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Joanne Larty; Vivien Hodgson – British Journal of Educational Technology, 2024
As online education continues to proliferate that there is a need to understand how institutions can better support faculty in the transition to online education. Building on work that has suggested the importance of learning spaces for faculty to engage in discussion and reflection on their move to online education, this paper employs Bakhtin's…
Descriptors: Electronic Learning, Online Courses, Educational Change, Ideology
Bulut, Okan; Gorgun, Guher; Yildirim-Erbasli, Seyma N.; Wongvorachan, Tarid; Daniels, Lia M.; Gao, Yizhu; Lai, Ka Wing; Shin, Jinnie – British Journal of Educational Technology, 2023
As universities around the world have begun to use learning management systems (LMSs), more learning data have become available to gain deeper insights into students' learning processes and make data-driven decisions to improve student learning. With the availability of rich data extracted from the LMS, researchers have turned much of their…
Descriptors: Formative Evaluation, Learning Analytics, Models, Learning Management Systems
Kumi-Yeboah, Alex; Amponsah, Samuel – British Journal of Educational Technology, 2023
The rapid growth of diverse learners in online learning has made it imperative for online instructors to incorporate multicultural resource curricula and instructional activities. This research aimed to explore online instructors' perceptions of culturally responsive pedagogy in online education; examine how instructors integrate culturally…
Descriptors: Inclusion, Culturally Relevant Education, Teaching Methods, Student Diversity
Blackmon, Stephanie J.; Major, Claire H. – British Journal of Educational Technology, 2023
This systematic review involved reexamining student perceptions of privacy in online, hybrid and technology-enhanced courses. The research questions included identifying key findings from studies on student privacy. The researchers followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology and completed…
Descriptors: Student Attitudes, Privacy, Online Courses, Blended Learning
Hutt, Stephen; Baker, Ryan S.; Ashenafi, Michael Mogessie; Andres-Bray, Juan Miguel; Brooks, Christopher – British Journal of Educational Technology, 2022
Learning analytics research presents challenges for researchers embracing the principles of open science. Protecting student privacy is paramount, but progress in increasing scientific understanding and improving educational outcomes depends upon open, scalable and replicable research. Findings have repeatedly been shown to be contextually…
Descriptors: Learning Analytics, Educational Research, Online Courses, Privacy
Qiao, Shen; Yeung, Susanna Siu-sze; Shen, Xiaoai; Chu, Samuel Kai Wah – British Journal of Educational Technology, 2022
Purpose: Morphological awareness (MA), the ability to reflect on and manipulate the smallest language units within a word, has been identified as an essential metalinguistic awareness to predict literacy development. In this study, we examine whether an online gamified English MA programme is more effective than physical face-to-face instruction…
Descriptors: Morphology (Languages), Metalinguistics, Literacy, Prediction
Salas-Pilco, Sdenka Zobeida; Yang, Yuqin; Zhang, Zhe – British Journal of Educational Technology, 2022
The COVID-19 pandemic has forced higher education institutions to implement online learning activities based on virtual platforms, allowing little time to prepare and train faculty members to familiarize students with digital technologies. While previous studies have looked at how students engaged with digital technologies in their learning…
Descriptors: COVID-19, Pandemics, Higher Education, School Closing
Greenland, Steven J.; Moore, Catherine – British Journal of Educational Technology, 2022
Open online education experiences persistently high dropout rates, and the efficacy of dropout interventions has been questioned. Despite considerable research, dropout reasons are not fully understood, and further in-depth investigation has been called for. Prior qualitative retention studies have frequently relied on smaller samples that are…
Descriptors: Open Education, Online Courses, Dropout Rate, Dropout Prevention
Logemann, Minna; Aritz, Jolanta; Cardon, Peter; Swartz, Stephanie; Elhaddaoui, Terri; Getchell, Kristen; Fleischmann, Carolin; Helens-Hart, Rose; Li, Xiaoli; Palmer-Silveira, Juan Carlos; Ruiz-Garrido, Miguel; Springer, Scott; Stapp, James – British Journal of Educational Technology, 2022
The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative…
Descriptors: COVID-19, Pandemics, Educational Technology, Technology Uses in Education
Liu, Bowen; Xing, Wanli; Zeng, Yifang; Wu, Yonghe – British Journal of Educational Technology, 2022
Massively open online courses (MOOCs) offer learners opportunities for self-improvement and knowledge development. Linking cognitive processes and learning outcomes is helpful in supporting students learning with the help of MOOCs. Based on the cognitive presence of the Community of Inquiry framework, this study quantified the effect of cognitive…
Descriptors: Cognitive Processes, Outcomes of Education, Online Courses, Communities of Practice
Vartiainen, Henriikka; Vuojärvi, Hanna; Saramäki, Kaija; Eriksson, Miikka; Ratinen, Ilkka; Torssonen, Piritta; Vanninen, Petteri; Pöllänen, Sinikka – British Journal of Educational Technology, 2022
This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary…
Descriptors: Online Courses, Higher Education, Teaching Methods, Interdisciplinary Approach
Guppy, Neil; Verpoorten, Dominique; Boud, David; Lin, Lin; Tai, Joanna; Bartolic, Silvia – British Journal of Educational Technology, 2022
Predictions about the post-pandemic future of digital learning vary among higher education scholars. Some foresee dramatic, revolutionary change while others speculate that growth in educational technology will be buffeted both by modest expansion and unevenness. To this debate we contribute evidence from four groups across six countries on four…
Descriptors: COVID-19, Pandemics, Educational Technology, Electronic Learning
Moore, Robert L.; Yen, Cherng-Jyh; Powers, F. Eamonn – British Journal of Educational Technology, 2021
The purpose of this study was to explore the relationship between clout and cognitive processing in massive open online course (MOOC) discussion forum posts. Cognitive processing, a category variable generated by the automated text analysis tool, Linguistic Inquiry Word Count (LIWC), is made up of six sub-scores (insight, causation, discrepancy,…
Descriptors: Cognitive Processes, Online Courses, Computer Mediated Communication, Group Discussion
Li, Hongxia; Zhao, ChengLing; Long, Taotao; Huang, Yan; Shu, Fengfang – British Journal of Educational Technology, 2021
As an innovative evaluation tool, peer assessment is essential in Massive Open Online Courses (MOOCs). In both formative and summative peer assessments in MOOCs, providing reliable feedback is crucial in enhancing learning outcomes. Peer assessment has been highlighted as a reliable tool in both traditional classrooms and small-scale online…
Descriptors: Peer Evaluation, Online Courses, Open Education, Feedback (Response)
Pölzl-Stefanec, Eva – British Journal of Educational Technology, 2021
Online professional development programmes have a long tradition in adult education. However, in early childhood education, such programmes are only just beginning to be developed. Before online professional development courses can be made inclusive, accessible and widely available to early childhood educators, they must meet a few basic…
Descriptors: Barriers, Faculty Development, Preschool Teachers, Foreign Countries