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Aslan, Sinem; Li, Qi; Bonk, Curtis J.; Nachman, Lama – Online Learning, 2022
Since the spring of 2020, many early childhood education programs (pre-K, K, 1st, and 2nd grades) had to close as governments around the world took serious measures to slow down the transmission of COVID-19. As a result, the pandemic forced many early childhood teachers to start teaching online and continue supporting their students remotely.…
Descriptors: Early Childhood Education, COVID-19, Pandemics, Early Childhood Teachers
Dempsey, Patrick R.; Zhang, Jie – Online Learning, 2019
Despite the prevalence of research on the Community of Inquiry framework and its associated measurement instrument, more research is needed to re-evaluate the factor structure, study the effects of covariates or measurement invariance, and explore the relationships among the three presences. Results of this study indicated that (a) teaching,…
Descriptors: Communities of Practice, Inquiry, Construct Validity, Factor Structure
Ford, Cristi; McNally, Darragh; Ford, Kate – Online Learning, 2017
This paper discusses the design-based research approach used by the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland, University College (UMUC). CILSS is a laboratory for conducting applied research that focuses on continuous improvements to the university's instruction of curriculum, learning models, and…
Descriptors: Research Methodology, Educational Research, Educational Improvement, Higher Education
Griffiths, Rebecca; Mulhern, Christine; Spies, Richard; Chingos, Matthew – Online Learning, 2015
To address the paucity of data on the use of MOOCs in "traditional" postsecondary institutions, Ithaka S+R and the University System of Maryland studied the feasibility of repurposing MOOCs for use in hybrid, credit-bearing courses. In this paper we will describe the design of a large-scale study undertaken to examine the use of MOOCs in…
Descriptors: Online Courses, College Credits, Blended Learning, Statistical Analysis