This research investigated the potential of learning analytics (LA) as a tool for identifying and evaluating K-12 student behaviors associated with active learning when using video learning objects within an online learning environment (OLE). The study focused on the application of LA for evaluating K-12 student engagement in videobased…

The dynamics of students' engagement in online mathematics learning during the pandemic have differed significantly from face-to-face learning. To further investigate this, the current study aims to examine the relationship between student adaptability and engagement, taking into account the mediating role of self-regulation and the influence of…

Many online learning experiences integrate some form of dialogic interaction among instructors and learners. However, the degree to which these individuals come to a mutual understanding of their task and topic, a phenomenon called intersubjectivity, often remains a question. This systematic review of online learning research examines 48…

In this article, we focus on the cognitive presence element of the Community of Inquiry (CoI) framework. Cognitive presence consists of four categories: Triggering Event, Exploration, Integration, and Resolution. These categories have been described as phases following an idealized logical sequence, although the phases should not be seen as…

As educators increase their use of digital technologies across learning modalities, some schools are experimenting with highly flexible models of learning that maximize opportunities to support learner preferences. The perceptions of these programs by teachers, parents, and students are crucial for building and maintaining community support and…

The purpose of the current study was to develop and validate the Online Teaching Motivation Scale (OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning. The widespread prevalence of online and hybrid teaching modalities, many established during the COVID-19 pandemic, has…

The transition to remote teaching in K-12 schools during the spring of 2020 as a result of the coronavirus pandemic (COVID-19) presented new challenges to teachers across the United States. This survey-based mixed methods study investigates these challenges, as well as differences by grade level, to better understand teachers' experiences remote…

This study examines the strategies used by teachers during a series of self-directed online learning (SDOL) experiences. Over a period of four months, the authors met with 12 practicing elementary teachers three separate times. During the meetings, the teacher participants informally used the internet for their professional learning in literacy.…

Online courses, particularly in the massive open online course (MOOC) format, have been lauded for their potential to democratize access to educational opportunities but criticized for their markedly low completion rates. Yet educators continue to enroll in online courses, including MOOCs, in high numbers. For teachers at under-resourced schools,…

This study illuminates the experiences of K-12 educators as they strove to (re)build caring relationships with students during the COVID-19 pandemic. The study was conducted during a graduate course for experienced K-12 teachers in the spring of 2020 at a four-year comprehensive university in the United States. Data was collected from reflective…

With online learning becoming a more viable option for teachers to develop their expertise, our report shares one such effort focused on improving the teaching of statistics. We share design principles and learning opportunities in an online course developed specifically to serve as a widescale online professional development opportunity for…

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…

Students in a fully online learning environment have limited opportunities to talk about math problem solving. While discourse is an effective pedagogical model, less is known about how it translates to online math learning. We analyzed online platform data from two fully online virtual elementary schools in the United States to address the…

This study examined the effectiveness of three types of think aloud methods for understanding elementary teachers' cognitive processes as they used a professional development website. A methodology combining a retrospective think aloud procedure with screen capture technology (referred to as the virtual revisit) was compared with concurrent and…

This study and discussion center upon the use of "YouTube's" automatic captioning feature with college-age adult readers. The study required 75 participants with college experience to view brief middle school science videos with automatic captioning on "YouTube" and answer comprehension questions based on material presented…