Originality education responses to COVID-19 emergency conditions? Program feedback as to the quality of the learning experience is obtained from the instructor, as well as from both synchronous and asynchronous online learners. This paper describes these two studies, their findings and their value in developing and delivering online courses. This review and analysis of the research related to social learning perspectives on WBLEs provides several implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs.

This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of engagement (via the OSE) with tracking data of student behaviors from an online course management system. Collectively, these students were registered for this second-level module at UNISA at the time the study was conducted. After first creating a scale to measure online student engagement, and then surveying 186 students from six campuses in the Midwest, the results indicate that there is no particular activity that will automatically help students to be more engaged in online classes. However, among the 14 instruments they identified in their study, none of them were specifically created to measure online student engagement.
The purpose of this study was to investigate the effect of this instructional approach on students’ self-determination, intrinsic motivation, learning engagement, and online learning experiences. Results of this research study produced five reliable CVFs: (a) collaborative, social, and passive learning activities; (b) formal communication activities; (c) formal learning activities; (d) logistic activities; and (e) printing activities. The findings raise important implications for institutional e-learning policy making. We further observed that students were generally very satisfied with the learning design philosophy, irrespective of their performance levels. When interaction has a direct influence on learners' intellectual growth, we can say the interaction is meaningful. Faculty and students identified several strategies for maintaining instructional quality in the online environment, including the importance of using a variety of instructional methods to appeal to various learning styles and building an interactive and cohesive learning environment that includes group work. The filmed social contact and internet-based self-study groups each received a 30-min initial intervention followed by emailed interventions every 2 months over a 12-month period. Analyses of the findings and implications for online instruction are presented. What is effective online teaching? According to activity theory, activities are at the center of human behavior. This article presents the rationale that online engagement is best achieved when both students and instructors are actively motivated by course learning and objectives. This article reports on key aspects of a theory generative study into social presence in text‐based online learning environments. 59-77. Reforma que inició en el año 2000. Applying mixed methodology for the research design, the study used transcript analysis, learning outcomes, perceived learning, satisfaction, and interviews to assess learning processes and outcomes.



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