The latest issue of the open access journal Online learning (vol. 29, no. 3) is available, the focus of which is pretty obvious from the title. A couple of the articles that caught my attention were:
- Donelan, H. et al.: Synchronous online learning: why some students don’t actively participate. This reportings findings from a study at the Open University (UK) "The survey data showed that lack of confidence is an important factor affecting student participation; over a third of students indicated that they experience stress when expected to take part actively. The paper also discusses how the online tools used in synchronous tutorials (e.g. text chat, polls, shared whiteboards) can support different levels of participation; the approaches tutors can use to encourage active engagement; and the role of passive participation". It's worth reading if you do any synchronous online sessions as it talks about things that encourage and things that discourage people from participating (the latter including repeatedly being exhorted to turn on your mic).
- Belt, E.S., Friesen, N., Lowenthal, P.R. & Snelson, C.: Teacher-Student Relationships in an Online Graduate Program: A Phenomenological Analysis
Go to https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/136
Photo by Sheila Webber: washing on the line, July 2025
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