Vol 24, No 1 (2020)

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Table of Contents

Introduction

Introduction to Volume 24, Issue 1, March 2020 Peter Shea

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Faculty, Professional Development, and Online Teaching

Examining How Online Professional Development Impacts Teachers’ Beliefs About Teaching Statistics Hollylynne S. Lee, Gemma F. Mojica, Jennifer N. Lovett

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Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses Florence Martin, Chuang Wang, Ayesha Sadaf

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Social Media Learning Activities (SMLA): Implications for Design Ghania E. Zgheib, Nada Dabbagh

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Shifting Teaching and Learning in Online Learning Spaces: An Investigation of a Faculty Online Teaching and Learning Initiative Jayson W. Richardson, Ericka Hollis, Mikah Pritchard, John Eric M. Novosel-Lingat

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Students, Community, and Online Learning

From Discussion Forums to eMeetings: Integrating High Touch Strategies to Increase Student Engagement, Academic Performance, and Retention in Large Online Courses Glenda H. Gay, Kristen Betts

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Postgraduate Online Teaching in Healthcare: An Analysis of Student Perspectives Cuisle Forde, Silvia Gallagher

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Student Preferences for Learning Resources on a Land-based Postgraduate Online Degree Programme Duncan Royd Slater, Richard Davies

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Factors Influencing Programming Expertise in a Web-based E-learning Paradigm Wajid Rafique, Khalid Hussain Majeed, Khurshid Ahmed, Wanchun Dou

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Purposeful Interpersonal Interaction: What is it and How is it Measured? Scott Mehall

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Empirical Studies

The Role of an Interactive Visual Learning Tool and Its Personalizability in Online Learning: Flow Experience Young Ha, Hyunjoo Im

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Using Structured Pair Activities in a Distributed Online Breakout Room Jeffrey Saltz, Robert Heckman

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The Validity and Instructional Value of a Rubric for Evaluating Online Course Quality: An Empirical Study Ji Eun Lee, Mimi Recker, Min Yuan

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A dramaturgical perspective of online university student behaviours in a second year psychology class Dawn Marie Gilmore

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