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Showing 1 to 15 of 53 results Save | Export
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Sara H. Tuiloma; Charles R. Graham – Distance Education, 2024
In this paper, we examine how online teaching assistants (OLTAs) interact with students in terms of affective, behavioral, and cognitive support and the influence of OLTA training on these interactions. Through a thematic network analysis, using a tracking instrument and semi-structured interviews with 10 OLTAs, we examined how online university…
Descriptors: Teaching Assistants, Learner Engagement, Teacher Education, Teaching Experience
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Reid, Kristen; Butler, Diane L.; Comfort, Catherine; Potter, Andrew D. J. – Distance Education, 2023
This study at The Open University in the United Kingdom examined the effectiveness of specifying internship opportunities for underrepresented student groups in two faculties. Our data, gathered through intern focus groups and supervisor interviews, demonstrate that the virtual internship scheme has been successful from both intern and supervisor…
Descriptors: Foreign Countries, Distance Education, Open Education, Open Universities
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Lee, Minhye; Lim, Jieun – Distance Education, 2023
The role of motivation in online learning has been explored mostly as a predictor of course retention or satisfaction, rather than as an adaptive outcome in itself. We thus aimed to investigate how the features of motivation develop in online courses during the semester and how students' perceived teaching and social presences influence their…
Descriptors: Distance Education, Online Courses, Learning Motivation, Student Attitudes
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Wang, Yang – Distance Education, 2022
Teaching presence has the potential to influence learning engagement. But the specific role of teaching presence in learning engagement is yet to be explored. Hence, I surveyed 1,328 college students in China through an online questionnaire. The structural equation modeling analysis result indicates that the five dimensions of teaching presence…
Descriptors: Teacher Student Relationship, Learner Engagement, Online Courses, College Students
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Wang, Yang – Distance Education, 2022
The community of inquiry contends that meaningful learning occurs in the interaction among the teaching, social, and cognitive presences. Although studies have validated the close relationships among the three presences, the roles of teaching presence indicators in students' social and cognitive presences need to be further explored. Therefore,…
Descriptors: Communities of Practice, Inquiry, Foreign Countries, Teacher Student Relationship
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Wang, Yang; Stein, David; Shen, Shusheng – Distance Education, 2021
Differences in how students and teachers understand online teaching presence play a key role in teaching design. To explore how students and teachers perceive teaching presence, this study surveyed 1,041 students and 18 teachers who participated in an online course at a Chinese university. The analysis found students' perceived teaching presence…
Descriptors: Student Attitudes, Teacher Attitudes, Teacher Student Relationship, Online Courses
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Powell, Sandra Thatcher; Leary, Heather – Distance Education, 2021
Distance education theories indicate the importance of learner-content interaction and discuss it in conjunction with learner-instructor and learner-learner interaction. The measures of learner-content interaction are inconsistent and often measure learner-learner and learne-instructor interaction only. Using content analysis, this study examined…
Descriptors: Teacher Student Relationship, Distance Education, Peer Relationship, Content Analysis
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Tsai, Chia-Lin; Ku, Heng-Yu; Campbell, Ashlea – Distance Education, 2021
The purpose of the study was to examine the impacts of course activities on student perceptions of engagement and learning in online courses. Using eight interactive course activities as indicators of course interactivity, we conducted a latent profile analysis to cluster students into different groups. Based on students' perceptions, we observed…
Descriptors: Student Satisfaction, Graduate Students, Undergraduate Students, Learning Activities
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Jones, Kate; Raynor, Phyllis; Polyakova-Norwood, Vera – Distance Education, 2020
As online programs for nursing education continue to grow, nursing faculty must develop strategies for engaging with and supporting students in this form of distance learning. The concept of caring, which is central to nursing education, overlaps with teaching and social presence concepts from the community of inquiry model in education. After…
Descriptors: Nursing Education, Nursing Students, Graduate Students, College Faculty
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Tilak, Shantanu; Glassman, Michael – Distance Education, 2020
Current distance education practices can be susceptible to the types of content-heavy, top-down instruction often seen in physical classrooms. These practices are similar to the activities of corporations, which use recommendation systems and game theory to mold the public sphere and fragment it. We propose that free knowledge creation through…
Descriptors: Democracy, Internet, Distance Education, Thinking Skills
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Migueliz Valcarlos, María; Wolgemuth, Jennifer R.; Haraf, Samantha; Fisk, Nathan – Distance Education, 2020
Alongside the increasing popularity of distance education is a growing body of literature on anti-oppressive pedagogies (Breunig, 2009). Our critical review of literature explored and critiqued how educators enact anti-oppressive pedagogies in online classrooms. Our search and screen process yielded 2952 studies and a final set of 10 that met our…
Descriptors: Social Justice, Teaching Methods, Online Courses, Electronic Learning
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Alqurashi, Emtinan – Distance Education, 2019
Student satisfaction is used as one of the key elements to evaluate online courses, while perceived learning is considered as an indicator of learning. This study aimed to explore how online learning self-efficacy (OLSE), learner--content interaction (LCI), learner--instructor interaction (LII), and learner--learner interaction (LLI) can predict…
Descriptors: Student Satisfaction, Online Courses, Educational Technology, Self Efficacy
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Kaufmann, Renee; Tatum, Nicholas T. – Distance Education, 2018
Interest in understanding what constitutes effective instruction online continues to grow as more universities adopt mediated formats for teaching. However, engaging students in productive, content-related conversation in online courses remains challenging. Several variables may influence student willingness to talk in online classes--procedural…
Descriptors: Distance Education, Online Courses, Educational Technology, Technology Uses in Education
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Akcaoglu, Mete; Lee, Eunbae – Distance Education, 2018
Building interpersonal connections in asynchronous online learning is important, but it is harder to achieve compared to face-to-face learning experiences due to its mostly text-based nature. Facebook is a popular social media platform and has been used as an outside-class communication space in formal learning contexts to supplement cognitive and…
Descriptors: Social Media, Social Networks, Graduate Students, Masters Programs
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Amory, Alan; Bialobrzeska, Maryla; Welch, Tessa – Distance Education, 2018
The use of technology to support learning is becoming ubiquitous in Africa. However, technology is more often used to distribute information rather than as a tool to mediate learning. The work presented here on a programme for Zambian community school teachers (non-traditional students) illustrates how learning design allied to appropriate…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Nontraditional Students
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