Advances in Online Education: A Peer-Reviewed Journal

2022 - 2024

From Henry Stewart Publications
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Volume 3, issue 2, 2024

Editorial pp. 104-105

Amelia Clarke

Productivity in learning: A call to arms pp. 106-106

Neil Bradman

Guiding students on assignments and projects: Drill down or funnel out? pp. 107-110

Karina Koch

You are the auditor: A ChatGPT-based multiple choice exam pp. 111-120

Scott Dell and Mfon Akpan

Large language models in business case research methodology: Reflections and considerations for scholar practitioners pp. 121-133

Tiffany Snyder, R. Joseph Childs and Phillip White

Navigating pedagogical transitions: Perceptions of teaching effectiveness in the era of emergency remote teaching during COVID-19 pp. 134-151

Ritu Lohtia, Kevin P. Giang Barrera, Richard J. Fendler and Kathryn E. Crowther

A critical evaluation of the impact online education platforms can have on disadvantaged students at a post-16 secondary academy: A case analysis pp. 152-166

Ben Eley and Jonathan Lord

Customised assignments in the virtual classroom: Activating student engagement and academic integrity pp. 167-176

Janis Weber

The rise of EdTech: Transforming education through entrepreneurial ventures pp. 177-193

Ken Ip

Volume 3, issue 1, 2024

Editorial pp. 4-5

Amelia Clarke

Methods to enhance community through messaging in the online classroom pp. 6-15

Karen Gebhardt and Kelly Mckenna

Strategic leadership and organisational change in distance and e-learning contexts pp. 16-29

Amdy Diene

Virtual and augmented reality: Applications for adult learners pp. 30-37

Luis E. Orozco and Regina J. Giraldo-García

Exploring university students’ perceptions and attitudes toward associated factors of electronic learning during the COVID-19 pandemic pp. 38-51

Md. Liton Ali

Essential skills for a global workplace: Revisiting the DINAMITE model for post-pandemic higher education pp. 52-68

Izzy Crawford

Using ChatGPT to pass online courses: Lessons learned in higher ed pp. 69-84

Jason Bock, R. Diane Schmallegger, Mike Mckay, Michelle Meadows and Shana Holzer

Storytelling in videos: A novel way to teach qualitative research pp. 85-98

Julia Cronin-Gilmore and Helen G. Hammond

Volume 2, issue 4, 2024

Editorial pp. 276-277

Amelia Clarke

From tradition to transformation: Academic librarians as key players in online education pp. 278-293

Brad Garner, Tiffany Snyder, Jay Wise and Rachel Walters

The transition from traditional to online education for the adult learner pp. 294-302

Lauren Di Giovanni and Julia Cronin-Gilmore

Integrating simulation software to enhance online UAS and robotics learning: A case study pp. 303-316

Chris Janke, Yuetong Lin and Kimberly Luthi

The experiences of online learning for undergraduate bioscience students pp. 317-329

Kieran Higgins, Alison Calvert and Simon Doherty

Personal and engagement factors in remote learning contributing to high student achievement in a transnational education context: A quantitative study pp. 330-350

Taher Hatahet, Ahmed A. Raouf Mohamed, Maryam Malekigorji, Caoimhe Clerkin and Liane Sandrey

Evaluating distance education for students with special needs in Greece and Cyprus: Insights from an online learning survey pp. 351-371

Ioannis Giokaris

Volume 2, issue 3, 2024

Editorial pp. 196-197

Amelia Clarke

Matching the medium to the purpose in learning pp. 198-203

Karina Koch

A study of quality assurance impact on online learning outcomes of college students pp. 204-212

Jianjun Wang

Influence of instructors’ adaptability and management of virtual classroom environments on the effectiveness of tertiary students’ virtual knowledge acquisition pp. 213-225

Mohammed-Aminu Sanda

The peril and promise of China’s education internationalisation: Online education, inequality and disabled students pp. 226-231

Guoxin Ma and Taposh Roy

Applications of immersive technologies in education: A systematic literature review pp. 232-251

Ali R. Rezaei

Making teamwork work in the virtual classroom pp. 252-259

Clifford Davis

Playful paragogy: Best practices for using memes for peer-led teaching and debriefing in an undergraduate curriculum pp. 260-270

Owen Eales and Irene (Jc) Lubbe

Volume 2, issue 2, 2023

Editorial pp. 108-109

Amelia Clarke

Putting AI to work in education pp. 110-115

Karina Koch

Enhanced cultural awareness and collaborative learning via inter-country inter-campus global classroom learning experience pp. 116-125

Anupama Sethi and Sharon G. M. Koh

Making teamwork work in the virtual classroom pp. 126-133

Clifford Davis

Technology in education: An analysis of preservice teachers’ experiences, perceived confidence and perspectives on technology use pp. 134-146

Sheri Deaton, Betsy Orr, Emily Lawler and Rachael Reagan

Student teachers’ experiences of online learning pp. 147-159

Nerys Defis and Alison Glover

The effect of collaboration and utilisation of academic coaches in online learning environments pp. 160-169

Brittany Grissette, Amanda Hawkins and Sarah Kuck

There and back again: Implementing and assessing a digital reading, research and writing application pp. 170-190

Arin Haverland, Kayle Skorupski, Catrina Mitchum, Rochelle Rodrigo and Anna Leach

Volume 2, issue 1, 2023

Editorial pp. 4-5

Amelia Clarke

Remaining ‘open’ during a crisis: Managing academic continuity at The Open University, UK pp. 6-16

Helen Cooke, Helen Barton and Klaus-Dieter Rossade

Thinking outside the Zoom box: Discovering resilience, innovation and creativity for large instrumental ensembles during the pandemic pp. 17-28

Kira Omelchenko and Colleen Ferguson

Digital storytelling: A relational pedagogic approach to rebuilding hybrid places for creativity, equity and community building in a crisis pp. 29-46

Zoe Parker Moon, Polly Palmerini, Jen Drayton, Rob Noon, Kayanna Gibson, Lisa Gold and Erinma Ochu

‘There is space for the official and the unofficial’: A case study of a module-led Facebook page in online distance education pp. 47-59

Sharon Mallon and Beccy Dresden

Inclusive excellence online: Pandemic lessons learned supporting traditionally underserved students pp. 60-70

Ken Baron, John Fritz and Yvette Mozie-Ross

Importance of measuring student experience in a short online course for educators pp. 71-81

Karen Ferreira-Meyers

A realist evaluation of online examinations and remote proctoring for pre-registration nursing students pp. 82-98

Claire Ford, Laura Jillian Park and Claire Leader

Volume 1, issue 4, 2023

Editorial pp. 324-325

Amelia Clarke

Data services and the librarian: Supporting early career researchers and online learners via the library pp. 326-345

Elizabeth Szkirpan

Learning management systems and online tools to support continuous workplace learning in academic libraries pp. 346-356

Jennifer Browning

Augmented and virtual realities for distance teaching and learning pp. 357-362

Wendy Stephens

Teaching in the hybrid virtual classroom pp. 363-377

Zac Woolfitt

The Synchronous Online Flipped Learning Approach: An eight-step learning cycle for digital age pedagogy pp. 378-387

Helaine W. Marshall and Ilka Kostka

Making space for the rabbit hole: Art education and eLearning development post-pivot pp. 388-397

Araminta Matthews and Maura Conley

Building a class community online in an age of isolation pp. 398-405

Meg Eubank

Volume 1, issue 3, 2023

Editorial pp. 216-218

Catherine Hyland

Finding synergy in diversity during interprofessional team-teaching pp. 219-232

Irene Lubbe and Yurgos Politis

Using data to create excellence in online student support pp. 233-239

Bettyjo Bouchey, Michael Graham and Veronica Wilson

Laurillard’s six types of learning in the contemporary HEI landscape: An institutional analysis of student digital learning experiences pp. 240-254

Laura Hollinshead and Melanie Pope

The role of aesthetics in redesigning accessible information literacy modules pp. 255-262

Rachel Edford Trnka

Building a digitalised society: Opportunities and challenges of Austria’s three-pillar system of digital education pp. 263-274

Andreas Riepl

A doctoral distance classroom: Unpacked and envisaged pp. 275-286

Kelly Mckenna and Christine Kyser

Physiology for all: Reflections on the design and delivery of a MOOC to enhance subject knowledge in physiology pp. 287-295

Rebecca Randles, Denise Prescott, Terry Gleave, Peter Alston and Blair Grubb

Connecting the pages: Aligning online course development with academic professional development for student success in online learning pp. 296-307

Clare Lloyd, Annika Herb and Michael Kilmister

Beyond asynchrony: Evaluating hybrid and live online teaching pp. 308-318

Thomas J. Tobin

Volume 1, issue 2, 2023

Editorial pp. 100-101

Catherine Hyland

Designing inclusive digital materials for ‘generation lockdown’ students: An author’s story pp. 102-107

Jane Southall

Exploring British and Finnish pre-registration nursing students’ experiences of learning emergency and acute care nursing through a collaborative online international classroom pp. 108-120

Sheila Cunningham and Anna-Kaisa Partanen

Challenges of technology accessibility, computer self-efficacy, computer anxiety and cyberphobia in adoption of e-learning systems among students pp. 121-130

Bilquis Ferdousi

Nature-based extended reality for inclusive learning in environmental design pp. 131-137

George Elvin

Developing online teaching and learning: The potential benefits of ‘listening’ to student voices for staff professional development and authentic student engagement pp. 138-151

Sue Taylor, Kirstin Mulholland, David Nichol, Arlene Anderson and Jane Davies

Flipped classroom: Benefits and challenges pp. 152-172

Maria B. Cequeña, Niña Svetlana M. Mendoza and Johnny T. Amora

The use of self-directed learning among immigrants to access online educational resources pp. 173-184

Luis E. Orozco

Serial-iously?: Using a narrative podcast as a shared learning experience to facilitate engagement and critical thinking pp. 185-195

Rachel V. Smydra

Advances in education: Using a game-based learning platform in the online learning environment pp. 196-209

Ellen Spender

Volume 1, issue 1, 2022

Editorial pp. 4-5

Catherine Hyland

How to build the future of teaching and learning while growing from the changes and challenges of 2020–21 pp. 6-15

Mary Ellen Wiltrout

From dot.com to pandemic: Reflections on how universities respond pp. 16-25

Martin Rich

From small acorns: Using a creative metaphor in postgraduate course design pp. 26-31

Jane Neal-Smith and Nathan Page

The principle of least disruptive online course design: Balancing innovation, pedagogy and student learning pp. 32-44

Brad Garner and Tiffany Snyder

Supporting neurodiversity using mainstream mobile technologies: A proposed fourth-generation model pp. 45-56

Simon Hayhoe

Design matters: How a course review informed online teaching best practices pp. 57-66

Laura A. Sheets, Maureen Barry and Eileen K. Bosch

Examining learning experience using a storytelling case: A best practice case study pp. 67-74

Julia Cronin-Gilmore

Teachers’ digital competences as a key factor for the digital transformation of education pp. 75-86

Sandra Kučina Softić

Lessons learnt: Digital transformation of processes led to a rethinking of how certificates of completion are issued pp. 87-93

Helen Williamsdóttir Gray and Sigurður Fjalar Jónsson