Vol. 24 No. 1 (2020)

Published: 2020-03-01

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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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