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Martirosyan, Nara M.; Saxon, D. Patrick; Coleman, Sandra Lee – Distance Education, 2022
The purpose of this study was to examine graduate students' perceptions regarding student-led discussion forums in online classes. Qualitative data were collected from 2014 to 2021 from 65 doctoral students enrolled in a cohort model, fully online doctoral program focused on administration and leadership in education at a doctoral research…
Descriptors: Doctoral Students, Student Attitudes, Peer Teaching, Discussion (Teaching Technique)
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Di Malta, Gina; Bond, Julian; Conroy, Dominic; Smith, Katy; Moller, Naomi – Distance Education, 2022
In this study, we investigated the links between distance education students' mental health, connectedness, and academic performance during COVID-19, using a mixed-methods sequential explanatory design. Online survey responses with a sample of 208 distance education students--aged 18-84, 144 females, 60 males, three nonbinary individuals, most…
Descriptors: Distance Education, Mental Health, Academic Achievement, COVID-19
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Starks, Allison – Distance Education, 2022
Online and distance education strategies offer a path for closing opportunity gaps for students with disabilities because of digital technologies' flexibility and capacity for differentiation, but fully online schooling does always guarantee an inclusive education. The COVID-19-induced shift to remote learning highlighted the need for more insight…
Descriptors: COVID-19, Pandemics, Students with Disabilities, Distance Education
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Reyes, José Israel; Meneses, Julio – Distance Education, 2022
Most distance universities have adopted advising practices traditionally employed in on-campus institutions. Nonetheless, little is known about the role of academic advisers while guiding students with dis/abilities to engage and achieve success in online higher education. This study aimed to explore and analyze advisers' perspectives related to…
Descriptors: Distance Education, Academic Advising, Faculty Advisers, Students with Disabilities
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Fennelly-Atkinson, Rita; LaPrairie, Kimberly N.; Song, Donggil – Distance Education, 2022
As postsecondary online programs increase, the accessibility of online course content becomes a serious issue in higher education. There is currently little information about how postsecondary institutions address online course accessibility. This exploratory mixed-methods study examined the degree to which university online course checklists…
Descriptors: Identification, Accessibility (for Disabled), Inclusion, Online Courses
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Lomellini, Amy; Lowenthal, Patrick R.; Snelson, Chareen; Trespalacios, Jesús H. – Distance Education, 2022
Online learning can potentially meet increasingly diverse students' needs in higher education, including disabled students. However, institutions have historically struggled in providing accessible and inclusive online learning. Higher education online learning leaders, those who manage instructional designers, are in a unique position to help…
Descriptors: Electronic Learning, Accessibility (for Disabled), Inclusion, Online Courses
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Singh, Rose C. B.; MacDonald, Judy E. – Distance Education, 2022
Distance education gives a diverse group of social work students access to further education. Research addressing the overall experiences of Canadian distance education social work students is limited, and even more so for distance education social work students with mental health (dis)Abilities. By means of a qualitative research project using…
Descriptors: Distance Education, Social Work, Mental Health, Students with Disabilities
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Prinsloo, Paul; Uleanya, Chinaza – Distance Education, 2022
Distance education celebrates its humanitarian mission of providing opportunities for disadvantaged and marginalized individuals who do not have access to traditional campus-based higher education. Large enrolments of students necessitate an industrialized approach in planning, design, and delivery informed by a normative assumption of ableism. In…
Descriptors: Foreign Countries, Distance Education, Students with Disabilities, Attitudes toward Disabilities
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Gibson, Poppy; Clarkson, Rebecca; Scott, Mike – Distance Education, 2022
The number of students with disabilities, which covers a range of conditions including physical and cognitive impairments, is on the rise. Further and higher education institutions are obliged to ensure that teaching and assessment is inclusive. This is particularly pertinent since the pandemic as many students have missed social opportunities…
Descriptors: Inclusion, Evaluation Methods, Distance Education, Students with Disabilities
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A., Gulinna; Xie, Jingrong; Korkmaz, Nilufer – Distance Education, 2022
The purpose of this exploratory study was to investigate the contributing factors that influence online instructors' decisions on course design and delivery strategies in higher education institutions. We conducted a principal component analysis with 81 online instructors across the United States of America to validate a conceptual framework that…
Descriptors: College Faculty, Web Based Instruction, Decision Making, Teaching Methods
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Martínez-Hernández, Ana – Distance Education, 2022
With the abrupt onset of the global lockdown in spring 2020, teachers had to adjust their teaching mode by using videoconferencing platforms for several months. In the academic year 2020-2021, instruction shifted to a mode of blended learning where face-to-face lessons were prioritized, and remote learning was employed in specific contexts. This…
Descriptors: Music Teachers, Teaching Experience, Videoconferencing, COVID-19
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Lowenthal, Patrick R. – Distance Education, 2022
Research suggests that video can improve social presence in online courses. Video, though, is not a panacea; rather the success of video use depends in part on how and when it is used. Online instructors are increasingly using video in various ways, but questions remain on which types of videos students value most when it comes to establishing…
Descriptors: Student Attitudes, Asynchronous Communication, Video Technology, Online Courses
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Espasa, A.; Guasch, T.; Mayordomo, R. M.; Martinez-Melo, M. – Distance Education, 2022
Although the literature on feedback processes has identified two approaches to feedback--more transmissive or more dialogical--there is little empirical evidence of how students perceive feedback practices, particularly in online education. Moreover, there is a lack of research addressing previous experience with online feedback (frequency,…
Descriptors: Student Experience, Feedback (Response), Computer Mediated Communication, Learner Engagement
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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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Lockee, Barbara B.; Clark-Stallkamp, Rebecca – Distance Education, 2022
The recent shift to remote instruction in response to the global pandemic has resulted in increasing demand for flexible learning options in higher education going forward. As institutions strategize the advancement of distance education as a means of addressing these demands, a parallel need has emerged for increased awareness of flexible…
Descriptors: Distance Education, Higher Education, Instructional Design, Time Perspective
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