The purpose of this study was to further our understanding of the use of Twitter for promoting reflective learning. Specifically, this study investigated how students participate in Twitter-supported activities, what type of knowledge are manifested when Twitter is used to reflect on the course readings, and how students perceive the…

Results of research on intentions and effects of first- and second-order argument scaffolding of computer-supported collaborative argumentation competence development and domain-specific knowledge acquisition are ambivalent. A systematic review of research in secondary and higher education (SE and HE) has been conducted to clarify and synthesise…

The purpose of this study is to determine the effects of structured discussion by giving participants in online discussion groups different roles in transactional distance perception and knowledge sharing behaviors. In the study, a quasi-experimental design was utilized with pretest and posttest control groups. The study was conducted with 111…

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…

Enrollment in online learning continues to grow in the higher education sector, along with persistent goals dedicated to achieving better student outcomes and lowering attrition rates. Improved student engagement has been shown to possibly reduce attrition rates through a greater sense of connectedness and decreased feelings of isolation among…

Taking into account prior research suggesting a lack of student participation in online discussions, this study examines the influence of peer moderator (PM) role assignment on students' participation and that of their peers' participation in online discussions. Eighty-four participants operated in a moderator role, reciprocally. Moreover, the…

Communication Skill Centers are dedicated to adapting services in order to best meet the needs of their clients. The authors felt it was necessary to explore how their center could offer and support online mediated services. For the past two years they have incrementally developed and piloted asynchronous (submit and respond) and synchronous (real…

Purpose: Earlier, my colleagues and I showed that children with a history of specific language impairment (H-SLI) are significantly less able to detect audiovisual asynchrony compared with children with typical development (TD; Kaganovich & Schumaker, 2014). Here, I first replicate this finding in a new group of children with H-SLI and TD and…

The study analyzes the type and quantity of co-occurrence of social, cognitive, and teaching presence in a Community of Inquiry (CoI). Content analysis of the virtual educational communication shows units of analysis that must be assigned to more than one category. By crossing the categories of the CoI model, we observe that Social Presence is…

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…

If only we could know what our students were up to at any given moment in class. Who is paying attention, and who is falling asleep? Who understands the past perfect and who thinks it is about something wonderful that happened yesterday? And wouldn't it be great if we knew who is motivated and who is ready to drop out of the course? Language…

The purpose of this paper is to explore and compare learners' critical thinking and interaction during an asynchronous online discussion when peer- or instructor-facilitation was provided. Current literature on online discussion reveals a controversy between peer facilitation and instructor facilitation regarding their strengths and weaknesses.…

This qualitative study explored asynchronous online discussions (AODs) in terms of: (1) whether students interacted effectively with each other, (2) how moderators facilitated discussions, (3) whether students achieved higher levels of thinking about discussion content, and (4) how students demonstrated engagement with provided learning resources.…

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…

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…