There are almost 90 million forced migrants around the world, many of whom could benefit from online higher education, and yet there is evidence that displaced people face challenges in online learning environments. This paper reports on a study in the context of a UK university’s master’s-level distance learning program that offers Sanctuary Scholarships to forced migrants. The study’s aims were: (1) to identify practical ways in which higher education institutions can support displaced learners to engage in online learning, and (2) to add to our theoretical understanding of refugees’ and asylum seekers’ engagement in online degree programs. The methodology included a theoretical and an empirical component. In the theoretical analysis, the indicators from Redmond et al.’s (2018) Online Engagement Framework were mapped onto capability lists drawn from the literature on the Capability Approach, generating a set of proposed underpinning capabilities for online engagement. The empirical analysis, which was carried out in parallel, was based on semi-structured interviews with ten online Sanctuary Scholars. Thematic analysis of the empirical data showed how the research participants had enacted behavioral, emotional, cognitive, social, and collaborative engagement and revealed some of the ways in which engagement fueled further engagement, alongside the mediating role of personal agency. When combined with the theoretical analysis, the findings enabled the creation of a capabilitarian online engagement model. The paper concludes with a discussion of the implications for institutional policies and practices around learning design and delivery to support online engagement among displaced learners, and potentially also among other underrepresented students.
{"title":"Refugees and Online Engagement in Higher Education: A Capabilitarian Model","authors":"Gabi Witthaus","doi":"10.24059/olj.v27i2.3762","DOIUrl":"https://doi.org/10.24059/olj.v27i2.3762","url":null,"abstract":"There are almost 90 million forced migrants around the world, many of whom could benefit from online higher education, and yet there is evidence that displaced people face challenges in online learning environments. This paper reports on a study in the context of a UK university’s master’s-level distance learning program that offers Sanctuary Scholarships to forced migrants. The study’s aims were: (1) to identify practical ways in which higher education institutions can support displaced learners to engage in online learning, and (2) to add to our theoretical understanding of refugees’ and asylum seekers’ engagement in online degree programs. The methodology included a theoretical and an empirical component. In the theoretical analysis, the indicators from Redmond et al.’s (2018) Online Engagement Framework were mapped onto capability lists drawn from the literature on the Capability Approach, generating a set of proposed underpinning capabilities for online engagement. The empirical analysis, which was carried out in parallel, was based on semi-structured interviews with ten online Sanctuary Scholars. Thematic analysis of the empirical data showed how the research participants had enacted behavioral, emotional, cognitive, social, and collaborative engagement and revealed some of the ways in which engagement fueled further engagement, alongside the mediating role of personal agency. When combined with the theoretical analysis, the findings enabled the creation of a capabilitarian online engagement model. The paper concludes with a discussion of the implications for institutional policies and practices around learning design and delivery to support online engagement among displaced learners, and potentially also among other underrepresented students.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41417969","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}
Simon Cross, M. Aristeidou, Klaus-Dieter Rossade, Carlton Wood, Andrew Brasher
This paper reports findings from a research study at The Open University, UK into the quality of distance learners’ online exam experience and the differences in experience between online (pandemic) and in-person (pre-pandemic) modes of examination. Our research responds to the ongoing need for greater insight into the exam experience and is uniquely positioned in two ways. First, we made use of a robust reference dataset collected before the COVID-19 pandemic and compared this with a second survey administered a year after the pandemic started; second, we asked students about their experience preparing and revising for the exam as well as the exam itself. Exam revision represents an important transitional period for learners. Our results show that, overall, the shift to online remote exams did not impact the quality of distance learners’ experience of revising for exams or taking the exam itself. We found no significant change in the revision experience across six of eight measures, including the learning benefits of learning while revising, enjoyment, and support. However, students reported feeling less anxious when revising for online exams. The quality of the exam experience itself was largely unaffected by the move from in-person to online remote exams. No significant differences were found for seven of the nine measures of exam experience. However, we found satisfaction with the exam environment was significantly higher for online exams and that learners felt the online exam was harder than they expected. Age and gender differences are also explored.
{"title":"Impact of Online Exams on the Quality of Distance Learners' Exam and Exam Revision Experience: Perspectives from The Open University UK","authors":"Simon Cross, M. Aristeidou, Klaus-Dieter Rossade, Carlton Wood, Andrew Brasher","doi":"10.24059/olj.v27i2.3761","DOIUrl":"https://doi.org/10.24059/olj.v27i2.3761","url":null,"abstract":"This paper reports findings from a research study at The Open University, UK into the quality of distance learners’ online exam experience and the differences in experience between online (pandemic) and in-person (pre-pandemic) modes of examination. Our research responds to the ongoing need for greater insight into the exam experience and is uniquely positioned in two ways. First, we made use of a robust reference dataset collected before the COVID-19 pandemic and compared this with a second survey administered a year after the pandemic started; second, we asked students about their experience preparing and revising for the exam as well as the exam itself. Exam revision represents an important transitional period for learners. Our results show that, overall, the shift to online remote exams did not impact the quality of distance learners’ experience of revising for exams or taking the exam itself. We found no significant change in the revision experience across six of eight measures, including the learning benefits of learning while revising, enjoyment, and support. However, students reported feeling less anxious when revising for online exams. The quality of the exam experience itself was largely unaffected by the move from in-person to online remote exams. No significant differences were found for seven of the nine measures of exam experience. However, we found satisfaction with the exam environment was significantly higher for online exams and that learners felt the online exam was harder than they expected. Age and gender differences are also explored. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42809124","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 importance of internationalization and effective online collaborative learning is well established, and the recognized value of cross-cultural exchanges by higher education institutions has resulted in a diverse range of initiatives including the use of virtual exchanges. Virtual exchanges are global online learning experiences for students enrolled in postsecondary coursework. The purpose of this study was to examine a virtual exchange learning opportunity for U.S. and Irish graduate education students. Utilizing an online collaborative learning theoretical lens, this case study found that while there were varying levels of commitment and unequal expectations and contributions of the graduate students, students described the importance and significance of the unique learning experience. Implications for research and practice are discussed for future use of virtual exchange within the postsecondary environment.
{"title":"Remote Global Learning: The Role and Use of Virtual Exchange for U.S. and Irish Graduate Students","authors":"Katherine C. Aquino, E. Tobin, Seaneen Sloan","doi":"10.24059/olj.v27i2.3380","DOIUrl":"https://doi.org/10.24059/olj.v27i2.3380","url":null,"abstract":"The importance of internationalization and effective online collaborative learning is well established, and the recognized value of cross-cultural exchanges by higher education institutions has resulted in a diverse range of initiatives including the use of virtual exchanges. Virtual exchanges are global online learning experiences for students enrolled in postsecondary coursework. The purpose of this study was to examine a virtual exchange learning opportunity for U.S. and Irish graduate education students. Utilizing an online collaborative learning theoretical lens, this case study found that while there were varying levels of commitment and unequal expectations and contributions of the graduate students, students described the importance and significance of the unique learning experience. Implications for research and practice are discussed for future use of virtual exchange within the postsecondary environment.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48368455","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}
Prior to the COVID-19 pandemic, online credit recovery (OCR) was the most popular use of distance learning in high schools in the United States. With high course failure rates during the height of the COVID-19 pandemic, high schools have turned to OCR to help students recover lost credit. This study examined the potential consequences of increasing OCR enrollment at the school level using administrative data from North Carolina and found that increasing OCR enrollment is associated with higher rates of passing previously failed courses but with diminishing returns after about three-quarters of students who failed courses enrolling in OCR. Consistent OCR enrollment increases over four years is associated with higher graduation rates. Contrary to prior research, this study finds no evidence that school-level OCR enrollment increases are associated with lower test score proficiency rates. Using pre-pandemic data to help inform post-pandemic decision making, the results suggest that increasing OCR enrollment might address increased pandemic-induced course failure rates by expanding opportunities to re-earn course credit, but this would not necessarily translate to higher graduation rates.
{"title":"Online Credit Recovery School-Level Enrollment: Intended and Unintended Consequences","authors":"Samantha Viano","doi":"10.24059/olj.v27i2.3331","DOIUrl":"https://doi.org/10.24059/olj.v27i2.3331","url":null,"abstract":"Prior to the COVID-19 pandemic, online credit recovery (OCR) was the most popular use of distance learning in high schools in the United States. With high course failure rates during the height of the COVID-19 pandemic, high schools have turned to OCR to help students recover lost credit. This study examined the potential consequences of increasing OCR enrollment at the school level using administrative data from North Carolina and found that increasing OCR enrollment is associated with higher rates of passing previously failed courses but with diminishing returns after about three-quarters of students who failed courses enrolling in OCR. Consistent OCR enrollment increases over four years is associated with higher graduation rates. Contrary to prior research, this study finds no evidence that school-level OCR enrollment increases are associated with lower test score proficiency rates. Using pre-pandemic data to help inform post-pandemic decision making, the results suggest that increasing OCR enrollment might address increased pandemic-induced course failure rates by expanding opportunities to re-earn course credit, but this would not necessarily translate to higher graduation rates.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48624189","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}
Over the last decade, online courses have continued to expand, and students in higher education are being offered increased access to technology and communication tools in online learning programs. This action research study analyzed the impact of two distinct types of online course instruction (100% asynchronous and weekly online synchronous meetings) on learning outcomes, including cognitive and social presence, knowledge gained, and student perceptions. Study participants consisted of graduate students enrolled in online sections of a course on program evaluation. Four sections of the course were available: two included a synchronous meeting using web-conferencing, and two used an asynchronous format. A quasi-experimental design was used and included a pre-post test knowledge assessment, a modified version of the Community of Inquiry questionnaire (CoI), and end-of-course student evaluations. The mean ratings of the CoI in this study ranged from 3.75–4.60 out of 5. There was a significant difference in the cognitive presence scores for synchronous (M=4.26, SD=.529 asynchronous (M=4.47, SD=.454) conditions; t(97)=-2.07, p =.041. Our results suggest when students learn in an asynchronous format, they have a higher cognitive presence. The average scores on the knowledge pre-test were the same for both sections but post-test scores were slightly higher in the asynchronous section. Instructor ratings were high for all courses. These findings may offer valuable implications to higher education programs that have recently transitioned to online teaching modalities.
在过去的十年里，在线课程不断扩大，高等教育的学生在在线学习项目中获得了更多的技术和通信工具。这项行动研究分析了两种不同类型的在线课程教学(100%异步和每周在线同步会议)对学习成果的影响，包括认知和社会存在、获得的知识和学生的看法。研究参与者包括参加项目评估课程在线部分的研究生。课程分为四个部分:两个部分是使用网络会议的同步会议，另外两个部分采用异步形式。采用准实验设计，包括测验前、测验后的知识评估、改良版的探究共同体问卷(CoI)和课程结束后的学生评估。在这项研究中，CoI的平均评分范围为3.75-4.60(满分为5分)。两组患者的认知存在得分差异有统计学意义(M=4.26, SD=。529个异步条件(M=4.47, SD=.454);T (97)=-2.07, p = 0.041。我们的研究结果表明，当学生以异步形式学习时，他们有更高的认知存在。两个部分的知识前测的平均分数相同，但异步部分的后测分数略高。所有课程的讲师评分都很高。这些发现可能为最近过渡到在线教学模式的高等教育项目提供有价值的启示。
{"title":"A Comparison of Cognitive and Social Presence in Online Graduate Courses: Asynchronous vs. Synchronous Modalities","authors":"R. Presley, Denise M. Cumberland, Kevin Rose","doi":"10.24059/olj.v27i2.3046","DOIUrl":"https://doi.org/10.24059/olj.v27i2.3046","url":null,"abstract":"Over the last decade, online courses have continued to expand, and students in higher education are being offered increased access to technology and communication tools in online learning programs. This action research study analyzed the impact of two distinct types of online course instruction (100% asynchronous and weekly online synchronous meetings) on learning outcomes, including cognitive and social presence, knowledge gained, and student perceptions. Study participants consisted of graduate students enrolled in online sections of a course on program evaluation. Four sections of the course were available: two included a synchronous meeting using web-conferencing, and two used an asynchronous format. A quasi-experimental design was used and included a pre-post test knowledge assessment, a modified version of the Community of Inquiry questionnaire (CoI), and end-of-course student evaluations. The mean ratings of the CoI in this study ranged from 3.75–4.60 out of 5. There was a significant difference in the cognitive presence scores for synchronous (M=4.26, SD=.529 asynchronous (M=4.47, SD=.454) conditions; t(97)=-2.07, p =.041. Our results suggest when students learn in an asynchronous format, they have a higher cognitive presence. The average scores on the knowledge pre-test were the same for both sections but post-test scores were slightly higher in the asynchronous section. Instructor ratings were high for all courses. These findings may offer valuable implications to higher education programs that have recently transitioned to online teaching modalities. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42728353","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}
Student engagement is a key factor in promoting learning and academic achievement. This study explores the factors underlying student engagement and the best practices advocated by students and faculty to engage students. Results revealed that student motivation to learn and self-efficacy are positively associated with student engagement. In addition, self-efficacy partially mediated the relationship between motivation to learn and student engagement. Finally, both faculty and students suggested diverse and inclusive techniques to engage students. Online education may become our new reality, and adjustment to this new world requires shifting to a new pedagogical paradigm.
{"title":"Keep Learning: Student Engagement in an Online Environment","authors":"Akanksha Bedi","doi":"10.24059/olj.v27i2.3287","DOIUrl":"https://doi.org/10.24059/olj.v27i2.3287","url":null,"abstract":"Student engagement is a key factor in promoting learning and academic achievement. This study explores the factors underlying student engagement and the best practices advocated by students and faculty to engage students. Results revealed that student motivation to learn and self-efficacy are positively associated with student engagement. In addition, self-efficacy partially mediated the relationship between motivation to learn and student engagement. Finally, both faculty and students suggested diverse and inclusive techniques to engage students. Online education may become our new reality, and adjustment to this new world requires shifting to a new pedagogical paradigm.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68973521","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}
Lisa-Maria Norz, W. Hackl, Nils-Hendrik Benning, P. Knaup-Gregori, E. Ammenwerth
The Community of Inquiry (CoI) Framework describes success factors for collaborative online-based learning. The CoI Survey is a validated instrument to measure these factors from the perspective of course participants. Until now, no validated translation of this Survey to German was available. The aim of this work was to translate the original English Survey to German and to validate the translated Survey instrument. After a systematic translation process, we validated the German translation in two higher education settings in two countries (entire data set of n=433 Surveys). By conducting item analysis, reliability analysis, exploratory factor analysis, and confirmatory factor analysis, we were able to confirm the reliability and validity of the German CoI Survey. Only one item (CP6) shows cross-loadings on two factors, a finding that was already discussed for the original CoI Survey. To conclude, the validated German version of the CoI Survey is now available.
{"title":"Development and Validation of the German Version of the Community of Inquiry Survey","authors":"Lisa-Maria Norz, W. Hackl, Nils-Hendrik Benning, P. Knaup-Gregori, E. Ammenwerth","doi":"10.24059/olj.v27i1.3306","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3306","url":null,"abstract":"The Community of Inquiry (CoI) Framework describes success factors for collaborative online-based learning. The CoI Survey is a validated instrument to measure these factors from the perspective of course participants. Until now, no validated translation of this Survey to German was available. The aim of this work was to translate the original English Survey to German and to validate the translated Survey instrument. After a systematic translation process, we validated the German translation in two higher education settings in two countries (entire data set of n=433 Surveys). By conducting item analysis, reliability analysis, exploratory factor analysis, and confirmatory factor analysis, we were able to confirm the reliability and validity of the German CoI Survey. Only one item (CP6) shows cross-loadings on two factors, a finding that was already discussed for the original CoI Survey. To conclude, the validated German version of the CoI Survey is now available. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44873793","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}
G. Wright, Sasha Volodarsky, S. Hecht, Leonard Saxe
Although there is substantial research on the effectiveness of online learning at the individual class level, there is little reliable data on how a shift to a mostly or fully virtual campus would impact undergraduates’ satisfaction, engagement, and academic achievement. Until the COVID-19 pandemic, the limited adoption of widespread online learning at selective schools and challenges of selection bias hindered a reliable assessment of such a shift in selective institutions. After the initial period of “emergency remote learning” in 2020, many selective institutions continued widespread online learning in the second year of the pandemic. Treating the expanded deployment of online learning as a natural experiment, the present study assesses the impact of frequent online learning during the spring semester of 2021 on representative samples of undergraduate students at three selective, four-year universities. The study finds that students who participated in classes that met in person at least once a week had higher evaluations of faculty engagement and higher overall levels of academic satisfaction, compared to those who never or rarely participated in an in-person class. This relationship appears less pronounced for Black and Asian students than for White students but does not vary significantly by gender. Although online learning has great potential, these results suggest a need to better understand the conditions that will support an expansion of online learning that can maintain student satisfaction.
{"title":"Student Satisfaction and the Future of Online Learning in Higher Education: Lessons from a Natural Experiment","authors":"G. Wright, Sasha Volodarsky, S. Hecht, Leonard Saxe","doi":"10.24059/olj.v27i1.3224","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3224","url":null,"abstract":"Although there is substantial research on the effectiveness of online learning at the individual class level, there is little reliable data on how a shift to a mostly or fully virtual campus would impact undergraduates’ satisfaction, engagement, and academic achievement. Until the COVID-19 pandemic, the limited adoption of widespread online learning at selective schools and challenges of selection bias hindered a reliable assessment of such a shift in selective institutions. After the initial period of “emergency remote learning” in 2020, many selective institutions continued widespread online learning in the second year of the pandemic. Treating the expanded deployment of online learning as a natural experiment, the present study assesses the impact of frequent online learning during the spring semester of 2021 on representative samples of undergraduate students at three selective, four-year universities. The study finds that students who participated in classes that met in person at least once a week had higher evaluations of faculty engagement and higher overall levels of academic satisfaction, compared to those who never or rarely participated in an in-person class. This relationship appears less pronounced for Black and Asian students than for White students but does not vary significantly by gender. Although online learning has great potential, these results suggest a need to better understand the conditions that will support an expansion of online learning that can maintain student satisfaction.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48357083","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}
{"title":"OLJ March 2023 27(1)","authors":"M. Rice","doi":"10.24059/olj.v27i1.3887","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3887","url":null,"abstract":"Full Issue of Vol. 27 No. 1","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46338173","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 most schools and learners had no choice but to learn online during the pandemic, online learning became the mainstream learning mode rather than a substitute for traditional face-to-face learning. Given this enormous change in online learning, we conducted a systematic review of 191 of the most recent online learning studies published during the COVID-19 era. The systematic review results indicated that the themes regarding “courses and instructors” became popular during the pandemic, whereas most online learning research has focused on “learners” pre-COVID-19. Notably, the research topics “course and instructors” and “course technology” received more attention than prior to COVID-19. We found that “engagement” remained the most common research theme even after the pandemic. New research topics included parents, technology acceptance or adoption of online learning, and learners’ and instructors’ perceptions of online learning.
{"title":"A Systematic Review of the Research Topics in Online Learning During COVID-19: Documenting the Sudden Shift","authors":"M. Doo, Meina Zhu, Curtis J. Bonk","doi":"10.24059/olj.v27i1.3405","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3405","url":null,"abstract":"Since most schools and learners had no choice but to learn online during the pandemic, online learning became the mainstream learning mode rather than a substitute for traditional face-to-face learning. Given this enormous change in online learning, we conducted a systematic review of 191 of the most recent online learning studies published during the COVID-19 era. The systematic review results indicated that the themes regarding “courses and instructors” became popular during the pandemic, whereas most online learning research has focused on “learners” pre-COVID-19. Notably, the research topics “course and instructors” and “course technology” received more attention than prior to COVID-19. We found that “engagement” remained the most common research theme even after the pandemic. New research topics included parents, technology acceptance or adoption of online learning, and learners’ and instructors’ perceptions of online learning. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46709177","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}
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