Online Higher Education Research Articles

“The 21st century professionalization?”: online education as an instrument for bolstering individual welfare and societal equality

Abstract Since the start of the last decade of the 20th century, the application of digital technologies with the potential of making substantial contributions to a community’s welfare have led to the creation of the literature of Public Interest Technologies and reinvigorated many areas of focus in the social sciences. A relevant subfield of this literature has been the application of new technologies to education to increase social public benefits. The traditional literature on higher education seems to agree that the expansion of this good throughout a society is desirable because it generates direct and indirect individual gains, as well as aggregate level social benefits in the form of positive externalities. However, some authors have argued that the acquisition of postsecondary education has its own drawbacks: unwanted intellectual influence of instructors on students, barriers to access for students of historically vulnerable sociodemographic groups, as well as students’ perception of a reduced pay-off from going to college. While there have been some indices that online higher education could abate many of these issues, there has been relatively little formal research to test this tool’s impact. Using a quantitative approach, via cross-section and time-series data analysis, the text finds some evidence that online higher education could solve many of higher education’s drawbacks, while also being a feasible approach given the current technological environment of the United States. The text concludes outlining future research using a mixed-methods approach that could be highly valuable to acquire a more comprehensive view and robust evidence of online higher education’s potential of expanding social public benefits.

Online / Distance Learning – Feedbacks A Priority!

A matter of current interest in recent times has been the noticeable growth experienced in the field of online higher education (OHE) and worldwide expansion, with higher educational institutions (HEI’s) offering a variety of programs. This phenomenal growth is mainly attributed to rapid digital transformations and a considerably improved demand for lifelong learning! It is preferred by a segment of the diaspora who have opted for higher education much later in life or would have faced obstacles as economic constraints, or failure in adjusting to work schedules, geographical and social barriers. Flexibility and access without time or geographical restrictions have been the most common reasons for preferring this mode of study. Feedback is a necessary skill for online instructors. Feedback is an important intervention for the online educator because it is an opportunity to develop the instructor-learner relationship, improve academic performance, and enhance learning. Effective online feedback from educators to learners is able to guide learners toward positive learning outcomes. An estimated 5.5 to 7.1 million students take at least one online course in the US according to the US Education Department and Babson Survey Research Group as reported by Kolowich (2014). India in recent years has found increased acceptance of the online education system, and students and working professionals have taken to different e-learning platforms in order to enhance their skills. A report released by KPMG India and Google indicates (Online Education in India: 2021), “the market for online education in India was expected to witness a magnificent growth of eight times in three years, i.e., from USD 247 million in 2016 to USD 1.96 billion in 2021”. This market is expected to grow multiple-folds in the next few years. An implication of providing effective online feedback is the positive impact for online learner performance.

Every voice counts – Embedding the principles of Universal Design for Learning into higher education online course design

University classrooms are diverse settings. With online courses becoming increasingly more common instructors in post-secondary institutions must create inclusive learning environments that meet the needs of adult learners with exceptionalities. Goldberg et al. (2003) asserted that innovative technological tools can be used to promote student engagement, motivation, and enhance the quality of learning for students with disabilities. One such tool is the Voice Thread which can be thoughtfully and intentionally incorporated into the course design phase. Friedman and Lee (2009) contend that using visual images to present content is a necessary pedagogical strategy and provides an opportunity to reduce visual clutter. Making content visual and auditory rather than exclusively in print is a Universal Design for Learning strategy that makes the information more accessible to all students not just those who struggle with reading. Hampton and Mason (2003) reminded us that many students with learning disabilities require additional time to formulate their thoughts to make meaningful contributions to an online discussion. The features of the program offer a comfortable way for students to share their knowledge and understanding, analytical skills and personal reflections related to a particular concept. Offering a choice in the response format allows students to utilize their strengths and concentrate more fully on demonstrating their learning. Fostering an inclusive learning environment using innovative technologies, such as Voice Thread, offers online instructors a meaningful way to adopt inclusive approaches to curriculum and assessment. Pre-existing structures such as the Community of Practice (Lave & Wenger, 1991) provide inclusive leaders the opportunity to share these innovations with colleagues and ensure that every voice counts.

Is artificial intelligence an opportunity for inclusive education? A case study in a fully online university

Artificial intelligence in education has emerged as an opportunity to facilitate teaching and learning, especially in learning environments mediated by technology, such as online higher education. Despite its growing prominence, there is a lack of empirical research analysing how artificial intelligence affects inclusive education. Therefore, this study aims to analyse the perspectives and viewpoints of online course designers on leveraging these technologies to promote equal participation for all learners. Twelve professors participated in semi-structured interviews that were subsequently analysed through thematic analysis. The findings encompass two main themes. On one hand, the use of artificial intelligence in education as a tool for inclusive education within a human-centric pedagogy. Participants are cautious about using artificial intelligence to replace human work but recognise its potential contribution to facilitate content accessibility and comprehension. On the other, the adoption of a new approach for learning and assessment based on reflection and metacognition. Our participants‟ strategies include modifying some assessment practices when designing their courses for enabling learners to compare artificial intelligence creations, although they also highlight the lack of knowledge on using these technologies. Therefore, shifting to an assessment approach based on strengthening metacognition, reflection, and critical thinking skills emerges as a means to promote learners‟ inclusion supported by artificial intelligence. Our study also emphasises the importance of promoting artificial intelligence literacy for both professors and learners to effectively incorporate these technologies in the educational processes.

Group formation based on extraversion and prior knowledge: a randomized controlled study in higher education online

Group formation based on extraversion and prior knowledge: a randomized controlled study in higher education online

Beyond the Screen: Socio-Virtualization in Online Higher Education

This study aims to explore the perception of socio-virtualization among e-learners in online higher education in terms of negativity in communication (NC) and social attention in virtualization (SAV) with the investigation of the relationship between demographic variables, satisfaction with online courses, and use of the internet with their perception of socio-virtualization. A quantitative research design was employed, and the sample of this study consisted of 427 e-learners who were taking online courses at different faculties of different Turkish universities across the country. The results of descriptive analyses indicated that e-learners’ overall perception of socio-virtualization was detected as moderate. While their NC perceptions were identified as high, their SAV perceptions were also found as moderate. Moreover, significant variations in their perceptions of socio-virtualization were observed across different demographic variables such as gender and internet usage habits. This study contributes to the understanding of the socio-virtualization process in online higher education and its implications are beneficial for designing effective virtual learning environments.

Academic Skills Used by College Students Without Brain Injury: A Validation Study

Purpose: The purpose of this study was to develop a brief, ecologically valid measure of academic-related skills used by students in both in-person and online higher education. Method: Twelve undergraduate ( n = 7) and graduate ( n = 5) college students without brain injury participated in a pilot study followed by focus group semistructured interviews. Next, preliminary normative data were collected from a larger sample of undergraduate ( n = 152) and graduate ( n = 73) students without brain injury, ages 18–35 years. Participants were asked to rate the cognitive, communicative, and academic skills they used for in-person and online instruction. The students completed a 27-item scale (Likert, 1 = strongly disagree to 6 = strongly agree ). Results: Following an exploratory factor analysis, seven distinct factors were retained creating the final instrument in the population without brain injury. These included sustained attention, metacognition, working memory, problem solving, reading comprehension, selective attention, and processing speed. Conclusions: Responses from college students without brain injury helped to validate items on the College Readiness After Mild Traumatic Brain Injury scale. Undergraduate and graduate students identified the skills they used in both online and in-person academic learning environments. Future plans include the recruitment of students with mild traumatic brain injury returning to higher education to investigate the sensitivity of the scale.

Strategies to promote self-regulated learning for online diverse students

The rapid growth of digital technologies has expanded opportunities for faculty to assist students with diverse self-regulatory abilities in online higher education. Yet, limited research explores effective strategies for supporting racially diverse students’ self-regulated learning (SRL) in online learning. Further, new research has called for educators to utilize adaptive technologies that provide effective prompts, feedback, and action recommendations to promote the dynamic process of SRL. Thus, this research qualitatively explored the strategies employed by faculty and the role of digital technologies perceived by faculty in providing adaptive support for the SRL of racially diverse students. Data from semi-structured interviews with twenty-eight faculty from a public university were analyzed through thematic analysis. Results provided two groups of themes. First, the strategies included (a) project-based activities, (b) collaborative learning projects, and (c) student-led facilitation. Second, the role of digital technologies involved (d) diversifying interaction channels and (e) monitoring progress and adjusting strategies. These results contribute to new knowledge regarding strategies to promote self-regulated learning of racially diverse students in higher education.

Of study enthusiasts and homebirds: students’ everyday mobility and sustainability dilemmas in online higher education

PurposeOnline education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO2 emissions. This paper aims to examine whether online education can contribute to university-related sustainable everyday mobility, with particular consideration given to aspects of social sustainability and potential rebound effects. Specifically, it explores sustainability dilemmas that arise from conflicting social and ecological effects.Design/methodology/approachDrawing on qualitative data from mobility diaries and extensive semistructured interviews (n = 26) collected at Osnabrück University of Applied Sciences in Germany, this study deploys thematic analysis and a typification approach to analyze and classify students’ daily practices related to studying, mobility and dwelling, which may be impacted by online education.FindingsThe study identifies six distinct student types with diverse practices in studying, mobility and dwelling. Comparisons between student types reveal stark differences regarding professional and social goals that students associate with their studies, influencing university-related mobility and residential choices. This leads to varying assessments of online education, with some students expecting benefits and others anticipating severe drawbacks.Practical implicationsThe typology developed in this paper can assist Higher Education Institutions (HEIs) in comparable contexts in understanding the distinct needs and motivations of students, thereby proactively identifying sustainability dilemmas associated with online education. By leveraging these findings, HEIs can effectively balance diverse interests and contribute meaningfully to sustainability.Originality/valueTo the best of the authors’ knowledge, this study is among the first to systematically investigate conflicts and rebound effects of online education in the context of sustainable mobility within HEIs.

Culturally Diverse Student Engagement in Online Higher Education: A Review

Culturally Diverse Student Engagement in Online Higher Education: A Review

Becoming Lyrical: Poems That Depict Our Reflective Journeys In Online Teaching

Online and blended learning over the years have brought great challenges and opportunities. At the beginning of this project, we asked: How do educators reflect on teaching online in particular? And how do we articulate our reflections in creative ways? With these questions in mind, the authors took on the challenge of the artistic expression of writing and reading poetry to reflect critically and creatively on our experiences of teaching online in higher education. By drawing connections between theory and our poetry we provide insight into our lessons learned from teaching online. We conclude with encouragement to use creative writing to foster a collective and reflective environment in higher education and for personal awareness and growth.

TPACK for soft skills in online higher education: A factor-based PLS-SEM analysis of the mediating role of care

TPACK for soft skills in online higher education: A factor-based PLS-SEM analysis of the mediating role of care

Satisfaction with the institution as a predictor of the intention to drop out in online higher education

Satisfaction with the institution as a predictor of the intention to drop out in online higher education

Challenges and Opportunities in Online Higher Education

Online higher education has rapidly expanded, particularly accelerated by global issues such as the COVID-19 pandemic. This transformation has introduced significant challenges and opportunities, affecting educators, students, and institutions worldwide. This paper reviews the current landscape of online higher education, examining its difficulties including technological accessibility, pedagogical adaptation and student engagement, alongside opportunities such as expanded access to education, personalized learning, and cost reduction. Recommendations are provided to address these challenges and to maximize the benefits of online learning environments.

Studying online with special needs: A student perspective

AbstractAs diversity is increasing in higher education, the number of students with disabilities (SWD) grows. In parallel, technological development and online education change the conditions for teaching and learning. Previous research indicates that the digitalisation provides both challenges and opportunities for equal participation. This study explores the experiences of SWD in online higher education, using the Communities of Inquiry model as a theoretical framework. A questionnaire with 6256 students (430 SWD) examines the differences and similarities between SWD and other students in online courses. The results show that SWD are a heterogeneous group with diverse needs and preferences, and that online education can offer both advantages and disadvantages for them. The main advantages are using technology to compensate for disabilities, enabling more equal participation, and the flexibility and convenience of online courses. The main challenges are difficulties in planning and self‐regulation, decreased motivation and increased stress, perceived uncertainties about examination requirements and proceedings and the unfulfilled need for interactive environments and feedback. The importance of faculty–student relationships is highlighted, and the significance of clarity and accessibility, feedback and interaction and flexibility and variation in creating inclusive online courses is emphasised. Implications for policy and practice are suggested.

Investigating the Adverse Effects of Social Media and Cybercrime in Higher Education: A Case Study of an Online University

The utilization of social media alongside the escalating occurrence of cybercrime presents significant hurdles for higher education institutions in today's digital era, prompting a comprehensive exploration of their ramifications. This study investigates the intersection of social media and cybercrime within higher education, focusing particularly on an online university environment. Its aim is to analyze patterns of social media usage, the prevalence of cybercrime, and effective strategies for addressing these challenges among online university students. Through a mixed-methods approach, data were collected from a cohort of 100 students via surveys to evaluate their social media interactions and perceptions of cybercrime. Findings reveal a diverse distribution of students across faculties, with WhatsApp and Instagram emerging as the dominant platforms. Noteworthy is the active engagement of students on social media for academic purposes, though perspectives on cyberbullying and hacking risks vary. The study emphasizes the complex dynamics of social media and cybercrime in online higher education, highlighting the importance of comprehensive risk management and student well-being. As such, it advocates for the implementation of cybersecurity training and the enhancement of social media guidelines to cultivate digital literacy and foster a secure online learning environment. This research offers valuable insights into the evolving landscape of digital technologies within educational institutions, laying the groundwork for future investigations into effective interventions and policy frameworks.Top of Form

The effectiveness of empathic chatbot feedback for developing computer competencies, motivation, self-regulation, and metacognitive reasoning in online higher education

At the forefront of Artificial Intelligence of Things, this paper delves into empathic agents to revolutionize computer competencies acquisition and catalyze motivational, regulatory, and metacognitive dynamics in online higher education. Previous research on student processing of empathic feedback has been limited, often neglecting learning performance and its impact on students’ motivation, self-regulation, and metacognitive reasoning. The objective was to analyze the effectiveness of empathic feedback, cognitive and affective, on these four issues in online learning. A quasi-experimental design was used, in which a conversational agent, DSLab-Bot, was integrated into the syllabus and Information Technology infrastructure. Students from an online university's Distributed Systems course participated (N= 196), selected through one-stage cluster probability sampling. They were divided into experimental and control groups receiving feedback from DSLab-Bot and the teacher, respectively. Results showed no significant differences between the groups in learning performance, motivation, or self-regulation, except in one item of motivation (self-efficacy) and self-regulation. There were strong correlations between thirteen cognitive (1–4, 6, 7, 9–15) and seven affective (1, 4–9) chatbot feedback types with conceptual change (MRCC) and personal growth and understanding (MRPGU). There were high weights of similar chatbot feedback types indicating a pronounced influence of these on metacognitive reasoning components, even self-reflection (MRSR). In conclusion, empathic chatbot feedback is as effective as human teacher feedback in facilitating learning, motivation, and self-regulation. Moreover, specific empathic feedback types are crucial in fostering MRCC, MRPGU, and MRSR strongly. Practitioners should consider these specific types of empathic feedback for future empathic agent configurations.

Perspective: Professional Learning Communities as a Strategy for Enhancing Diversity, Equity, and Inclusion in Online Higher Education

In recent years, higher education enrollment has become increasingly diverse, particularly in online programs. Accordingly, institutions are increasingly aware of the importance of retaining these students and supporting them through successful degree/program completion. While there has been substantial declaration of the need for promoting improvement in equity and inclusion, the strategies for effectively achieving this are still lacking or, at best, are in experimental stages. The result is a gap between the acknowledgement of the need for serving diverse students and the culture shift necessary to effectively foster an environment that advances equity and inclusion. While truly achieving equity and inclusion requires a multi-faceted approach, we assert that an under-utilized strategy is the use of faculty-led Professional Learning Communities (PLCs), which aim for incremental transformation of teaching practices through ongoing, inquiry-based learning. Forming and implementing PLCs for cross-discipline faculty of all backgrounds to convene and collaborate on the development of enhanced curriculum and teaching strategies that leverage diversity and prompt equity and inclusion in the classroom can accelerate the culture shift required to truly serve diverse learners.

Fostering Affective Growth: Human Interaction in Online Higher Education

Fostering Affective Growth: Human Interaction in Online Higher Education

Effectiveness of educational leadership through directors' performance in online higher education. The biggest online university in Spain

PurposeThe study aims to analyze pedagogical e-leadership in online higher education in Spain through the application of VAL-ED at the International University of La Rioja.Design/methodology/approachThe methodology used to achieve the objectives has been a descriptive and quantitative methodology through a cross-sectional study based on the implementation of the questionnaire: Adaptation of the VAL-ED to the university context, developed by Palomino et al. (2022a).FindingsIndeed, the data obtained allow the authors to affirm how both directors and supervisors, as well as teachers, have been able to evaluate the leadership behavior of directors, compared to the competence standards of VAL-ED, having obtained very positive results that show how their leadership is, without a doubt, oriented to students. Given the fact that in the second specific objective the study sets out to determine to what extent the three groups of respondents (faculty, supervisors and directors) coincide in the effective performance of the pedagogical leadership of the directors, it can be highlighted that no great differences have been found in the responses of effectiveness obtained from directors, supervisors and teachers, since the results of the resulting scores among these three groups of respondents were reasonably similar.Originality/valueThe research is original as the sample was collected personally by the authors of this article.