ABSTRACT In higher education institutions, as the number of online language courses continues to grow, it is essential to equip faculty with the support and tools necessary to enhance learning experiences for students with visual impairments. Grounded in Culturally Relevant Disability Pedagogy and Disability Studies Theory, this study advocates for more equitable and accessible course design for underrepresented learners. Using a qualitative Interpretative Phenomenological Analysis (IPA) approach, the study examines online language faculty’s lived experiences teaching students with visual impairments. A purposive sample of 10 language faculty members across the United States participated in in-depth, semi-structured interviews conducted via videoconferencing. Interviews were audio-recorded, transcribed verbatim, and analyzed iteratively through close reading, initial coding, and the development of emergent and superordinate themes. The study was guided by the following research questions: 1) What are faculty experiences in delivering online language courses to students with visual impairments? 2) How do faculty describe the support and training they receive in delivering accessible online language courses? 3) What are the strategies and tools faculty use when teaching languages to students with visual impairments online? Findings indicate that Americans with Disabilities Act (ADA) compliance in online language instruction requires greater prioritization. Participants described limited institutional support and insufficient training in accessible course design, often relying on self-directed learning and reactive adaptations. These findings underscore the need for more systematic and proactive approaches to accessibility in online language education to ensure that visually impaired learners can fully engage and succeed academically.

ABSTRACT Hybrid (online/in-person) learning has revealed mixed student satisfaction and adding high-content courses like human anatomy into hybrid formats can pose significant learning challenges due to their extensive material. This study explores the integration of artificial intelligence (AI) tools in a hybrid human anatomy course to enhance student learning and performance. For a non-randomized study involving 129 hybrid Doctor of Physical Therapy students, our multidisciplinary team developed supplemental AI-driven tools. The tools included a virtual dashboard, an assessment feedback application, and a custom chatbot, aimed at facilitating early remediation and improving hybrid student outcomes. Final course grades were not significantly different between cohorts who had access and no access to the AI tools. However, among the AI tool users, over 80% of participants reported the AI tools as helpful. Additionally, within the AI tool user cohort, participants who may have consistently used the AI tools achieved higher academic performances than inconsistent AI tool users. Discussion: These findings suggest that supplemental AI tools when used consistently may assist in improving hybrid students’ understanding and mastery of complex subjects. This research provides a foundation for developing intelligent feedback mechanisms to support hybrid student learning.

ABSTRACT Being absent from school can negatively impact the wellbeing of students. Telepresence robots can help absentees join their classes remotely and maintain their social connections. Nonetheless, remote students might still feel like bystanders during group activities. We investigate whether using a moderator can improve the inclusion of remote students. In a between-subject experiment, 84 participants (56 on-site, 28 remote) completed a language learning task in small hybrid groups. In the experimental condition, a robot moderator facilitated the group work, while in the baseline condition participants completed their task without a moderator. Analysis of video data shows that participants in experimental condition experienced significantly closer physical proximity and more frequent eye-level communication. The findings suggest that moderation positively influenced group dynamics and benefited remote students.

ABSTRACT Online teaching has become a pathway to serve students across markets and to enable instruction across time and distance. This study examines the students’ perspectives on what teaching methods enable student engagement in the institution and what methods encourage students to take advantage of the technological interface to cheat. Data show that class structure, faculty communication, and collaborative processes increase student engagement. Using techniques such as breakout groups, games, and less personal communication increases the likelihood that students will cheat in the online environment. The study supports keeping the human factor in the online classroom as an essential element of student engagement.

ABSTRACT By its nature, online learning is a learner-centered process and, therefore, self-regulation (i.e. the ability to manage one’s own learning) plays a significant role. In this study, we aimed to adapt and validate the Online Learning Readiness Self-Check Survey (OLRSC), a 39-item instrument that measures self-regulated learning readiness across domains such as learning, resources, technology, and interaction management. To this end, we administered the full translated scale to undergraduate students (n = 706) at a public university in Türkiye during the Spring 2022. Using exploratory and confirmatory factor analyses on split samples, we identified a three-factor structure comprising 25 items: learning management, interaction management, and interaction with peers. The resulting scale demonstrated acceptable fit indices and strong internal consistency (Cronbach’s α = .81–.91), indicating that the Turkish adaptation of the OLRSC is a valid and reliable tool for assessing online learning readiness among Turkish undergraduate students.

ABSTRACT The paper develops pricing formulas for new offerings which ensure that a minimum “hurdle” of return is met. The first formula is based on profit per enrollee, and the second one on return on investment (ROI). Either one can depend on elasticity of demand through a scale, with higher hurdle rates for lower elasticities. Increasing the hurdle rates sufficiently can cover overhead or indirect costs. The analysis examines the decision to proceed or cancel an offering if actual enrollment is low. This is shown to depend on whether sunk costs have been incurred. To enhance profit through hurdle rates, a self-supported unit should choose offerings with a low cost per enrollee, which are differentiated from other offerings in the market so that demand is as inelastic as possible, and with a high expected demand. Related simulations indicate that a unit can increase the hurdle rate exponentially as product differentiation increases. By contrast, losses materialize quickly with offerings that are not differentiated enough. The analysis concludes by characterizing several instructor compensation rules that are incentivizing instructors.

ABSTRACT Este estudio investiga las prácticas de facilitación empleadas en un Programa de Desarrollo Profesional (PDP) online en una escuela vulnerable en Chile, enfatizando su impacto en la participación docente y la pedagogía durante una transición significativa debido a la pandemia de COVID-19. La literatura existente subraya el papel esencial de los PDP eficaces para mejorar las habilidades de los docentes y, posteriormente, mejorar los resultados de los estudiantes; sin embargo, muchos programas no logran los resultados deseados. A través de un estudio de caso cualitativo que involucró a 20 participantes, incluidos 13 docentes de aula y 7 facilitadores, la investigación identifica tres prácticas de facilitación clave: interacción, contenido y pedagogía. Estas prácticas resaltan la articulación dinámica entre facilitadores y docentes, enfatizando la construcción de relaciones, la relevancia del contenido y las estrategias pedagógicas adaptativas para abordar los desafíos contextuales. Los hallazgos revelan que la capacidad de los facilitadores para fomentar la confianza, brindar retroalimentación específica y adaptar el contenido para alinearlo con las prioridades del plan de estudios contribuyó significativamente al crecimiento profesional de los docentes y a la participación de los estudiantes en actividades de resolución de problemas. Además, la transición a un formato online requirió enfoques innovadores para mantener la colaboración y entornos de aprendizaje efectivos. En última instancia, esta investigación subraya la necesidad crítica de una preparación eficaz de los facilitadores y el desarrollo de estrategias flexibles en el diseño del PDP para garantizar una mejora sostenible en las prácticas educativas, llamando la atención sobre la intrincada relación entre los facilitadores, los docentes y los contextos en los que operan.

ABSTRACT This study investigates AI use for assignment completion in distance education by focusing on two cognitive predictors, cognitive load and cognitive distortion, and by testing perceived study stress as a moderator of these relationships. We used Structural Equation Modeling–Partial Least Squares (SEM-PLS) to analyze survey data from undergraduate to doctoral students. In total, 308 students from multiple Indonesian provinces completed the questionnaire via Google Forms. The results indicate positive associations between cognitive load, cognitive distortion, and AI-usage intensity, whereas perceived study stress does not strengthen those effects in the moderation tests reported. The study contributes by linking cognitive conditions and technology-use behavior in a single model and by specifying how stress appraisal was expected to shape reliance on AI in distance-learning tasks. The final section provides recommendations derived from the observed patterns in the data.

ABSTRACT Generative Artificial Intelligence (GenAI) holds significant potential to transform the educational landscape, offering new opportunities and challenges for teaching and learning. The release of advanced tools like ChatGPT has accelerated interest in exploring their applications and implications. Despite its growing use, it is necessary to understand how instructors utilize GenAI, how different instructor demographic groups perceive their readiness to use GenAI, and the benefits and challenges of its use in teaching and learning. This survey study was conducted in the spring of 2024 and involved 139 university instructors in U.S. public universities. Data was analyzed using descriptive analysis, ANOVA, and correlation. The findings indicate that while university instructors frequently use GenAI for general purposes, they are less comfortable and less likely to use it for teaching. Many instructors feel reasonably comfortable designing learning activities with these tools. Perceptions of GenAI varied significantly by instructors’ rank and discipline, with adjuncts and social sciences faculty perceiving fewer benefits and greater challenges. Additionally, instructors who taught more courses found GenAI tools less challenging, whereas older instructors perceived more limitations. These findings suggest that policies, guidelines, and professional development should consider instructor differences to address the varying adoption rates and perceptions of ethical use.