Editorial Board

2024-10-1

Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program

2024-8-1

Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability

2024-7-1

Hey ChatGPT, give me a title for a paper about degree apathy and student use of AI for assignment writing

2024-6-1

Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students

2024-6-1

Editorial Board

2024-6-1

Why do students disengage from online courses?

2024-6-1

Exploring learner satisfaction and the effectiveness of microlearning in higher education

2024-5-24

Self-presentation and social networking online: The professional identity of PhD students in HCI

2024-4-1

The evolution of social presence: A longitudinal exploration of the effect of online students' peer-interactions using social network analysis

2024-4-1

Editorial Board

2024-4-1

The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities

2024-3-28

Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool

2024-3-1

“Feel free to ask”: Nudging to promote asking questions in the online classroom

2024-1-1

The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning

2024-1-1

“Where I feel the most connected:” Community of Inquiry supporting sense of belonging in a HyFlex engineering course

2024-1-1

Editorial Board

2024-1-1

Investigating the combined effects of role assignment and discussion timing in a blended learning environment

2024-1-1

Editorial Board

2023-12-1

Collaborate like expert designers: An exploratory study of the role of individual preparation activity on students' collaborative learning

2023-10-1

Editorial Board

2023-10-1

The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes

2023-10-1

Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms

2023-8-2

College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity

2023-6-1

Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities

2023-6-1

The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes

2023-6-1

Editorial Board

2023-6-1

Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories

2023-4-1

Editorial Board

2023-4-1

Sense of belonging predicts perceived helpfulness in online peer help-giving interactions

2023-4-1

The benefit of reflection prompts for encouraging learning with hints in an online programming course

2023-3-8

Measuring social presence in online-based learning: An exploratory path analysis using log data and social network analysis

2023-1-1

Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies

2023-1-1

Editorial Board

2023-1-1

Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study

2023-1-1

Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records

2023-1-1

Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes

2023-1-1

Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy

2023-1-1

The impact of role assignment on social presence in online discussions: A mixed-method study

2023-1-1

Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students

2023-1-1

Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities

2023-1-1

Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories

2022-12-24

Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement

2022-10-1

Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education

2022-10-1

How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance

2022-10-1

Editorial Board

2022-10-1

The impacts of scaffolding socially shared regulation on teamwork in an online project-based course

2022-10-1

Pseudonymous academics: Authentic tales from the Twitter trenches

2022-10-1

Examining nontraditional graduate students' experiences with video feedback in a fully online course

2022-10-1

Social presence and teacher involvement: The link with expectancy, task value, and engagement

2022-10-1