Advances in Online Education: A Peer-Reviewed Journal

2022 - 2025

From Henry Stewart Publications
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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