2023 20(2)

Volume 20, Issue 2, Special Edition, March 2023

Special Edition: Post-COVID Online Teaching and Learning Research Outcomes

Editor, Sherri Restauri, Coastal Carolina University
Editorial


Foundations in Digital Learning Interactivity 

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 University
Abstract and Paper
 

COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?

Michelle Bedeker, Graduate School of Education, Nazarbayev University  
Abstract and Paper
 

Understanding Duolingo Discussion Boards as Social-Emotional Support During the COVID-19 Pandemic  

Tom Neuschafer, Foreign Languages, Jersey Shore Area School District
Abstract and Paper
 

Incorporating Partial Student Self-Grading Model in the Remote Learning System (Post COVID-19)

Eugene H. Kong, College of Science Engineering Technology, Grand Canyon University 
Abstract and Paper


A Comparison of Student Academic Performance in Online, Blended, and Face-to-face Programs/Courses at a Caribbean University

Natoya L. Thompson, Fatima College of Health Sciences  
Abstract and Paper


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

Kam Yuen Cheng, Agriculture, Business, and Commerce, Lincoln University
Abstract and Paper


Strategizing from the COVID-19 Pandemic Experience on the Advancement in Virtual Learning in Nigeria

Blessing N. Ramsey-Soroghaye, University of Port Harcourt
Peter I. Emejuru, University of Port Harcourt    
Ibiene H. Solomon-Zacchaeus, Rofit International School
Williams Abur, University of Melbourne, Australia
Abstract and Paper


Fostering Collaborative and Constructivist Learning Through the Flipped Classroom During COVID-19 

Tami Seifert, College of Education, Kibbutzim College of Education 
Abstract and Paper


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 Africa
Abstract 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 Arabia
Selvakumar Manickam, National Advanced IPv6, Universiti Sains Malaysia, Pulau Penang, Malaysia Alia Ahmed Aldossary, Computer Science Department, Imam Abdulrahman Bin Faisal University, Dammam, KSA
Doaa M. Bamasoud, Department of Information Systems, College of Computing and Information Technology, University of Bisha, Bisha 61922, Saudi Arabia
Ungku Nurshakira binti Ungku Amiruddin, MIIT, Universiti Kuala Lumpur, Malaysia  

Abstract and Paper

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 Deaf
Susan F Foster, Rochester Institute of Technology/National Technical Institute for the Deaf   
Carol E Marchetti, Rochester Institute of Technology
Linda M Bryant, Office of Online Learning, Rochester Institute of Technology/National Technical Institute for the Deaf ORCID iD: 0000-0002-6503-2041  

Abstract and Paper

 

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/0000-0002-6026-8063
Abstract 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 University
Jennifer Myers, College of Nursing Health Profession-Graduate Division, Drexel University
Abstract 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 University
Megan Burton, Curriculum and Teaching, Auburn University   
Jill Salisbury-Glennon, Educational Foundations, Leadership, and Technology, Auburn University
Amy Serafini,  Educational Foundations, Leadership, and Technology, Auburn University
Abstract and Paper
 
 
 
 
 
 



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