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Online Learning

2017 Volume 21, Number 4

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Table of Contents

Number of articles: 12

  1. Online Collaborative Learning Activities: The Perceptions of Culturally Diverse Graduate Students

    Alex Kumi-Yeboah, Guangji Yuan & James Dogbey

    This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The participants were 20 minority graduate students from diverse... More

    pp. 5-28

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  2. Self-Reflection and Math Performance in an Online Learning Environment

    Jinnie Choi, Alyssa Walters & Pat Hoge

    According to recent reports, K-12 full-time virtual school students have shown lower performance in math than their counterparts in brick-and-mortar schools. However, research is lacking in what... More

    pp. 79-102

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  3. Few and Far Between: Describing K-12 Online Teachers' Online Professional Development Opportunities for Students with Disabilities

    Mary F. Rice

    Online teacher professional development (oTPD) researchers have been concerned with design features, teacher change in practice, and student learning, as well as establishing guidelines for... More

    pp. 103-121

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  4. Best Practices Framework for Online Faculty Professional Development: A Delphi Study

    Sandra Coswatte Mohr & Kaye Shelton

    Online learning is now a common practice in higher education. Because of the continued online enrollment growth, higher educational institutions must prepare faculty throughout their teaching... More

    pp. 123-140

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  5. Examining Distance Learners in Hybrid Synchronous Instruction: Successes and Challenges

    Enilda Romero-Hall & Cristiane Vicentini

    This paper reports on a case study investigating distance learners participating in graduate-level hybrid synchronous instruction. This research helps inform the design of hybrid synchronous... More

    pp. 141-157

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  6. Hybrid Learning in Higher Education: The Potential of Teaching and Learning with Robot-Mediated Communication

    Benjamin Gleason & Christine Greenhow

    Blended learning, which combines online and face-to-face pedagogy, is a fast-growing mode of instruction as universities strive for equitable and alternative pathways to course enrollment,... More

    pp. 159-176

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  7. Live Synchronous Web Meetings in Asynchronous Online Courses: Reconceptualizing Virtual Office Hours

    Patrick R. Lowenthal, Chareen Snelson & Joanna C. Dunlap

    Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However,... More

    pp. 177-194

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  8. Wherefore Art Thou MOOC?: Defining Massive Open Online Courses

    Stephanie J. Blackmon & Claire H. Major

    Although MOOCs are a much-discussed topic in higher education, conversations about MOOCs do not often include details regarding the nuanced nature of these courses. What do people mean when they... More

    pp. 195-221

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  9. Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation toward Online Courses

    Andrew William Cole, Kristine M. Nicolini, Christopher Anderson, Thomas Bunton, Maura R. Cherney, Valerie Cronin Fisher, Richard Draeger, Michelle Featherston, Laura Motel, Brittnie Peck & Mike Allen

    Much research into college student motivation focuses on traditional face-to-face (FtF) classroom settings. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi,... More

    pp. 245-262

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  10. Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring

    Helga Dorner & Swapna Kumar

    This study examines Hungarian pre-service and inservice teachers' satisfaction (n = 154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology... More

    pp. 283-301

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  11. Navigating Turn-Taking and Conversational Repair in an Online Synchronous Course

    Yvonne Earnshaw

    In face-to-face conversations, speaker transitions (or hand-offs) are typically seamless. In computer-mediated communication settings, speaker hand-offs can be a bit more challenging. This paper... More

    pp. 315-336

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  12. Thematic Patterns in International Blended Learning Literature, Research, Practices, and Terminology

    Kristian J. Spring & Charles R. Graham

    The goal of this research was to discover and compare themes of the top blended learning (BL) articles from seven different regions of the world. Top cited articles in BL from these regions show... More

    pp. 337-361

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