This study investigated the relationships between academic self-efficacy (ASE), computer self-efficacy (CSE), prior experience, and satisfaction with online learning and explored how ASE, CSE, and satisfaction vary with age and gender. One hundred and three graduate students enrolled in purely online courses in January 2014 at a university in the midwestern United States participated in the survey. Scales with known reliability were used to measure ASE, CSE, and satisfaction. The study showed a significant positive correlation among all the variables except CSE and satisfaction. Regression analysis showed ASE to be most predictive of satisfaction with online learning. Females had a higher mean ASE than males, and participants aged thirty-five years and above had a higher mean CSE than younger participants.

This paper presents the results of a systematic literature review which sets out to explore the use of social network analysis (SNA) for investigating online learning communities in higher education. The impetus for such a review originated from an increased interest by researchers in SNA techniques to investigate interactions and learning engagement in various types of online communities. However, the researchers often omit to ground their research and SNA methods in community based learning frameworks such as communities of inquiry (CoI) and communities of practice (CoP). We identified a handful of studies that integrate SNA methods and key constructs from these frameworks and examined: SNA measures and corresponding theoretical constructs used; other analytical techniques used; limitations and; suggestions for further research. We found that while SNA is effective in detecting prominent participants, sub-groups and certain aspects of a CoP, a specific SNA measure cannot be correlated with a particular presence in a CoI. Therefore, SNA needs to be complemented with a qualitative analytical technique. Whether SNA can be used as a stand-alone technique for identifying communities remains to be seen. We also find a lack of consideration to attributional and performance variables in existing studies. In conclusion, we propose the development of a fully integrated research framework for a holistic analysis of online learning and teaching.

This paper reports the results from the implementation of Team-Based Learning (TBL) methodology at a large Australian university. The study found a significant difference between students’ learning experience and hours spent studying pre and post TBL. The study also found a significant positive relationship between in-built TBL assessments and finals grades pointing to the capacity of TBL to predict performance. Findings of the study present valuable practical implications for academics looking to implement carefully structured collaborative learning methodologies that effectively enhance student engagement, experience and learning along with fostering teamwork and communication skills.

This paper presents the findings of a study on a fully online Bachelor’s level course in Health Sciences at a European University conducted to explore the influence of learning design on the formation and evolution of different types of communities of learning. The impetus for the study came from the well-established effectiveness of community-based learning, a need for understanding learning design and analytics within networked structures and, the lack of theoretical grounding for social network analysis (SNA) in previous literature. Our study uses the Integrated Methodological Framework (IMF) which employs SNA as the key methodology for exploring community-based learning in light of the Communities of Practice (CoP) and Community of Inquiry (CoI) frameworks. The course comprised of three differently designed successive discussion forums spanning three weeks each. Network diagrams and SNA measures clearly showed the impact of the different learning designs on student engagement in the discussion forums. Based on CoP and CoI structural components within the IMF, a comparative analysis of whole-network properties of the three networks indicated the formation of a CoP, initiated and mediated by the tutor in discussion 1, sustained by the students in discussion 2, and disintegrated due to lack of guidance and facilitation in discussion 3. Qualitative analysis on the content of discussion posts revealed the importance of group oriented messages in the formation of the CoP. The paper discusses findings in terms of implications for learning design and analytics in online learning and the role of the tutor in community formation.

In this paper, we present findings from a comparative study on a fully online postgraduate course offered in traditional (i.e. 13-week academic session) and intensive (i.e. 6-week academic session) delivery formats. Keeping the course curriculum, structure and quality consistent in both delivery modes, the study investigated student participation and academic performance given different facilitation techniques applied to the discussion forums. Using data from the learning management system and students’ final marks, we conducted quantitative and qualitative analysis and found no difference in the academic performance of students in both courses; however, there was a statistically significant relationship between student participation and academic performance in the intensive delivery format but not in the traditional delivery format. We also found differences in the type of interactions in the different delivery formats. Two key takeaways emerge from our study. Firstly, intensive online courses can be as effective as traditional courses in terms of achievement of learning outcomes with variations in learning design, in this case, the facilitation approach used. Secondly, considering the level and nature of interactions, student-centred discussion forums that allow students to assume different roles work well in the intensive delivery format especially in open discussions. These are important findings for academics and practitioners who wish to offer intensive courses without compromising on course quality and student success.