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International Registered Report Identifier (IRRID)RR2-10.1136/bmjopen-2017-016965

The purpose of this research study is to shift the focus on Massive Open Online Course (MOOC) research by changing the narrative surrounding MOOC effectiveness from issues of course completion and certification to the impact of these courses on participants' actual practices. The "Humanizing Online Teaching and Learning" or HumanMOOC was offered four times with 2,614 participants overall and covered topics on the elements of the Community of Inquiry framework: social presence, teaching presence, and cognitive presence. Through phenomenological inquiry, literature review, demographics, and interviews, the researchers gathered and analyzed information from learners who completed the HumanMOOC. Three themes of the interviews that emerged from the coding analysis process are: "learning journeyers," "I think I can," and "bringing it back to the classroom." The intention to participate and to overcome barriers and the increase in self-efficacy as a result of personal accomplishment, impacted the participants' will to implement what was learned into their teaching practice.

The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online collaborative opportunities offered in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. The three main themes that emerged from this study are: the importance of online communication approaches, challenges and supports for online collaborative learning, and online learner support as the core of online learning. In the online classroom, additional factors must be considered in order to develop successful online collaborative learning. Beyond group work, these considerations include additional time and nurturing, scaffolding, instructional design, and understanding students' comfort level with collaborative online work. The findings of this study are discussed, and recommendations are provided for the development and design of meaningful online collaborative learning.

Blended learning is an instructional approach meant to enhance students' learning experiences by merging and deliberately integrating online technology into a face-to-face learning environment. With the increase in online instruction and blended learning comes the need for quality professional development programs that foster learning and encourage real change in the classroom. This paper introduces the design for a four-course professional development series on teaching in a blended learning environment that targets in-service teachers of K-12 students. Mastering the Blend is designed as a professional development opportunity to enhance teachers' face-to-face classroom instruction. The focus of the program as a whole is to assist K-12 teachers in developing the skills needed to design, develop, and facilitate student-centered blended learning environments. Through hands-on experience and activities designed to uncover best practices, participants are expected to develop the ability to effectively integrate a variety of tools into a blended learning experience. To model the methods being advocated, this professional development program is social constructivist in design and includes a blend of synchronous and asynchronous activities. The results of an initial evaluation of the program are described.

University students are at risk of experiencing mental health and diet quality problems during their transition to university. This study aimed to examine the bidirectional associations between the diet quality and mental health of students during their transition to universities in the UK, and the impact of the transition on diet quality and mental health. The study adopted a cross-sectional design and took place during the first semester of year 2021–2022. Participants were first year undergraduate students at four UK universities, living at student halls. They were invited to participate by completing online surveys, including a diet quality instrument (Short Form Food Frequency Questionnaire), a mental health instrument (Depression Anxiety and Stress Scale) and a quality of transition instrument (College Adjustment Questionnaire). Results showed that a healthy diet was associated with good mental health (b = -3.46, 95% CI [-6.14, -.78]). Unfavourable mental health was associated with having an unhealthy diet (b = -.01, 95% CI [-.02, -.00]). Transition did not moderate the relationship between diet quality and mental health of students, or vice versa (ps>.05). Preliminary analyses showed a significant direct effect of good quality of transition to university on good mental health (b = -1.51, 95% CI [-1.88, -1.13]), but did not have an indirect effect via diet quality; there were no significant direct or indirect effects on diet quality, however larger studies are needed to replicate these preliminary analyses. Our current findings can inform university policies and health education research, and further research is needed to determine whether interventions to improve diet quality at the university level could reduce mental health issues, and whether interventions to support students under stress may lead to healthier dietary habits. Cross-sectional studies cannot determine the directionality of effects, hence longitudinal studies are required to enhance our understanding of the relationships between diet quality and mental health over time. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to explore how care theory and the ethics of care are explained by students in the online environment to clarify the factors that are more relevant in establishing and maintaining caring relations in online learning context. Design/methodology/approach: Utilizing naturalistic inquiry, the researchers interviewed online students and coded transcripts using multiple coding methods within two phases of analysis. Noddings' framework for ethics of care was utilized to identify strategies and practices that enhance each of Noddings' elements in an online course experience. Findings: The findings of this exploratory study provide evidence on how learners perceive being cared for and highlight specific instructor behaviors and course design elements that support the emergence and maintenance of a climate of care in an online learning environment. Indicators of all four elements of Noddings' framework were present in the interviews. Within the themes of each element, strategies and practices to enhance each element in an online course experience are further explained. Research limitations/implications: Establishing a climate of care, whether in traditional or online learning, leads to more inclusive learning experiences that are responsive to the needs of all learners. This study brought to light some of the factors that are more relevant in establishing and maintaining caring relations in online learning context. Originality/value: The findings of this study add to the literature on the role of emotions in an online learning as viewed through the lens of care theory. The findings highlight some strategies and behaviors that promote a climate of care in an online environment from a learner's perspective.

This program profile examines efforts by WPAs at York College, a senior college in the CUNY system, to adapt to externally imposed changes and develop a locally meaningful writing program. 1999 marked the end of remediation at four-year (senior) colleges in The City University of New York. The elimination of developmental writing at CUNY's senior colleges was accompanied by a university-wide mandate for WAC. Fall 2013 marked the start of a university-wide set of general education requirements that will partially eclipse existing local requirements. Between these two bookends, WPAs--drawing on a mindset of relative agency and informed by an awareness of the curricular and institutional positioning of writing--carried out local efforts to build a more effective and coherent program.

At York College, many of the students fit the linguistic and educational profile of basic writers, and yet there is no remediation built into the curriculum. It falls to the writing center, then, to provide our students with the academic support that they need in order to move beyond being classified as developmental writers. In this article, I examine how our students are using the York College Writing Center, with a view to determining how a lower level of academic preparedness influences the kind of services that students seek and the kind of academic trajectory they follow. I suggest that the progress that we see these students making over the course of the semester can be best understood as a move from extrinsic to intrinsic motivation, rather than from lower- to higher-order concerns that is the professed goal of writing center philosophy. This article has implications for how writing centers can best serve less prepared students, especially in light of the national movement to end remediation, as well as for the ways in which we measure student success. (Contains 3 tables and 1 note.)

With increased online course offerings at most higher education institutions, it is important to have a way to determine whether the courses continue to have value to students or outlived their usefulness. Courses are the central means of knowledge delivery for each institution and may be viewed through the lens of the product life-cycle, which is a common way for for-profit corporations to ensure they are aware of when it is time to make adjustments or completely overhaul what they provide to consumers. We leverage this concept to develop a conceptual mode of the life-span and cycle of curricular products; especially, those delivered online, which may have a shorter shelf life than in-classroom courses. To that end, we map a single course that has spanned nearly 20 years and shifted from face-to-face delivery, to a blended mode with learning technologies support, and then into a fully online format. This piece depicts the course life-cycle, which emerged from multi-strategy research analysis of that course. Understanding that online courses have a life-cycle can help department and university managers plan for the investment in the improvement of each as it comes to the end of its useful lifespan. This can ensure high-quality learning and a sustainable portfolio of programs and courses with which students are engaged.