Research: Online Teaching and Learning in Higher Education: Best Practices, Effectiveness, Challenges

(Note: I have several years’ experience supporting faculty in colleges and universities as they have transitioned from face-to-face teaching to hybrid and strictly online teaching formats. This experience includes conducting and reporting on student surveys which have aided assessment of instructional effectiveness in the online format. This format became especially noteworthy during the COVID-19 years when faculty on many campuses were abruptly required to move to online teaching formats, often with virtually no advanced training. I recommend this literature for institutions that are in the midst of evaluating what has worked and what needs improvement in their online teaching strategies.)

Academic Literature

2022-2023

{NEW} Identifying Factors that Impact Online Teaching Effectiveness during COVID-19 (2023), by Lakshmy Mohandas, et. al, published in the journal Quality Assurance in Education
{NEW} Factors Shaping Faculty Online Teaching Competencies during the COVID-19 Pandemic (2023), by Ottavia Trevisan, et. al, published in the journal Educational Technology Research and Development
{NEW} Digital Competence for Emergency Remote Teaching in Higher Education: Understanding the Present and Anticipating the Future (2023), by Henry Cook, et. al, published in the journal Educational Technology Research and Development
{NEW} Comparison of Voluntary and Forced Digital Leaps in Higher Education–Teachers’ Experiences of the Added Value of Using Digital Tools in Teaching and Learning (2023), by Veera Kallunki, et. al, published in the journal Education and Information Technologies
{NEW} Teachers’ Experiences of Teaching Online During COVID-19: Implications for Postpandemic Professional Development (2023), by Carlos Gonzalez, et. al, published in the journal Educational Technology Research and Development
{NEW} A Bibliometric Analysis of Online Faculty Professional Development in Higher Education (2022), by Yanjun Gao, et. al, published in the journal Research and Practice in Technology Enhanced Learning
{NEW} The Shift from Face-to-Face to Online Teaching due to COVID-19: Its Impact on Higher Education Faculty’s Professional Identity (2022), by Amira El-Soussi, published in the International Journal of Educational Research Open
{NEW} Faculty Satisfaction with Online Teaching: A Comprehensive Study with American Faculty (2022), by Shelly Marasi, et. al, published in the journal Studies in Higher Education
{NEW} An Empirical Study of Student Perception Towards Pedagogy, Teaching Style, and Effectiveness of Online Classes (2022), by Sona Vikas & Ashish Mathur, published in the journal Education and Information Technologies
{NEW} Identifying Factors that Impact Online Teaching Effectiveness during COVID-19 (2022), by Lakshmy Mohandas, et. al, published in the journal Quality Assurance in Education
{NEW} Key Performance Indicator Dashboards: Using data to Support Faculty Teaching Online (2022), by Kelly Palese & Monte McKay, published in the text Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education (Dailey-Hebert, et. al, editors)
{NEW} The Impact of Transitioning to Emergency Remote Instruction on Perceptions of Preparation, Institutional Support and Teaching Effectiveness (2022), by Michael Metzler, et. al, published in the journal College Teaching
{NEW} Academia’s Responses to Crisis: A Bibliometric Analysis of Literature on Online Learning in Higher Education during COVID-19 (2022), by Ling Zhang, et. al, published in the British Journal of Educational Technology
{NEW} Faculty Perspectives on Online Teaching in Higher Education: A Qualitative Approach to Understand Faculty Members’ Challenges and Experiences (2022), by Felix O. Quayson, published in the Journal of Research Initiatives
{NEW} A Bibliometric Analysis of Online Faculty Professional Development in Higher Education (2022), by Yanjun Gao, et. al, published in the journal Research and Practice in Technology Enhanced Learning
{NEW} Adoption of Online Teaching During the COVID-19 Pandemic: A Systematic Analysis of Changes in University Teaching Activity (2022), by Kyungmee Lee, et. al, published in the journal Educational Review
{NEW} Flipped Classrooms in Higher Education During the COVID-19 Pandemic: Findings and Future Research Recommendations (2022), by Blazenka Divjak, et al, published in the International Journal of Educational Technology in Higher Education
{NEW} Social Connectedness in Physical Isolation: Online Teaching Practices that Support Under-Represented Undergraduate Students’ Feelings of Belonging and Engagement in STEM (2022), by Ian Thacker, et. al, published in the journal Education Sciences
{NEW} Considerations Associated with Synchronous and Asynchronous Video Use in Online Learning (2022), by Jay Andrew Cohen, published in the journal Development and Learning in Organizations
{NEW} Academia’s Responses to Crisis: A Bibliometric Analysis of Literature on Online Learning in Higher Education during COVID-19 (2022), by Ling Zhang, et. al, published in the British Journal of Educational Technology
{NEW} Teaching in Times of Disruption: Faculty Digital Literacy in Higher Education During the COVID-19 Pandemic (2022), by Enilda Romero-Hall & Nadia Jaramillo Cherrez, published in the journal Innovations in Education and Teaching International
{NEW} Affective (and Effective) Teaching and Learning in Higher Education: Getting Social Again (2022), by Laura Zizka & Gaby Probst, published in the International Journal of Educational and Pedagogical Sciences
{NEW} Community College Student Preferences for Support when Classes Go Online: Does Techno-Capital Shape Student Decisions? (2022), by William Hamilton & Gabriela Hamilton (2022), published in the text Education Reform in the Aftermath of the COVID-19 Pandemic
{NEW} Teaching in Times of Disruption: Faculty Digital Literacy in Higher Education During the COVID-19 Pandemic (2022), by Enilda Romero-Hall & Nadia Jaramillo Cherrez, published in the journal Innovations in Education and Teaching International
{NEW} Online Synchronous Teaching during the Pandemic: Investigation of Technology Efficacy and College Student Responses (2022), by Pallavi Sood, et. al, published in the International Journal of Web-based Learning and Teaching Technologies
{NEW} Factors that Affect Student Engagement in Online Learning in Health Professions Education (2022), by Wiam Elshami, et. al, published in the journal Nurse Education Today
{NEW} Asynchronous Environments in Online Courses: Advantages, Limitations, and Recommendations (2022), by Baris Mercimek, et. al, published in the text, Handbook of Managing and Designing Online Courses in Synchronous and Asynchronous Environments
{NEW} Initiating and Maintaining Student-Instructor Rapport in Online Classes (2022), by Abraham E. Flanigan, Mete Akcaoglu, & Emily Ray, published in the journal The Internet and Higher Education
{NEW} The Creation of a Nudging Protocol to Support Online Student Engagement in Higher Education (2022), by Alice Brown, et. al, published in the journal Active Learning in Higher Education
{NEW} A Review of Literature on the Effective Pedagogy Strategies for Online Teaching and Learning in Higher Education Institutions: Lessons from the COVID-19 Pandemic (2022), by G.K. Nomfundo, published in the European Journal of Education Articles

2021
{NEW} Online Teaching and Learning in Higher Education: Lessons Learned in Crisis Situations (2021), by Sarah I Hofer, Nocolae Nistor, and Christian Scheibenzuber, published in the journal Computers in Human Behavior
{NEW} Educators’ Emotions Involved in the Transition to Online Teaching in Higher Education (2021), by Dawn Naylor & Julie Nyanjom, published in the journal Higher Education Research & Development
{NEW} The Transformation of Higher Education after the COVID Disruption: Emerging Challenges in an Online Learning Scenario (2021), by Victor J. Garcia-Morales, Aurora Garrido-Moreno, and Rodrigo Martin-Rojas, published in the journal Frontiers in Psychology
{NEW} Providing Course-Specific Instructor Resources in Online Classes with a Standardized Curriculum (2022), by Kyle R. Hedden, published in the textbook Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education (Dailey-Hebert, et. al, eds)
{NEW} A Unified Perspective on the Adoption of Online Teaching in Higher Education During the COVID-19 Pandemic (2021), by Amit Mitttal, et. al, published in the journal Information Discovery and Delivery
{NEW} Profiling Teachers’ Readiness for Online Teaching and Learning in Higher Education: Who’s Ready? (2021), by Ronny Scherer, et. al, published in the journal Computers in Human Behavior
{NEW} Academia’s Responses to Crisis: A Bibliometric Analysis of Literature on Online Learning in Higher Education during COVID-19 (2021), by Ling Zhang, et. al, published in the British Journal of Educational Technology
{NEW} Transitioning to E-Learning during the COVID-19 Pandemic: How have Higher Education Institutions Responded to the Challenge? (2021), by Darren Turnbull, Ritesh Chugh, & Jo Luck, published in the journal Education and Information Technologies
An Empirical Study of Student Perception Towards Pedagogy, Teaching Style and Effectiveness of Online Classes (2021) by Sona Vikas & Ashish Mathur, published in the journal Education and Information Technologies
Online Teaching Effectiveness: Exploring and Validating the Scale and Construct (2021), by Elizabeth Reyes-Fournier, published in Purdue University Global
{NEW} A Commentary on the Criteria of Effective Teaching in post-COVID Higher Education (2021), by Marcia Devlin & Gayani Samarawickrema, published in the journal Higher Education Research & Development
All Aboard! Getting Faculty Mobilized for Emergency Online Teaching (2021), by Patrick A. Lach, Lisa M., and Robin K., published in the Journal of Teaching and Learning with Technology
Video Learning Analytics: Investigating Behavioral Patterns and Learner Clusters in Video-based Online Learning (2021), by Meehyun Yoon, Jungeun Lee, and Il-Hyun Jo, published in the journal The Internet and Higher Education
Detection of Malpractice in E-Exams by Head Pose and Gaze Estimation (2021), by Chirag S. Indi, et. al, published in the International Journal of Emerging Technologies in Learning
High Tech, High Touch: The Impact of an Online Course Intervention on Academic Performance and Persistence in Higher Education (2021), by Julie A. Edmonds, et. al, published in the journal The Internet and Higher Education
Online Lessons of Human Anatomy: Experiences during the COVID-19 Pandemic (2021), by Daniela Zarcone & Daniele Saverino, published in the journal Clinical Anatomy
The Coronavirus and Higher Education: Faculty Viewpoints about Universities Moving Online during a Worldwide Pandemic (2021), by Susan Ramlo, published in the journal Innovative Higher Education
“An Overwhelming Cloud of Inertia”: Evaluating the Impact of Course Design Changes Following the COVID-19 Pandemic (2021), by Joann S. Olson & Rita Kenahan, published in the journal Online Learning
Reflecting on Best Practices for Online Learning in a Post-COVID-19 World (2021), by Nathan Schrenk, Kelly Alves, Brianne Schrenk, & Drew Van Dam, published in the journal Online Learning
The Effects of E-Learning on Students’ Motivation to Learn in Higher Education (2021), by Elgilani Elshareif & Elfadil Abdalla Mohamed, published in the journal Online Learning
The Effects of Gender, Educational Level, and Personality on Online Learning Outcomes During the COVID-19 Pandemic (2021), by Yu Zhonggen, published in the International Journal of Educational Technology in Higher Education
Teaching and Learning in the Time of COVID: The Student Perspective (2021), by Barbara Means & Julie Neisler, published in the journal Online Learning
A Pandemic of Busywork: Increased Online Coursework Following the Transition to Remote Instruction is Associated with Reduced Academic Achievement (2021), by Benjamin A. Motz, et. al, published in the journal Online Learning
Analysing Lecturers’ Perceptions on Traditional vs. Distance Learning: A Conceptual Study of Emergency Transferring to Distance Learning during COVID-19 (2021), by Mohd Khaled Yousef Shambour & Muhannad A. Abu-Hashem, published in the journal Education and Information Technologies
Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World (2021), by Jitendra Singh, Keely Steele, & Lovely Singh, published in the Journal of Educational Technology Systems
University Students Experience the COVID-19 Induced Shift to Remote Instruction (2021), by Bob Ives, published in the International Journal of Educational Technology in Higher Education
Why Students Procrastinate in Online Courses: A Self-regulated Learning Perspective (2021), by Sheng-Lun Cheng & Kui Xie, published in the journal The Internet and Higher Education
A Study on “The Effectiveness and Important Factors of Online Teaching During this Pandemic Period” (2021), by Dr. Radha Jerry Louis & Prof. Vinod Kishan Lalbeg, published in the Psychology and Education Journal
Transitioning to Online Teaching: A Phenomenological Analysis of Social Work Educator Perspectives (2021), Katherine M. McCarthy, Susan Glassburn, and Sheila R. Dennis, published in Social Work Education: The International Journal
Teaching Presence in Online Courses: Similar Perceptions but Different Experiences from Multiple Instructor Perspectives (2021), by Murat Turk, Ali Ceyhun Muftuolu, & Sinem Toraman, published in the journal Online Learning
Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic (2021), by Burhan Ozfidan, Hala Ismail, & Orchida Fayez, published in the journal Online Learning
Hybrid Flexible Instruction: Exploring Faculty Preparedness (2021), by Enilda Romero-Hall & Caldeira Ripine, published in the journal Online Learning
Profiles of Instructor Responses to Emergency Distance Learning (2021), by Teomara Rutherford & Sarah M. Karamarkovich, published in the journal Online Learning
Instructor Social Presence and Connectedness in a Quick Shift from Face-to-Face to Online Instruction (2021), by Sheri Conklin & Amy Garrett Dikkers, published in the journal Online Learning

2020

U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic (2020), by Nicole Johnson, George Veletsianos, and Jeff Seaman, published in the journal Online Learning
A Multi-Institutional Study of Factors Influencing Faculty Satisfaction with Online Teaching and Learning (2020), by Gregory Edgar Blundell, Daniel A. Castañeda, & Junghyae Lee, published in the journal Online Learning
Examining Students’ Confidence to Learn Online, Self-Regulation Skills and Perceptions of Satisfaction and Usefulness of Online Classes (2020), by Brittany Landrum, published in the journal Online Learning
The Effect of Synchronous Discussion Sessions in an Asynchronous Course (2020), by Jesslyn N. Farros, et. al, published in the Journal of Behavioral Education
Synchronous versus Asynchronous Online Teaching of Physics during the COVID-19 Pandemic (2020), by Siming Guo, published in the journal Physics Education
Investigating Sychronous and Asynchronous Class Attendance as Predictors of Academic Success in Online Education (2020), by Johanna Elizabeth Nieuwoudt, published in the Australasian Journal of Educational Technology
Online Teaching in Medical Training: Establishing Good Online Teaching Practices from Cumulative Experience (2020), by Shaista Saiyad, et. al, published in the International Journal of Applied Basic Medical Research
Synchronous and Asynchronous E-learning (2020), by F. Amiti, published in the journal European Open Education and E-Learning
Online Instruction in Higher Education: Promising, Research-Based, and Evidence-Based Practices (2020), published in the Journal of Education and e-Learning Research
Online Learning: A Panacea in the Time of COVID-19 Crisis (2020), by Shivangi Dhawan, published in the Journal of Educational Technology Systems
Profiling Teachers’ Readiness for Online Teaching and Learning in Higher Education: Who’s Ready? (2020), by Ronny Scherer, et. al, published in the journal Computers in Human Behavior
Faculty Readiness to Begin Fully Remote Teaching (2020), by D. Christopher Brooks and Susan Grajek, published in EDUCAUSE Research Notes
Presenting a Validated Mid-Semester Evaluation of College Teaching to Improve Online Teaching (2020), by Virginia L. Byrne & Alice E. Donlan, published in the journal Online Learning
Postgraduate Online Teaching in Healthcare: An Analysis of Student Perspectives (2020), by Cuisle Forde & Silvia Gallager, published in the journal Online Learning
The Validity and Instructional Value of a Rubric for Evaluating Online Course Quality: An Empirical Study (2020), by Ji Eun Lee, Mimi Recker, & Min Yuan published in the journal Online Learning
Integrating Students’ Perspectives About Online Learning: A Hierarchy of Factors (2020) by Van Wart Montgomery, et. al, published in the International Journal of Educational Technology in Higher Education
Building Community in Asynchronous Online Higher Education Courses Through Collaborative Annotation (2020) by Brittany Adams & Nance S. Wilson, published in the Journal of Educational Technology Systems
Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning During the Pandemic of COVID-19 (2020), by H. Baber, published in the Journal of Education and e-Learning Research

2017-2019
Award-Winning Faculty Online Teaching Practices: Elements of Award-Winning Courses (2019), by Swapna Kumar, et. al, published in the journal Online Learning
Faculty Members’ Perceptions of Online Program Community and their Efforts to Sustain It (2019), by Doris U. Bolliger, et. al, published in the British Journal of Educational Technology
Investigating the Impact of Online Classes on Undergraduate Degree Completion (2019), by Sharon Wavle & Gamze Ozogul, published in the journal Online Learning
A Cross-institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? (2019), by Tanya Joosten, Rachel Cusatis, & Lindsey Harness, published in the journal Online Learning
Examining Faculty Perception of their Readiness to Teach Online (2019) by Florence Martin, Kiran Budhrani, & Chuang Wang, published in the journal Online Learning
Blended Learning: The New Normal and Emerging Technologies (2018), by Charles Dzubian, et. al, published in the International Journal of Educational Technology in Higher Education
Student Satisfaction and Online Teaching (2018), by Ross Guest, et. al, published in the journal Assessment & Evaluation in Higher Education
Understanding Student Evaluations of Teaching in Online Learning (2018), by Pilar Gomez-Rey, et. al, published in the journal Assessment & Evaluation in Higher Education
Online Learning in Higher Education: Exploring Advantages and Disadvantages for Engagement (2018), by Amber D. Dumford & Angie L. Miller, published in the Journal of Computing in Higher Education
Learning to Teach Online: Measuring the Influence of Faculty Development Training on Teaching Effectiveness through a TPACK Lens (2018), by Karen E. Brinkley-Etzkorn, published in the journal The Internet and Higher Education
The Perceived Effectiveness of Online Social Work Education: Insights from a National Survey of Social Work Educators (2018), by Shelley Levin, Anthony Fulginiti, & Brenda Moore, published in the journal Social Work Education: The International Journal
Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review (2017), by Mansureh Kebritchi, Angie Lipschuetz, & Lillia Santiague, published in the Journal of Educational Technology Systems

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