Online Higher Education Research Articles

On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education

ABSTRACT The study of online higher education learning and academic achievement has increasingly emphasized self-regulated learning (SRL). Few studies so far have investigated the blockchain-based learning management system (LMS) and adaptive SRL intervention in online higher education. This paper aimed to develop a blockchain-enabled LMS as a metacognitive tool in online higher education with SRL adaptive intervention (AI) to improve planning, monitoring, collaboration, zone of proximal development (ZPD), scaffolding, and reflection towards self-regulation development and learning achievement. To do that, based on the benchmark data of 33 English Language Teaching (ELT) Master of Art (MA) students, the blockchain-based LMS is developed that provided three phases of planning, action, and reflection SRL AI throughout the online programme. Data were collected quantitatively by utilizing SRL pre – and post-test questionnaire which were analysed along the t-test and qualitatively by adopting reflective essays which were analysed through the content analysis method. The findings of the study revealed that the blockchain-based SRL intervention online programme had provided opportunities for MA candidates to develop their SRL skills in realistic goal setting, and their self-monitoring, self-reflection, self-awareness through coaching/judging, ZPD, and collaboration.

The Quality And Satisfaction Of Online Higher Education Environment

The rapid growth of online higher education in any part of the world warrants the writing of this paper. Indeed, quality in higher education services is increasingly put in the spotlight in recent years. Service quality must be achieved and maintained at a certain level while responding to the needs of students. Today, online higher education providers should be accountable for the quality of education, particularly with regards to the issue of assuring the delivery of quality online educational programs that they provide. This paper highlights the link between service quality and student satisfaction in the context of online learning environment. Accordingly, the paper addresses the question: “Are service quality and student satisfaction associated in the online higher education?” Particularly, the aim of this paper is to develop a good understanding and insight into relevant previous studies and the trends that have emerged and to determine a rationale to elucidate the relationship between service quality and student satisfaction. Recommendations and conclusion are also explored.

A systematic review of academic interventions for students with disabilities in Online Higher Education

ABSTRACT The development of new educational environments based on the use of ICT has enabled the possibility to improve access and involvement for students with disabilities at the university level. Hence, this systematic review attempts to synthesise the main findings of previous interventions aimed to promote the inclusion of these students in Online Higher Education, as well as to analyse their contribution on the students’ academic success, by considering the principles of both Universal Instructional Design and Universal Design for Learning. A systematic search was conducted in four databases (WOS, Scopus, ERIC, and ProQuest) following the PRISMA-P statement. This search yielded 15 articles according to the defined criteria. Four thematic categories were identified throughout a thematic synthesis: Accessibility, support, socialisation, and academic success. The findings show that both accessibility and support are important factors for promoting the disabled students’ academic success in Online Higher Education but also highlight the need to apply the Universal Design in the whole system. Furthermore, the issues of academic support, inclusive pedagogical practices, and socialisation should be deeply analysed to inquire about their contribution to the students with disabilities’ academic success. Lastly, the limitations of this study and future implication for research are discussed.

Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy

Over the past few decades, education systems, especially in higher educa-tion, have been redefined. Such reforms inevitably require reconsideration of operational notions and definitions of quality, along with a number of relat-ed concepts. This reconsideration aligns with the core of higher education re-forms: improving efficacy and compatibility with emerging social demands while adapting to competitiveness and accountability trends. As primary players in the teaching and learning process, online tutors have a protagonis-tic role and, therefore, must be equipped with a suitable set of competencies and attributes in addition to content knowledge. This quantitative research aims to analyze the perceptions of 250 online tutors working in European higher education institutions, distributed in 5 knowledge areas: Business, Education, Humanities, Sciences and Health. This descriptive and explorato-ry nonexperimental study reveals the technological and pedagogical skills and competencies that online tutors consider fundamental for effective online teaching and proposes professional development actions to ensure quality online teaching

Hidden in plain sight: contrasting management and student perceptions of the value of casual teachers in online higher education

ABSTRACT This article draws on findings from a qualitative case study of a first-year online unit (subject) offered by a large public university through Open Universities Australia. It includes the student voice, taken from formal evaluation surveys, and the voice of casual academic tutors, provided through first-hand interviews and questionnaires. What emerges from the findings is the high value placed on tutors by their students and the tutors’ important contribution to student success, contrasted with the low value and lack of recognition given to tutors in the contemporary, marketised academy along with the destructive effect this has on tutors’ professional and personal wellbeing. Suggestions for future research to begin addressing this situation are included. Comments on the relevance of the research to the conditions created in higher education by the COVID-19 pandemic conclude the article.

Enhancing the Sense of Community Through Interaction in a Global Online Course

The purpose of this study was to investigate what types of interactions promote students’ sense of community in a global online course. This design-based research study was aimed at finding out practical principles to help students develop a sense of community and have a meaningful learning experience. A total of 82 students participated in the study. Data were collected and analysed using both qualitative and quantitative methods during three design-based research cycles. These analyses produced six qualitatively different categories that were completed with questionnaire data. To meet the goals of the design-based research, this study produced an online higher education course and design principles, as well as deepened our theoretical understanding of the sense of community in online learning.

Community and connectedness in online higher education: a scoping review of the literature

ABSTRACT Community and connectedness are important concepts in online higher education. However, researchers debate how they are defined, operationalized, or enacted in practice. A scoping study was conducted to review the research literature on the extent, range, and nature of research in community and connectedness in online higher education. A total of 66 studies published from 2001 through 2018 were identified for review. The findings illustrate how research on community and connectedness has focused on areas such as course design, technology tools, faculty, and students as well as highlight the important role these concepts have played in the last two decades in online higher education. The gaps in the literature suggest a need to further investigate the role community and connectedness play in different types of programs and other roles that faculty, staff, and students could play to foster these concepts.

Economic Aspects of Emergency Transition to Distance Education, or The Price of Going Online in Higher Education

As Russian universities switched to distance education in March 2020 to prevent COVID-19 from spreading, self-paying students started questioning the fairness of tuition fees during the pandemic. They filed petitions, emphasizing that distance learning could not be equated to traditional classroom-based learning, that educational services were not delivered to the full extent, and that educational quality had decreased. On those grounds, students required cutting tuition fees down to the size of those in part-time or extramural education. To understand whether universities can afford making this step, we undertake to measure the price that they have paid for the transition to distance learning.For this purpose, we use data from a survey of faculty teaching and curriculum organization practices carried out at a federal university between March 23, 2020 and June21, 2020, which involved 4,099 faculty members, as well as financial records of some departments within that university. Findings show that teaching workload reduced by 15% with distance learning during the pandemic, and the number of contact hours decreased 1.7 times. However, the overall amount of faculty workload increased by 50%, first of all due to a 2.4-time rise in curriculum organization activities. Therefore, the transition to distance education led to a significant increase in faculty workload, given that contact hours were preserved. Furthermore, the university invested heavily in the transition to distance learning and continuity of educational processes during the pandemic, in particular by financing the establishment of a new department for digitalization of learning processes.An inference is made that distance education imposed by the pandemic has not been reduced to part-time or extramural studies. Decisions about cutting tuition fees for self-paying students should be made at the institutional level, with due regard for faculty workload and digitization costs.

A study of student’s and faculty’s perceptions of online learning during the pandemic

Background: During COVID-19, education has been shifted into the techno-economic culture. The shift should associate with plans to reduce this shift’s impact on the normal learning process. The change to online in higher education entails reshaping our view regarding higher education, including institutions and students’ needs. For instance, theoretical courses can be taught online. In contrast, the practical courses should be conducted face to face to ensure best teaching practices in monitoring and guiding students. So we were not sure of the perception of the faculty and students so this study puts in an effort to find the student’s and faculty’s perceptions of online learning during the pandemic. This is a very important study because as we know this Medical course is very much practically oriented. Aims and Objectives: To study the student’s and faculty’s perceptions of online learning during the pandemic. Materials and Methods: This study was done in Index Medical College, hospital and Research Centre, Index City, Indore, Madhya Pradesh. The study was done in two phases. The study was done from Feb 2021 to April 2021. A set of validated questionnaire was given to the students and teachers. 150 students MBBS phase 3 students were requested to participate in this study after taking written consent. All staff who were involved in the teaching of these students (n=30) were also asked to fill in a questionnaire to understand their perceptions. Results: There is a significant difference between the teachers and the student’s perception scores. Conclusion: The results of the present study show that online teaching can effectively supplement regular offline teaching.

Exploring the Impact of Universal Design for Learning Supports in an Online Higher Education Course

The significant increase in online learning, particularly in higher education, has raised questions about the methods instructional designers (IDs) consider to maximize learners’ cognitive functioning and abilities. The literature suggests that Universal Design for Learning (UDL) offers students enhanced opportunities for engagement, expression, and academic performance. However, there is limited research measuring student perceptions on learning following the integration of UDL practices and subsequent course delivery modifications. This article discusses the integration of specific checkpoints within the three domains identified by the UDL framework. The exploratory case study identifies supports perceived to be instrumental in building students’ capacity towards self-regulation, comprehension, and executive functions in an online learning environment.

Exploring the Impact of Universal Design for Learning Supports in an Online Higher Education Course

The significant increase in online learning, particularly in higher education, has raised questions about the methods instructional designers (IDs) consider to maximize learners’ cognitive functioning and abilities. The literature suggests that Universal Design for Learning (UDL) offers students enhanced opportunities for engagement, expression, and academic performance. However, there is limited research measuring student perceptions on learning following the integration of UDL practices and subsequent course delivery modifications. This article discusses the integration of specific checkpoints within the three domains identified by the UDL framework. The exploratory case study identifies supports perceived to be instrumental in building students’ capacity towards self-regulation, comprehension, and executive functions in an online learning environment.

Rubrics and Teamwork Development in Online Higher Education Business Courses: Exploring the Connection

Rubrics and Teamwork Development in Online Higher Education Business Courses: Exploring the Connection

Exploring Strategies to Improve Oral Communication Engagement Online According to Higher Education Instructors

This chapter addresses the following problem: the strategies higher education instructors need to strengthen the oral communication skills of online undergraduate students have not yet been identified. The exploratory design used semistructured interviews that queried the experiences of 10 undergraduate online higher education instructors tasked with teaching a course with an online public speaking assignment. The population in the study was geographically disbursed and worked remotely within the United States. The conceptual framework guided the study and focused on the general research problem and the ways in which management can improve practices related to teaching and learning. The theoretical construct that was most closely examined was andragogy. The research question asked: What are the strategies higher education instructors need to strengthen the oral communication skills of online undergraduate students? The results of the semistructured interviews uncovered five themes but this chapter examines the theme of student engagement.

Instructional Design Guidelines for Advancing Self‐Sustaining Online Higher Education in the USA

Instructional Design Guidelines for Advancing Self‐Sustaining Online Higher Education in the USA

A Systematic Review of Asynchronous Online Discussions in Online Higher Education

ABSTRACT This systematic review examines Asynchronous Online Discussions (AODs) in higher education, with a specific focus on AOD increasing learning outcomes and AOD alternatives. Inclusion and exclusion criteria were used to search academic databases and Google Scholar to find 35 peer-reviewed articles. An overview of the research context is provided before examining the themes that emerge in the literature. Constant Comparison was used to identify key themes such as interaction and participation, AOD format, group size, tools and strategies, and AOD alternatives. The results indicate that despite their widespread acceptance and use, there is very little consensus on best practices for AODs and almost no research into AOD alternatives. This review concludes with suggestions for future research into this important area.

Conference Reports

The COVID-19 pandemic caused many conference cancellations, while others moved to the virtual environment. Below are reports from five virtual conferences: New England Chapter of the MLA by Marci CohenMountain-Plains Chapter of the MLA: Two Perspectives by Christine Edwards and Ellwood P. ColahanTeaching Music Online in Higher Education by Kevin MadillAssociation for Recorded Sound Collections by Rebecca ShawMusic Encoding Conference by Emily Hopkins, Yaolong Ju, Juliette Regimbal and Martha Thomae

Analysis of the situation in higher education during the COVID-19 pandemic in the world: opportunities and threats of online training

Introduction. the essence of the situation in education during the COVID-19 pandemic in the world is quite complex: due to the large number of restrictions in some countries, education is conducted completely remotely or hybrid. In the period of 2020, medical university students were forced to practice in hospitals in the context of the pandemic, helping local medical staff, which helped to fill the shortage of specialists. The quality of education will inexorably fall due to low involvement in remote education as well as many distractions which have already proven many researchers. Universities were not ready for mass digitalization due to government restrictions and social distancing, so the quality of material transfer cannot match the classical education. The purpose of the study is to examine the impact of the pandemic COVID-19 on the medical education market and its stakeholders. Results. Universities were not ready for the transition to online (distance) education, as evidenced by the decline in the quality of education, based on surveys of the faculty of some universities. As a result, on the one hand, you can get higher education online while in your country, on the other hand, the quality of education falls without an adequately commensurate practical part (for example, medical education cannot be of high quality when it is taught online). Over time, only the year 2025 is expected to surge technologies to improve online education and the full transfer of many universities to provide distance learning; it is a good chance to get an education to those who previously could not obtain it, including for economic reasons. Conclusion. The global COVID-19 pandemic has become a catalyst for global processes of digital transformation in all spheres of life. In such circumstances, the role of digital technologies in education has become extremely important. Among the many technological advantages, their ability to protect human lives and at the same time ensure the implementation of the educational process remained almost unnoticed. Current situation has accelerated the mass transition to the use of digital technologies, including digitalization of education, its technologization and standardization.

Instructor qualities and student success in higher education online courses

As both universities and students demonstrate an increasing interest in offering and taking online courses, a better understanding of the causes of student outcomes, such as student achievement has become increasingly important. This study investigated an additional variable, the role of the teacher, which has been hidden within and in many instances even left out of previous studies. A multivariate linear regression indicated that the instructor qualities of years of experience, level of education and practical experience predicted 5.6% of student achievement, while an instructor’s level of training predicted 2.1% of student achievement in online courses of higher education. Although the amount at which these teacher qualities make up the overall formula for student success is small, this study has added to our understanding of additional factors impacting student success in higher education online courses.

Teaching and learning transformation in the time of the Coronavirus crisis

ABSTRACT The education landscape changed almost overnight from the in-person mode to online due to the onslaught of the ongoing pandemic, Covid19. As educators, we have a responsibility to build an online teaching environment that attempts to be as equal as possible to its face-to-face counterpart, one that will not suffer from the perception that online classes and programs are somewhat second-rate. We call for the establishment of a “gold-standard” for online classes which can serve as a benchmark for fully or partially online classes. There are implications for extensive research into the way in which we offer higher education online classes. The increased dependence on online platforms for course management and video conferencing requires these systems to be as seamless, , and inclusive as possible.

Teacher candidate perceptions on alternative asynchronous online discussion boards

Asynchronous online discussion boards are frequently utilized as a pedagogical tool within traditional, hybrid, and online higher education courses. Research has found teacher candidates can be disenchanted with the monotonous structure of traditional asynchronous online discussion boards. In educator preparation, we claim to understand teacher candidates learn differently. Yet, the majority of assignments have a linguistic focus. This demonstration of knowledge is not effective for all teacher candidates. To support all teacher candidates, faculty can find ways to differentiate by incorporating alternative asynchronous discussion board platforms. Four platforms were compared in this study: traditional written response, video response, Flipgrid, and BookSnaps. A mixed-methods approach was used with elementary teacher candidates (n=77) to answer the following research question: 1) What asynchronous online discussion board platform enhanced teacher candidates perceptions of creativity, ability to demonstrate content understanding, student voice, and usefulness toward learning? It is important to understand the factors, which create a high-quality asynchronous discussion board experience. This research can help faculty to determine how to strengthen the asynchronous online discussion board learning experience.