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Gay, Glenda H. E.; Betts, Kristen – Online Learning, 2020
Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. In an increasingly competitive and dynamic workforce, the ability for employees to engage in collaborative workgroups is essential. A new capstone group-work assignment using Online Human Touch (OHT)…
Descriptors: Learner Engagement, Academic Achievement, School Holding Power, Class Size
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Martin, Florence; Wang, Chuang; Sadaf, Ayesha – Online Learning, 2020
Online course facilitation is critical to the success of online courses. Instructors use various facilitation strategies in online courses to engage students. One hundred instructors were surveyed on their perception of helpfulness of twelve different facilitation strategies used in online courses to enhance instructor presence, instructor…
Descriptors: Online Courses, Educational Technology, Teacher Role, Facilitators (Individuals)
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Mehall, Scott – Online Learning, 2020
Despite extensive studies surrounding the topic of interaction in online learning, faculty are often still relegated to an attempt at replicating their face-to-face course interactions in the online environment. Interpersonal interaction is a necessary yet nebulous concept in online learning. This paper attempts to build a quality lens to view…
Descriptors: Interaction, Online Courses, Educational Technology, Interpersonal Relationship
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Ha, Young; Im, Hyunjoo – Online Learning, 2020
The purpose of this study was to examine the effect of interactive online learning tools on college student learning using flow as the guiding perspective. Study 1 was conducted to test the effect of online interactivity manipulated by dynamic visual learning tools on student's flow experience, level of telepresence, actual performance on tests,…
Descriptors: Electronic Learning, Individualized Instruction, Visual Learning, Instructional Effectiveness
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Lee, Ji Eun; Recker, Mimi; Yuan, Min – Online Learning, 2020
This study investigates the validity and instructional value of a rubric developed to evaluate the quality of online courses offered at a midsized public university. This rubric is adapted from an online course quality rubric widely used in higher education, the Quality Matters rubric. We first examine the reliability and preliminary construct…
Descriptors: Scoring Rubrics, Online Courses, Course Evaluation, Educational Quality
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Saltz, Jeffrey; Heckman, Robert – Online Learning, 2020
With the increasing availability of synchronous video-based breakout rooms within online courses, a growing need exists to understand how to best leverage this technology for enhanced online education. To help address this challenge, this paper reports on a case study that explored student activity within online video-based breakout rooms via a…
Descriptors: Online Courses, Synchronous Communication, Class Activities, Cooperative Learning
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Borup, Jered; Chambers, Chawanna B.; Stimson, Rebecca – Online Learning, 2019
In an attempt to better support their students and reduce online course attrition rates, some brick-and-mortar K-12 schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this…
Descriptors: Elementary School Students, Secondary School Students, Online Courses, Student Attitudes
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Sadaf, Ayesha; Martin, Florence; Ahlgrim-Delzell, Lynn – Online Learning, 2019
Quality Matters (QM) is one of the most widely adopted sets of standards for best practices in online courses to promote student learning. In this study, we examined student perceptions of the impact of QM-certified courses on students' learning and engagement. Fifty graduate students enrolled in online courses completed a survey developed based…
Descriptors: Student Attitudes, Learner Engagement, Learning Activities, Factor Analysis
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Chen, Ye; Lei, Jing; Cheng, Jiaming – Online Learning, 2019
The purpose of this study was to investigate the characteristics of online students' cognitive presence in a peer-facilitated discussion environment, and to identify the peer facilitation techniques that can enhance cognitive presence development. In this study, 738 discussion messages were examined by both qualitative and quantitative content…
Descriptors: Student Responsibility, Discussion Groups, Peer Relationship, Correlation
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Shaw, Lindsay; MacIsaac, Janet; Singleton-Jackson, Jill – Online Learning, 2019
With technology at the fingertips of most undergraduate students, it has been difficult for instructors to fully engage students in the classroom, which has resulted in the creation of several innovative online cognitive assessment tools. These tools often integrate several cognitive learning strategies within an assessment, with the goal of…
Descriptors: Outcomes of Education, Academic Achievement, Electronic Learning, Learner Engagement
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Guajardo Leal, Brenda Edith; Valenzuela Gonz├ílez, Jaime Ricardo – Online Learning, 2019
MOOCs are characterized as being courses to which a large number of students enroll, but only a small fraction completes them. An understanding of students' engagement construct is essential to minimize dropout rates. This research is of a quantitative design and exploratory in nature and investigates the interaction between contextual factors…
Descriptors: Learner Engagement, Predictor Variables, Online Courses, Energy Conservation
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Kucuk, Sevda; Richardson, Jennifer C. – Online Learning, 2019
This study investigated the structural relationships among online learners' teaching, social, and cognitive presence, engagement, and satisfaction. Data were collected from graduate students enrolled in an online graduate program at a large midwestern public university through online surveys. Structural equation modeling (SEM) was used to analyze…
Descriptors: Electronic Learning, Learner Engagement, Student Satisfaction, Graduate Students
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Halverson, Lisa R.; Graham, Charles R. – Online Learning, 2019
Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations.…
Descriptors: Learner Engagement, Blended Learning, Definitions, Models
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Buelow, Janet R.; Barry, Thomas; Rich, Leigh E. – Online Learning, 2018
University students increasingly desire that traditionally taught courses be made available online. While quality standards have been developed for the format and organization of online courses, professors often are left wondering what activities contribute to learning engagement for online students. To investigate this question, an online survey…
Descriptors: College Students, Learner Engagement, Online Courses, Educational Technology
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McClannon, Terry W.; Cheney, Amy W.; Bolt, Les L.; Terry, Krista P. – Online Learning, 2018
This exploratory study is based on survey research conducted between 2010 and 2017, involving 1,053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students' perceptions of community and presence in the online immersive…
Descriptors: Sense of Community, Online Courses, Factor Analysis, Graduate Students
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