The COVID-19 pandemic upended higher education in March 2020 and has continued into 2022. Within days of the international lockdowns, an emergency conversion from face-to-face (F2F) to remote learning occurred. Educators scrambled to convert their in-class teaching into some version of online teaching. The transformations ignited a surge in…

In online education, learning design has a significant role in mediating student experience. Centralised approaches to learning design provide students with a coherent teaching approach across online units but little is known about their impact on the student. Understanding the influence of these overarching learning design features may be a…

Beginning in March 2020, instructors and students in educational institutions across the world have had to adapt to new virtual methods of teaching and learning. This study focused on obtaining the student perspective of remote chemistry lecture delivery methods across 13 Fall 2020 courses with students in varied majors of study and stages of…

Online discussion board activities have traditionally been a primary method of providing student-to-student interaction, especially in asynchronous online classes. This study examines the impact of an alternate online discussion tool on student participation in online discussion assignments. Three identical discussion assignments were examined…

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.…

This study included an investigation of several aspects of fully online programs and their relationship with student connectedness. Bawa (2016) stated retention rates for fully online students lag far behind their traditional in-person counterparts. Green et al. (2017) concluded online students who feel more connected are more likely to persist in…

This paper addresses two examples of MOOCs aimed at developing mathematics teachers' professional learning. The programme, named "Math MOOC UniTO," was developed under the guidance of the three authors, in collaboration with some researcher-teachers from the University of Turin. This paper analyses the development of teachers' learning…

We Love Weather is the fan community of The Weather Channel. Launched in 2016, We Love Weather aims to serve so-called "weather geeks" by providing exclusive and specialized weather content, as well as participatory and communal elements. This study proposes that We Love Weather is an "affinity space" where participants create,…

This article provides an overview of the PBS KIDS production process and discusses how the network approaches the creation of educational media for children in this digital, multiplatform age. Multiple research studies show that children can benefit from highquality video and digital games, especially when parents also engage with that media…

The emergence of the novel coronavirus disease-19 (COVID-19) required a rapid shift from in-person instruction to remote learning in our second-semester general chemistry course at the United States Military Academy (USMA), a predominantly undergraduate institution that takes pride in faculty accessibility to students. The decision to conduct…

Online group debates hosted in asynchronous threaded discussions can facilitate critical thinking between discussants (and increase deeper understanding of complex problems) by eliminating the need for turn-taking while formulating and presenting premises to support and challenge claims. Yet to be determined is to what extent does the current…

Teachers in the US have historically served affective roles of uplift and civic engagement (Fultz, 1995; Gere, 2005), but reforms in the last century privileged technical aspects of the profession (Buchanan, 2015). The COVID-19 crisis, which shifted learning online and isolated students, revealed the limitations of a technical focus in teacher…

Few studies have investigated epistemic positioning in online postgraduate courses. Such courses in US contexts rely heavily on asynchronous online discussion forums. This study investigates how postgraduate students' patterned use of personal experience tellings functioned in the construction of their epistemic positioning (as 'expert' or…

Globalisation and digital technology have changed the means and mechanisms of knowledge acquisition. The rapidly expanding open-access online resources and various digital learning platforms present new opportunities in the area of continuous entrepreneurial learning, including that of corporate employees. This paper draws on knowledge spillover…

While multi-peer feedback has been increasingly implemented in the academic writing classroom in English as a foreign language (EFL) contexts, scant attention has been paid to the development of culturally-situated student feedback literacy arising from the provider-provider interaction in teacher-centered EFL classroom contexts. This study…