This section includes manuscripts from researchers investigating interactivity between student-student, and student-faculty within the online learning spaces. Findings provide readers with how-to’s and best practices on improving feelings of connection, belongingness, and engagement with peers and faculty alike.
F2F versus Online: Student Perceptions of Foreign Language Learning in the Time of COVID-19
Leah Adelson, University of Cincinnati Géraldine Simonnet Keen, Georgetown UniversityAbstract and Paper
COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?
Programmatic & Course Design Findings from Digital Teaching in the Pandemic
Investigations into the design of courses, including deeper looking into pedagogical techniques such as Constructivism, are investigated in this section. Researchers provide outcomes focused on course design, course modality strengths and weaknesses, as well as programmatic considerations for designing for student online learning success.
HyFlex Challenges and Strategies for Matured Learners: Construction Engineering Higher Education in New Zealand During the Pandemic
Strategizing from the COVID-19 Pandemic Experience on the Advancement in Virtual Learning in Nigeria
Blessing N. Ramsey-Soroghaye, University of Port HarcourtPeter I. Emejuru, University of Port Harcourt Ibiene H. Solomon-Zacchaeus, Rofit International SchoolWilliams Abur, University of Melbourne, AustraliaAbstract and Paper
Fostering Collaborative and Constructivist Learning Through the Flipped Classroom During COVID-19
Exploring Technology Education Students’ Perception on the Use of Emergency Remote Learning Amid COVID-19 Pandemic
Dagogo William Legg-Jack, Directorate of Learning and Teaching, Walter Sisulu University, Mthatha, Eastern Cape, South Africa Clever Ndebele, Directorate of Learning and Teaching, Walter Sisulu University, Mthatha, Eastern Cape, South AfricaAbstract and Paper
Minding the Gaps in Digital Learning & Student Equity
Researchers in the “Minding the Gaps” category round out this journal by providing important, time-sensitive outcomes to areas that need greater depth and study within the field of online learning. From perspectives of supporting Deaf and Hard of Hearing students to incorporating needs of graduate students, this section identifies core areas where the online learning literature benefits from filling in best practices and how-to’s.
Do Students Have Equal Perceptions of e-learning During the COVID-19 Pandemic? A Cross-Sectional Study Investigated the Differences in Students’ Perceptions Towards the Determinants That Influence Sole e-learning Use
Rasheed Mohammad Nassr, School of Computing and Digital Technology, Birmingham City University, UK Omer S. Alkhnbashi 1. Information and Computer Science Department, King Fahd University of Petroleum and Minerals,Dhahran 31261, Saudi Arabi 2. Interdisciplinary Research Center for Intelligent Secure Systems (IRC-ISS), KFUPM, Dhahran 31261, Saudi ArabiaSelvakumar Manickam, National Advanced IPv6, Universiti Sains Malaysia, Pulau Penang, Malaysia Alia Ahmed Aldossary, Computer Science Department, Imam Abdulrahman Bin Faisal University, Dammam, KSADoaa M. Bamasoud, Department of Information Systems, College of Computing and Information Technology, University of Bisha, Bisha 61922, Saudi ArabiaUngku Nurshakira binti Ungku Amiruddin, MIIT, Universiti Kuala Lumpur, Malaysia
Deaf and Hard of Hearing Online Learners in Postsecondary Education: Part 1-Student Perspectives Pre-COVID-19
James R Mallory, Information Computer Studies, Rochester Institute of Technology/National Technical Institute for the Deaf Gary L Long, Rochester Institute of Technology/National Technical Institute for the DeafSusan F Foster, Rochester Institute of Technology/National Technical Institute for the Deaf Carol E Marchetti, Rochester Institute of TechnologyLinda M Bryant, Office of Online Learning, Rochester Institute of Technology/National Technical Institute for the Deaf ORCID iD: 0000-0002-6503-2041
Addressing the Elephant in the Room: What One Graduate Program Did to Preserve Program Quality When Converting a Face-to-Face Program to an Online, Asynchronous Degree Program
Denise Roseland, Department of Curriculum & Instruction, University of Wisconsin – Whitewater, https://orcid.org/0000-0002-6500-6919 Karla Saeger, Department of Curriculum & Instruction, University of Wisconsin – Whitewater, https://orcid.org/0000-0002-6026-8063Abstract and Paper
Factors Influencing Student Persistence in Online Courses During the Pandemic: A Mixed-Methods Study
Kay Swartzwelder, College of Nursing Health Profession-Graduate Division, Drexel University Jackie Murphy, College of Nursing Health Profession-Graduate Division, Drexel UniversityJennifer Myers, College of Nursing Health Profession-Graduate Division, Drexel UniversityAbstract and Paper
An Intelligent e-Learning Course Recommendation Framework Based on Student Learning Style
Chih-hsuan Wang, Educational Foundations, Leadership, and Technology, Auburn University Victoria Cardullo, Curriculum and Teaching, Auburn UniversityMegan Burton, Curriculum and Teaching, Auburn University Jill Salisbury-Glennon, Educational Foundations, Leadership, and Technology, Auburn UniversityAmy Serafini, Educational Foundations, Leadership, and Technology, Auburn UniversityAbstract and Paper