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Education Sciences
Special Issues
Innovative Strategies to Address Challenges of Online Teaching and Learning
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Innovative Strategies to Address Challenges of Online Teaching and Learning

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (15 September 2023) | Viewed by 21730

Special Issue Editors

Dr. Jing Lei

E-Mail Website
Guest Editor
Instructional Design, Development and Evaluation, 336 Huntington Hall, School of Education, Syracuse University, Syracuse, NY 13244, USA
Interests: technology integration; digital citizenship; teacher technology preparation; social-cultural and psychological impact of technology
Special Issues, Collections and Topics in MDPI journals
Dr. Jacob A. Hall

E-Mail Website
Guest Editor
Childhood/Early Childhood Education Department, State University of New York College at Cortland, Cortland, NY 13045, USA
Interests: Dr. Hall’s research interests include the preparation of teachers for blended and online learning environments, technology integration to meet the needs of diverse learners, and the integration of robotics and computational thinking with young children.
Dr. Qiu Wang

E-Mail Website
Guest Editor
Higher Education, School of Education, Syracuse University, Syracuse, NY 13244, USA
Interests: Dr. Wang’s research focuses on measurement and quantitative research methodology, statistical modeling, and human development in technology-rich teaching and learning settings.

Special Issue Information

Dear Colleagues,

Online teaching and learning bring new and unprecedented opportunities and possibilities to education at all levels, and at the same time, present various challenges. Some of the challenges are shared with traditional face-to-face settings, and some are unique to the online setting. For example, teachers may face challenges with identifying, selecting, and applying effective instructional strategies and appropriate technology needed in the design and development of a supportive learning environment as well as in the instructional process. Students may struggle with issues such as a lack of self-regulation skills, low engagement, and the need for social, mental, and psychological support during the learning process. Online teaching and learning are physically situated in the home and community environments. The resources and support available, or a lack thereof, in the learner’s local environment play a critical role in the learning process. The fast-changing technology landscape presents another layer of complexity. Online teaching and learning, with the potential to bridge the digital divide, may also create further inequality among learners from disadvantaged backgrounds.

This Special Issue aims to contribute to the literature by focusing on innovative strategies and practices to address these challenges. Specifically, this Special Issue calls for papers that investigate effective strategies for successful online teaching and learning, including original research endeavors that apply cutting-edge research advances in learning theories, incorporate pioneering instructional strategies, or integrate emerging technologies to resolve educational problems in online settings, and research that adopts innovative perspectives to examine the complexity of online teaching and learning. Rigorous empirical studies are preferred, and we also welcome systematic reviews.

Dr. Jing Lei
Dr. Jacob A. Hall
Dr. Qiu Wang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • online teaching and learning
  • pedagogical advances
  • innovative strategies
  • emerging technology

Published Papers (4 papers)

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Research

18 pages, 2573 KiB  
Article
Investigating the Design of an Asynchronous Online Discussion (AOD) in Distance Education: A Cooperative Learning Perspective
by Tianxiao Yang and Zhijuan Niu
Educ. Sci. 2023, 13(4), 412; https://doi.org/10.3390/educsci13040412 - 19 Apr 2023
Viewed by 1475
Abstract
An asynchronous online discussion (AOD) is considered a commonly used cooperative learning activity in distance education. However, few studies have explored whether AODs are designed in accordance with the conditions of cooperative learning and whether students are able to achieve higher levels of [...] Read more.
An asynchronous online discussion (AOD) is considered a commonly used cooperative learning activity in distance education. However, few studies have explored whether AODs are designed in accordance with the conditions of cooperative learning and whether students are able to achieve higher levels of cognitive learning through interactions in AODs. This case study explored if an AOD was designed to meet cooperative learning conditions and whether students generated interactions and accomplished higher levels of cognitive learning. The results suggested that in an AOD where cooperative learning conditions were rarely met, students barely interacted and only manifested lower levels of cognitive learning. The researchers proposed that an AOD may not achieve the expected cooperative learning outcomes unless it is well-structured with a systematical integration of cooperative learning theory. Full article
(This article belongs to the Special Issue Innovative Strategies to Address Challenges of Online Teaching and Learning)
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18 pages, 297 KiB  
Article
Digital Learning and Digital Institution in Higher Education
by Mamdouh Alenezi
Educ. Sci. 2023, 13(1), 88; https://doi.org/10.3390/educsci13010088 - 13 Jan 2023
Cited by 28 | Viewed by 12660
Abstract
Higher education institutions are going through major changes in their education and operations. Several influences are driving these major changes. Digital transformation, online courses, digital-navy students, operational costs, and micro and nano degrees are just some examples of these influences. Digital technologies show [...] Read more.
Higher education institutions are going through major changes in their education and operations. Several influences are driving these major changes. Digital transformation, online courses, digital-navy students, operational costs, and micro and nano degrees are just some examples of these influences. Digital technologies show a range of tools selected to include formalized learning environments in teaching in higher education, and students utilize these tools to promote their learning. The Industrial Revolution 4.0’s technological growth has penetrated higher education institutions (HEIs), forcing them to deal with the digital transformation (DT) in all of its dimensions. As they enable us to characterize the various interrelationships among stakeholders in a digitally enabled context of teaching and learning, applying digital transformation techniques to the education sector is an emerging field that has attracted attention recently. The aim of this study is to provide an overview of the distinguishing features of the digital transformation implementation process that has occurred at higher education institutions. In addition, how digital learning can be seen as part of the ecosystem of modern higher education. Further study is necessary to determine how higher education institutions can comprehend digital transformation and meet the demands imposed by the fourth Industrial Revolution. Full article
(This article belongs to the Special Issue Innovative Strategies to Address Challenges of Online Teaching and Learning)
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19 pages, 484 KiB  
Article
A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face Modalities
by Jacob Andrew Hall
Educ. Sci. 2022, 12(10), 689; https://doi.org/10.3390/educsci12100689 - 10 Oct 2022
Cited by 1 | Viewed by 1880
Abstract
After experimenting with emergency remote teaching during the COVID-19 pandemic, K-12 schools have retained select online instruction by incorporating blended teaching models. In response, teacher education must respond in innovative ways to prepare future educators with blended teaching competencies. This article presents a [...] Read more.
After experimenting with emergency remote teaching during the COVID-19 pandemic, K-12 schools have retained select online instruction by incorporating blended teaching models. In response, teacher education must respond in innovative ways to prepare future educators with blended teaching competencies. This article presents a problem-centered model for designing flipped courses and discusses how this can demonstrate blended teaching practices that pre-service teachers can observe and experience. Applying a descriptive phenomenological research design, the author iteratively prompted 12 pre-service teachers to reflect on their experiences in a flipped, technology integration course, designed according to this problem-centered model. The results indicate that pre-service teachers experienced the online space as a place to experiment with novel technologies; the in-person class as time for practicing challenging skills and reflecting on future possibilities; and the problem-centered nature of the course as a unifying element and scaffold for their learning. Full article
(This article belongs to the Special Issue Innovative Strategies to Address Challenges of Online Teaching and Learning)
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19 pages, 780 KiB  
Article
Effects of First-Time Experiences and Self-Regulation on College Students’ Online Learning Motivation: Based on a National Survey during COVID-19
by Gege Li, Heng Luo, Jing Lei, Shuxian Xu and Tianjiao Chen
Educ. Sci. 2022, 12(4), 245; https://doi.org/10.3390/educsci12040245 - 29 Mar 2022
Cited by 9 | Viewed by 4447
Abstract
The COVID-19 pandemic has forced many college students in developing countries to engage in online learning for the first time, and the sudden transit has raised concerns regarding students’ competencies for, perception of, and attitude towards online learning. To address those concerns, this [...] Read more.
The COVID-19 pandemic has forced many college students in developing countries to engage in online learning for the first time, and the sudden transit has raised concerns regarding students’ competencies for, perception of, and attitude towards online learning. To address those concerns, this study measured three essential constructs of online learning (self-regulated learning, perceived presences, and learning motivation) based on a national survey in China (N = 12,826) and employed structural equation modeling to investigate their intertwined relationship. The study results reveal that (1) college students’ academic achievement cannot effectively predict their self-regulated learning in an online learning context; (2) self-regulation can be further differentiated into general and task-specific strategies with a varying impact on three types of presences; (3) online learning motivation is best predicted by cognitive presence, followed by social presence and teaching presence; and (4) the path of task-specific self-regulated learning → cognitive presence → online learning motivation generates the largest positive compound effect. Implications for online teaching and learning practice are also discussed through the stakeholder perspectives of students, teachers, and platform developers. Full article
(This article belongs to the Special Issue Innovative Strategies to Address Challenges of Online Teaching and Learning)
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