As educators increase their use of digital technologies across learning modalities, some schools are experimenting with highly flexible models of learning that maximize opportunities to support learner preferences. The perceptions of these programs by teachers, parents, and students are crucial for building and maintaining community support and securing funding for school practices that are innovative and educative. The purpose of this study was to understand the perceptions of teachers, parents, and students working in a school using hybrid learning with individualized schedules. Perceptions of the school emerged as a sense of shared responsibility and united advocacy for students. Advocacy centered on (1) making instruction accessible and (2) providing appropriate instructional support. While there was agreement across participant groups on these themes, teachers described additional workloads. Implications include the need to build a united purpose around students while also supporting teachers.
{"title":"Emergent Themes from Study of a Highly Flexible Hybrid Learning Program","authors":"Mariana Castañón, Mary F. Rice, Traci Filiss","doi":"10.24059/olj.v27i4.4020","DOIUrl":"https://doi.org/10.24059/olj.v27i4.4020","url":null,"abstract":"As educators increase their use of digital technologies across learning modalities, some schools are experimenting with highly flexible models of learning that maximize opportunities to support learner preferences. The perceptions of these programs by teachers, parents, and students are crucial for building and maintaining community support and securing funding for school practices that are innovative and educative. The purpose of this study was to understand the perceptions of teachers, parents, and students working in a school using hybrid learning with individualized schedules. Perceptions of the school emerged as a sense of shared responsibility and united advocacy for students. Advocacy centered on (1) making instruction accessible and (2) providing appropriate instructional support. While there was agreement across participant groups on these themes, teachers described additional workloads. Implications include the need to build a united purpose around students while also supporting teachers.\u0000 ","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"123 4","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138608066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Even prior to the COVID-19 pandemic, more K-12 teachers in the United States were teaching online than ever before, particularly in rural and economically distressed communities (US Department of Education, 2011), and since March 2020, nearly every teacher has become, at least for a little while, a virtual teacher. The purpose of this study was to better understand the embodied experiences of women “sojourner” teachers—that is, teachers who move among online, face-to-face, and hybrid teaching spaces (Howell, 2020). Working from a feminist poststructuralist perspective, I gathered qualitative data from four sojourner teachers in the Midwestern and Mid-Atlantic United States. These data revealed participants’ complex relationships with their bodies while teaching online and how their bodies fit into their perceptions of what it means to be a good virtual teacher. I argue that the current domains of the Community of Inquiry (CoI) framework (Garrison et al., 2000) are limited and would benefit from the explicit inclusion of embodiment to facilitate discussion about the interplay of physical and intellectual labor and, potentially, the real effects embodied identities have on teachers’ experiences in virtual classrooms.
{"title":"\"I Sing the Body Electric\": Embodied Presence in the Community of Inquiry Framework","authors":"Crystal Howell","doi":"10.24059/olj.v27i4.4029","DOIUrl":"https://doi.org/10.24059/olj.v27i4.4029","url":null,"abstract":"Even prior to the COVID-19 pandemic, more K-12 teachers in the United States were teaching online than ever before, particularly in rural and economically distressed communities (US Department of Education, 2011), and since March 2020, nearly every teacher has become, at least for a little while, a virtual teacher. The purpose of this study was to better understand the embodied experiences of women “sojourner” teachers—that is, teachers who move among online, face-to-face, and hybrid teaching spaces (Howell, 2020). Working from a feminist poststructuralist perspective, I gathered qualitative data from four sojourner teachers in the Midwestern and Mid-Atlantic United States. These data revealed participants’ complex relationships with their bodies while teaching online and how their bodies fit into their perceptions of what it means to be a good virtual teacher. I argue that the current domains of the Community of Inquiry (CoI) framework (Garrison et al., 2000) are limited and would benefit from the explicit inclusion of embodiment to facilitate discussion about the interplay of physical and intellectual labor and, potentially, the real effects embodied identities have on teachers’ experiences in virtual classrooms.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":" 11","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138611423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite their growing importance, differential, process-oriented research on Massive Open Online Courses (MOOCs) for professional learning is scarce. This paper explores learner behavior in Enterprise MOOCs using lag sequential analysis. Data from 13 MOOCs on business and technology-related topics with a total of N = 72,668 active learners were examined. Starting from consistent high-level behavioral patterns, a deeper analysis reveals variations in interaction sequences according to the underlying course design approach. Lecture-oriented, system interaction-oriented, and discussion-oriented courses share a set of common patterns but also differ in various interaction sequences. Results point towards an isolated role of video playbacks across all course clusters, consumerist patterns in lecture-oriented courses, and a positive influence of metacognitively oriented interactions on learning outcomes. Accordingly, initial design recommendations include integrating interactive instructional elements in videos, promoting learner engagement in lecture-oriented courses, and fostering metacognition. Connecting interaction and achievement data may uncover promising behavior patterns that can be further supported by course design. Based on the initial findings, implications for future research and development are discussed.
{"title":"Course Design Approaches and Behavioral Patterns in Massive Open Online Courses for Professional Learning","authors":"Marc Egloffstein, Muhttin Şahin, Dirk Ifenthaler","doi":"10.24059/olj.v27i4.4054","DOIUrl":"https://doi.org/10.24059/olj.v27i4.4054","url":null,"abstract":"Despite their growing importance, differential, process-oriented research on Massive Open Online Courses (MOOCs) for professional learning is scarce. This paper explores learner behavior in Enterprise MOOCs using lag sequential analysis. Data from 13 MOOCs on business and technology-related topics with a total of N = 72,668 active learners were examined. Starting from consistent high-level behavioral patterns, a deeper analysis reveals variations in interaction sequences according to the underlying course design approach. Lecture-oriented, system interaction-oriented, and discussion-oriented courses share a set of common patterns but also differ in various interaction sequences. Results point towards an isolated role of video playbacks across all course clusters, consumerist patterns in lecture-oriented courses, and a positive influence of metacognitively oriented interactions on learning outcomes. Accordingly, initial design recommendations include integrating interactive instructional elements in videos, promoting learner engagement in lecture-oriented courses, and fostering metacognition. Connecting interaction and achievement data may uncover promising behavior patterns that can be further supported by course design. Based on the initial findings, implications for future research and development are discussed.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"22 4","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138625034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Vally Essa, Grant Andrews, B. Mendelowitz, Yvonne Reed, I. Fouché
Humanising pedagogy has been a focus of recent research as more universities move to online and blended models of instruction. Online learning has been linked to feelings of isolation, disconnection, and depersonalisation of the learning experience for many students. In South Africa, the shift to online instruction took place in the context of the Covid-19 pandemic and recent student movements that brought attention to how the country’s violent history resulted in structural inequalities in terms of race and class that affect learning environments. Thus, humanising pedagogy also meant recognising and addressing how students’ contextual challenges might affect their feelings of connection in the learning environment. In this article, we present a case study of a first-year course at a South African university where we used online discussion forums that required students to engage with weekly forum tasks. Through thematic content analysis of students’ dialogic responses on these forum tasks, we demonstrate how the tasks facilitated humanising pedagogy by allowing students to use their authentic voices, to form social connections, and to reflect their affective and personal experiences. We argue that interactive, asynchronous online forums can be effective tools to facilitate humanising online pedagogy when these forums are designed in ways that encourage dialogic learning, use content that is relevant to students’ contexts, and give students agency by allowing them to select texts for discussion and share their diverse perspectives. Our analysis also showed limitations to forum discussions which include students echoing responses and instances of silencing and unsupportive group dynamics.
{"title":"Humanising Online Pedagogy through Asynchronous Discussion Forums","authors":"F. Vally Essa, Grant Andrews, B. Mendelowitz, Yvonne Reed, I. Fouché","doi":"10.24059/olj.v27i4.3652","DOIUrl":"https://doi.org/10.24059/olj.v27i4.3652","url":null,"abstract":"Humanising pedagogy has been a focus of recent research as more universities move to online and blended models of instruction. Online learning has been linked to feelings of isolation, disconnection, and depersonalisation of the learning experience for many students. In South Africa, the shift to online instruction took place in the context of the Covid-19 pandemic and recent student movements that brought attention to how the country’s violent history resulted in structural inequalities in terms of race and class that affect learning environments. Thus, humanising pedagogy also meant recognising and addressing how students’ contextual challenges might affect their feelings of connection in the learning environment. In this article, we present a case study of a first-year course at a South African university where we used online discussion forums that required students to engage with weekly forum tasks. Through thematic content analysis of students’ dialogic responses on these forum tasks, we demonstrate how the tasks facilitated humanising pedagogy by allowing students to use their authentic voices, to form social connections, and to reflect their affective and personal experiences. We argue that interactive, asynchronous online forums can be effective tools to facilitate humanising online pedagogy when these forums are designed in ways that encourage dialogic learning, use content that is relevant to students’ contexts, and give students agency by allowing them to select texts for discussion and share their diverse perspectives. Our analysis also showed limitations to forum discussions which include students echoing responses and instances of silencing and unsupportive group dynamics.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":" 28","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138619495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daphne Wiles, Julie Smart, Anna Morrison, Luke Bennett, Scott Peters
The purpose of the current study was to develop and validate the Online Teaching Motivation Scale (OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning. The widespread prevalence of online and hybrid teaching modalities, many established during the COVID-19 pandemic, has necessitated reliable, valid measures to better understand factors that impact teachers’ motivation for online teaching and learning. The OTMS went through a rigorous validation process, including a pilot survey for content review, digital administration to K–12 teachers (N=379), and confirmatory factor analysis. The result was a 24-item survey designed to measure teacher motivation for online teaching based on three factors: teacher self-efficacy for online teaching, teacher perceptions of online teaching and learning, and perceived administrative support for online teaching. The OTMS was found to have a strong model fit, as well as strong reliability and validity measures. Future research includes wide administration of the OTMS to examine the relationship between K–12 teacher motivation for online teaching and students’ achievement and to inform the development of appropriate support models.
{"title":"Online Teaching Motivation Scale (OTMS): Development and Validation of a Survey Instrument","authors":"Daphne Wiles, Julie Smart, Anna Morrison, Luke Bennett, Scott Peters","doi":"10.24059/olj.v27i4.4035","DOIUrl":"https://doi.org/10.24059/olj.v27i4.4035","url":null,"abstract":"The purpose of the current study was to develop and validate the Online Teaching Motivation Scale (OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning. The widespread prevalence of online and hybrid teaching modalities, many established during the COVID-19 pandemic, has necessitated reliable, valid measures to better understand factors that impact teachers’ motivation for online teaching and learning. The OTMS went through a rigorous validation process, including a pilot survey for content review, digital administration to K–12 teachers (N=379), and confirmatory factor analysis. The result was a 24-item survey designed to measure teacher motivation for online teaching based on three factors: teacher self-efficacy for online teaching, teacher perceptions of online teaching and learning, and perceived administrative support for online teaching. The OTMS was found to have a strong model fit, as well as strong reliability and validity measures. Future research includes wide administration of the OTMS to examine the relationship between K–12 teacher motivation for online teaching and students’ achievement and to inform the development of appropriate support models. ","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":" 8","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138617337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learner engagement is well-established as critical for learning online. Professional development for online instructors emphasizes techniques for engaging students, and learning technology products tout features intended to promote engagement (e.g., adaptive content, video, gamification). But the influence of particular instructor practices and of particular learning technology features on theory-based aspects of student engagement is infrequently tested empirically, and even more rarely with Black, Latine, and low-income students, who are more likely to face barriers to learning online. This paper first provides a research-based theoretical model of affective engagement developed in conjunction with ongoing studies of blended learning implementations of courseware designed to enhance learning and engagement among historically and systemically marginalized students. Next, the paper describes development of survey-based measures of four components of affective engagement and the use of responses from over 850 students in introductory statistics courses to evaluate the reliability and factor structure of those measures. We conclude with implications for use of the engagement measures in future improvement-oriented research and practice.
{"title":"Bridging Theory and Measurement of Student Engagement","authors":"Barbara Means, J. Neisler","doi":"10.24059/olj.v27i4.4034","DOIUrl":"https://doi.org/10.24059/olj.v27i4.4034","url":null,"abstract":"Learner engagement is well-established as critical for learning online. Professional development for online instructors emphasizes techniques for engaging students, and learning technology products tout features intended to promote engagement (e.g., adaptive content, video, gamification). But the influence of particular instructor practices and of particular learning technology features on theory-based aspects of student engagement is infrequently tested empirically, and even more rarely with Black, Latine, and low-income students, who are more likely to face barriers to learning online. This paper first provides a research-based theoretical model of affective engagement developed in conjunction with ongoing studies of blended learning implementations of courseware designed to enhance learning and engagement among historically and systemically marginalized students. Next, the paper describes development of survey-based measures of four components of affective engagement and the use of responses from over 850 students in introductory statistics courses to evaluate the reliability and factor structure of those measures. We conclude with implications for use of the engagement measures in future improvement-oriented research and practice.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"38 6","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138626840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The adoption of technology-enhanced online learning platforms is transforming teaching and learning practices within and outside the university. As online learning and educational technology become increasingly ubiquitous, there is a need for equity-minded scholarship attending to the social, cultural, and political implications of the technology sustaining online learning. While prior literature has made important strides framing education technology within conversations of equity and justice, there is a lack of empirical research analyzing marketing material of education technology. This presents a significant gap in understanding for education researchers, as marketing material plays a significant role in shaping public perceptions of technology, and can be widely read among students, instructors, and university stakeholders before directly engaging with the tool. Given recent scholarly interest in the ways subjective understandings of temporality are implicated in learning design, the present study connects burgeoning interest in temporality towards corporate marketing material of learning design. Drawing on artifact analysis methods, we analyzed blog posts from Coursera and customer success stories from Microsoft that describe how their products are designed to support online learning. Our research questions include: (1) How does marketing material from two education technology companies shape subjective understandings of temporality in online learning? (2) How can these temporal representations be leveraged to promote equity-oriented pedagogical design? Results from our analysis show how time is constituted as an efficient and agentic resource, and as an orientation towards future careers. We discuss how these findings have implications for equity-oriented pedagogical design by linking conceptions of time to neoliberalism and humanization.
{"title":"Conceptions of Time in Educational Technology","authors":"Jacob Fortman, Rebecca Quintana, Jacob Aguinaga","doi":"10.24059/olj.v27i4.4056","DOIUrl":"https://doi.org/10.24059/olj.v27i4.4056","url":null,"abstract":"The adoption of technology-enhanced online learning platforms is transforming teaching and learning practices within and outside the university. As online learning and educational technology become increasingly ubiquitous, there is a need for equity-minded scholarship attending to the social, cultural, and political implications of the technology sustaining online learning. While prior literature has made important strides framing education technology within conversations of equity and justice, there is a lack of empirical research analyzing marketing material of education technology. This presents a significant gap in understanding for education researchers, as marketing material plays a significant role in shaping public perceptions of technology, and can be widely read among students, instructors, and university stakeholders before directly engaging with the tool. Given recent scholarly interest in the ways subjective understandings of temporality are implicated in learning design, the present study connects burgeoning interest in temporality towards corporate marketing material of learning design. Drawing on artifact analysis methods, we analyzed blog posts from Coursera and customer success stories from Microsoft that describe how their products are designed to support online learning. Our research questions include: (1) How does marketing material from two education technology companies shape subjective understandings of temporality in online learning? (2) How can these temporal representations be leveraged to promote equity-oriented pedagogical design? Results from our analysis show how time is constituted as an efficient and agentic resource, and as an orientation towards future careers. We discuss how these findings have implications for equity-oriented pedagogical design by linking conceptions of time to neoliberalism and humanization.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":" 47","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138615833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is part of a larger critical discourse analysis (CDA) that examines technology-enhanced learning environments, such as online learning, e-learning, Web-based learning, computer-assisted learning, computer-mediated learning, and open and distance learning. The goal of this qualitative research was to analyze how educational technology scholars perceive and interpret technology in teaching and learning contexts. Using Carl Mitcham's typology of technological frames, which categorizes technology into four groups: (1) object, (2) knowledge, (3) activity, and (4) volition, we identified the types of technological frames that educational technology scholars use to define learning environments. The content analysis of nine semi-structured interviews showed that scholars primarily associate technology with volition (i.e., individuals’ motivations, desires, will, culture, and consent regarding technology), followed by activity (i.e., technology related actions such as designing, drafting, crafting, programming, and analyzing) and object (i.e., tools), while technology as knowledge (i.e., facts, explicit and implicit skills, recipes, rules, beliefs, descriptive laws, principles, and experiences) was the least referenced technological aspect. Additionally, we discovered a new aspect of technology called “space.” The findings provide theoretical and practical insights into the literature on technological frames in online and distance learning. Importantly, insights into possible directions for research on online learning in the coming decade are offered.
{"title":"Navigating Online Learning Through “Technological Frames\"","authors":"Merve Basdogan, Curtis J. Bonk","doi":"10.24059/olj.v27i4.4030","DOIUrl":"https://doi.org/10.24059/olj.v27i4.4030","url":null,"abstract":"This study is part of a larger critical discourse analysis (CDA) that examines technology-enhanced learning environments, such as online learning, e-learning, Web-based learning, computer-assisted learning, computer-mediated learning, and open and distance learning. The goal of this qualitative research was to analyze how educational technology scholars perceive and interpret technology in teaching and learning contexts. Using Carl Mitcham's typology of technological frames, which categorizes technology into four groups: (1) object, (2) knowledge, (3) activity, and (4) volition, we identified the types of technological frames that educational technology scholars use to define learning environments. The content analysis of nine semi-structured interviews showed that scholars primarily associate technology with volition (i.e., individuals’ motivations, desires, will, culture, and consent regarding technology), followed by activity (i.e., technology related actions such as designing, drafting, crafting, programming, and analyzing) and object (i.e., tools), while technology as knowledge (i.e., facts, explicit and implicit skills, recipes, rules, beliefs, descriptive laws, principles, and experiences) was the least referenced technological aspect. Additionally, we discovered a new aspect of technology called “space.” The findings provide theoretical and practical insights into the literature on technological frames in online and distance learning. Importantly, insights into possible directions for research on online learning in the coming decade are offered. ","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":" 13","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138619177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores how online instructors use different instructional strategies to engage learners, and the active learning indicators that they look for among their students. Additionally, it examines how modality—synchronous versus asynchronous—and instructor learner-centeredness relate to instructional strategy choices. Using a mixed methods approach with a concurrent triangulation design, 101 higher education online instructors were surveyed and 11 were interviewed. Findings show that the use of learner-centered strategies, particularly discussion, occurs at a high rate regardless of an instructor’s learner-centeredness or modality. Interestingly, instructors with high learner-centeredness reported greater use of lectures as a percentage of both synchronous and asynchronous courses than instructors with low learner-centeredness. This finding was counterbalanced by the high learner-centeredness group reporting significantly higher importance for having learners speak and post messages during class.
{"title":"Instructional Strategies for Engaging Online Learners","authors":"Hui Shi, Jaesung Hur Yuen, Man Tang, V. Dennen","doi":"10.24059/olj.v27i4.4038","DOIUrl":"https://doi.org/10.24059/olj.v27i4.4038","url":null,"abstract":"This study explores how online instructors use different instructional strategies to engage learners, and the active learning indicators that they look for among their students. Additionally, it examines how modality—synchronous versus asynchronous—and instructor learner-centeredness relate to instructional strategy choices. Using a mixed methods approach with a concurrent triangulation design, 101 higher education online instructors were surveyed and 11 were interviewed. Findings show that the use of learner-centered strategies, particularly discussion, occurs at a high rate regardless of an instructor’s learner-centeredness or modality. Interestingly, instructors with high learner-centeredness reported greater use of lectures as a percentage of both synchronous and asynchronous courses than instructors with low learner-centeredness. This finding was counterbalanced by the high learner-centeredness group reporting significantly higher importance for having learners speak and post messages during class.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":" 67","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138620557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since 2016, the Online Learning Journal (OLJ), the official journal of the OLC, has released a special issue to extend opportunities for SIG OTL members to contribute their expertise in online education research. The 16 papers selected for this issue represent innovative and diverse topics using various research methods. We have tried to group them into five themes: 1. Measurement and analysis; 2. Equity, Inclusion, Advocacy, Embodiment; 3. Modality; 4. Openness; and 5. Philosophy & Theory.
{"title":"Introduction to the OTL Special Issue","authors":"Patrick Lowenthal, Robert Moore","doi":"10.24059/olj.v27i4.4264","DOIUrl":"https://doi.org/10.24059/olj.v27i4.4264","url":null,"abstract":"Since 2016, the Online Learning Journal (OLJ), the official journal of the OLC, has released a special issue to extend opportunities for SIG OTL members to contribute their expertise in online education research. The 16 papers selected for this issue represent innovative and diverse topics using various research methods. We have tried to group them into five themes: 1. Measurement and analysis; 2. Equity, Inclusion, Advocacy, Embodiment; 3. Modality; 4. Openness; and 5. Philosophy & Theory.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"108 6","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138622222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：