by many organizations and institutions all over the world. However, the educational effectiveness of webcasts when used as an autonomous method is yet to be explored. In this paper, the clarification of certain issues concerning their educational effectiveness is attempted. Following specific…

While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages…

The Internet, as a digital record of human discourse, provides an opportunity to directly analyze political communicative behavior. The rapid emergence of social online networks augurs a transformation in the quality and quantity of information people have to evaluate their political system. Digital formats instantiate new categories of actors and…

Information communication technologies (ICT) in education is an expanding field, and within this field there is a need for development of effective systems for faculty and learners to communicate feedback and assess performance. The increasing migration of many academic disciplines and courses to an online format has prompted an increased need for…

This study examined student perceptions of teaching presence and communication timeliness in asynchronous online courses. Garrison, Anderson, and Archer's (2000) community of inquiry model provided the framework for the survey research methodology used. Participants were 59 student volunteers taking 1 or more asynchronous online graduate courses.…

Learning and dialogue may naturally engender feelings and expressions of uncertainty for a variety of reasons and purposes. Yet, little research has examined how patterns of linguistic uncertainty are enacted and changed over time as students reciprocally influence one another and the dialogical system they are creating. This study describes the…

This paper presents a framework for facilitating communication among STEM project teams that are geographically dispersed in synchronous or asynchronous online courses. The framework has been developed to: (a) improve how engineering and technology students and faculty work with collocated and geographically-dispersed teams; and (b) to connect the…

Identity became apparent as an important theme while investigating the role of interaction in the asynchronous discussion forums of an online post-graduate TESOL (Teaching English to Speakers of Other Languages) education subject. Identity emerged through dialogic choices as students projected an impression of themselves, negotiated their…

Social presence is difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students…