The COVID-19 pandemic required educators and learners to shift to emergency remote instruction, often with little prior notice. To understand how teachers managed the transition, from April to September 2020 we surveyed nearly 1,500 instructors from 118 countries. Using cluster analysis, we have detected two readily distinguishable groups of…

One of the foundational principles of the Smarter Balanced Assessment Consortium (Smarter Balanced) system is accessibility for students -- multi-tiered resources and strategies that ensure equitable and valid access for students to instructional and assessment content. This Guide includes 54 accessibility strategies that can be used by teachers,…

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…

The COVID-19 induced abrupt transition to online learning that occurred in the Spring of 2020 presented particular challenges to the adaptation of hands-on laboratory courses in biomedical engineering. This paper describes the transition of such a course in one undergraduate program, assessment of this transition, and how this assessment has led…

Youth with disabilities are overall less engaged in extracurricular, community, and social activities than their peers without disabilities. Specifically, youth with intellectual and developmental disabilities (IDD; e.g., autism, intellectual disability) are less likely to participate in extracurricular or social activities compared to peers with…

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…

E-learning and digital education approaches are evolving and changing the landscape of teaching and learning at all levels of education throughout the world. Innovation of emerging learning technologies is assisting e-learning and digital education to meet the needs of the 21st century. Due to the digital transformation of everyday practice, the…

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 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…

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.…

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…