Journal of Educators Online

06/13/2025

Unlocking Student Engagement: A Cross-Cultural Examination of E-Learning Acceptance
As higher education institutions increasingly adopt digital learning environments, understanding the factors that influence university students’ acceptance of e-learning has become a critical area of research. The E-Learning Acceptance Measure (ELAM) offers a structured approach to evaluating the complex interplay of individual, instructional, and technological variables that impact student engagement with e-learning systems. Scholars across various countries have applied ELAM to identify both barriers and enablers of effective e-learning integration in university contexts.
Research on university students' acceptance of e-learning using the E-Learning Acceptance Measure (ELAM) has revealed several key factors influencing adoption. Dhendup and Wangdi (2023), in a validation study conducted in Bhutan, confirmed that the ELAM is a reliable tool for measuring e-learning acceptance, emphasizing factors such as system quality, instructor effectiveness, and learner satisfaction as significant contributors to student acceptance. Similarly, studies in Thailand found that tutor quality, perceived usefulness, and facilitating conditions significantly predicted e-learning acceptance (Teo et al., 2011; Teo et al., 2014). Age and perceived technology competence were also found to impact acceptance levels, with younger and more tech-savvy students showing higher acceptance (Teo et al., 2014). Another study proposed an ELAM model emphasizing instructor characteristics, IT infrastructure, and institutional support as critical success factors (Selim, 2006). During the COVID-19 pandemic, medical students in Saudi Arabia showed moderate acceptance of e-learning, with higher-achieving students demonstrating greater acceptance across all ELAM constructs (Ibrahim et al., 2020). Collectively, these findings highlight the importance of both technological and human factors in promoting e-learning acceptance among university students.
In sum, the research demonstrates that e-learning acceptance among university students is shaped by a constellation of factors, including instructional quality, technological infrastructure, and student characteristics such as age and digital competence. The validation of ELAM in diverse contexts, such as Bhutan (Dhendup & Wangdi, 2023), reinforces its global applicability and diagnostic value. These insights not only inform institutional efforts to enhance digital learning environments but also emphasize the need for ongoing support and adaptation to ensure that e-learning remains accessible, engaging, and effective for all students.
Dhendup, S., & Wangdi, T. (2023). Exploring University Students' Acceptance of E-Learning Using E-Learning Acceptance Measure (ELAM) in Bhutan: A Validation Study. Journal of Educators Online, 20(4), n4. https://doi.org/10.9743/JEO.2023.20.4.6
Ibrahim, N. K., Al Raddadi, R., AlDarmasi, M., Al Ghamdi, A., Gaddoury, M., AlBar, H. M., & Ramadan, I. K. (2021). Medical students’ acceptance and perceptions of e-learning during the Covid-19 closure time in King Abdulaziz University, Jeddah. Journal of infection and public health, 14(1), 17-23. https://doi.org/10.1016/j.jiph.2020.11.007
Selim, H. M. (2006). E-learning acceptance model (ELAM). Age, 17(19), 210.
Teo, T., Luan, W. S., Thammetar, T., & Chattiwat, W. (2011). Assessing e-learning acceptance by university students in Thailand. Australasian Journal of Educational Technology, 27(8). https://doi.org/10.14742/AJET.898
Teo, T., Ruangrit, N., Khlaisang, J., Thammetar, T., & Sunphakitjumnong, K. (2014). Exploring e-learning acceptance among university students in Thailand: A national survey. Journal of Educational Computing Research, 50(4), 489-506. https://doi.org/10.2190/EC.50.4.c

06/10/2025

The COVID-19 pandemic served as a catalyst for reimagining educational practices, forcing educators across the globe to transition rapidly from traditional classrooms to virtual learning environments. This unprecedented shift exposed both the potential and limitations of educational technology, emphasizing the urgent need for thoughtful, effective technology integration. Various pedagogical frameworks such as TPACK, SAMR, and the Triple E Framework (Vanek, 2022) have offered guidance in navigating this digital transformation. However, the transition also illuminated significant challenges, including disparities in student engagement, access to tools, and the adaptability of hands-on learning experiences (Code et al., 2020). These challenges have prompted researchers and practitioners to consider new approaches to instructional design and teacher preparation in the digital age.
The COVID-19 pandemic forced educators to rapidly transition to remote instruction, highlighting the need for effective technology integration in teaching. Several frameworks guide this process, including TPACK, SAMR, and the Triple E Framework (Vanek, 2022). During the pandemic, teachers faced challenges in supporting hands-on learning and student engagement due to limited access to tools and resources (Code et al., 2020). Educators reported varying levels of technology use in face-to-face and online teaching, which can be interpreted through the SAMR model (Svrcek et al., 2021). To address these challenges, a blended learning design framework informed by pandemic-transformed pedagogy has been proposed (Code et al., 2020). Additionally, teacher preparation programs should emphasize technological preparation to equip pre-service teachers with the necessary skills for innovative instruction (Martin, 2015). Recently, Davis et al. (2023) proposed a simplified framework for virtual learning, emphasizing that high-tech solutions are not always preferable and should be chosen based on context and learning outcomes.
The lessons learned during the COVID-19 pandemic have underscored the importance of intentional, context-aware technology use in education. Frameworks like SAMR, TPACK, and the Triple E Framework remain valuable tools for guiding integration, yet the evolving needs of learners demand flexible, inclusive, and practical solutions. As the education landscape continues to adapt, a blended learning approach informed by pandemic-era innovations and grounded in sound pedagogical principles can support more resilient and equitable instruction. Preparing future educators to skillfully navigate digital environments through enhanced teacher preparation programs is essential, especially as recent models, such as the simplified framework by Davis et al. (2023), remind us that effective learning does not depend on high-tech tools alone, but on their purposeful application.

Code, J., Ralph, R., & Forde, K. (2020). Pandemic designs for the future: perspectives of technology education teachers during COVID-19. Information and Learning Sciences, 121(5/6), 419-431. https://doi.org/10.1108/ils-04-2020-0112
Davis, J. S., Irish, C., Wells, M., Peck, K., & Clayton, C. (2023). High-/Low-/No-Tech: Toward a simplified, practitioner-centered framework for virtual learning and beyond. Journal of Educators Online, 20(4), n4. https://doi.org/10.9743/JEO.2023.20.4.5
Martin, B. (2015). Successful implementation of TPACK in teacher preparation programs. International Journal on Integrating Technology in Education, 4(1), 17-26. https://doi.org/10.5121/IJITE.2015.4102
Svrcek, N. S., Rath, L., Olmstead, K., & Colantonio-Yurko, K. (2022). “We are still putting out fires”: Considering educator intentionality in remote instruction during the COVID-19 pandemic. Education and Information Technologies, 27(1), 407-428. https://doi.org/10.1007/s10639-021-10679-w
Vanek, J. (2022). Supporting quality instruction: Building teacher capacity as instructional designers (Part 1 of 3). Adult Literacy Education, 4(1), 43-49. https://doi.org/10.35847/jvanek.4.1.43

05/20/2025

Improving Online Discussions in Higher Education
As online learning continues to expand in higher education, discussion boards remain a commonly used tool for promoting student interaction and engagement. Despite their prevalence, student perceptions of traditional discussion boards are mixed. While they have the potential to enhance learning and build connections among peers, students often report frustrations with their structure, purpose, and time demands. Exploring these perspectives provides critical insight into how online discussion formats can be redesigned to better support meaningful learning experiences.
Undergraduate students generally perceive traditional discussion boards in online courses as offering both benefits and drawbacks. While they can enhance learning and foster meaningful connections, students often describe them as monotonous or time-consuming (Sandidge & Schultz, 2024; Mccann et al., 2023). Common concerns include overly structured prompts and interactions that feel forced or artificial (Sandidge & Schultz, 2024; Mccann et al., 2023). Despite these challenges, students consistently value discussions that are relevant, respectful, and facilitated by engaged instructors (Mccann et al., 2023). Sandidge and Schultz (2024) also found that students appreciate opportunities to ask questions and engage with content that feels personalized or flexible. To improve participation, innovative strategies such as student-generated video prompts have shown promise (Hamadi et al., 2023). Additionally, Vallis et al. (2022) argue that the effectiveness of discussion boards should be considered within the broader learning ecosystem rather than evaluated as standalone tools. Reimagining discussion board structure and integrating student voice can ultimately enhance engagement and deepen learning in online environments.
Student feedback underscores the importance of rethinking traditional discussion board practices in online courses. Rather than serving as standalone assignments, discussion boards should be integrated into a broader, more dynamic learning ecosystem that prioritizes relevance, flexibility, and instructor presence. By incorporating innovative strategies—such as student choice, multimedia prompts, and open-ended inquiry—educators can transform online discussions into more authentic and engaging experiences that promote deeper learning and stronger peer connections.

Hamadi, H., Tafili, A., Kates, F. R., Larson, S. A., Ellison, C., & Song, J. (2023). Exploring an innovative approach to enhance discussion board engagement. TechTrends, 67(4), 741-751. https://doi.org/10.1007/s11528-023-00850-0

McCann, J., Stringham, C., & Nelson, S. Student Perceptions of the Online Discussion Board. Management and Economics Research Journal, 9, 1-8. https://doi.org/10.18639/merj.2023.9900078

Sandidge, C. R., & Schultz, B. F. (2024). Building Connections and Enhancing Learning: Student Perspectives of Traditional Discussion Boards in Online Courses. Journal of Educators Online, 21(4), n4. https://doi.org/10.9743/JEO.2024.21.4.1

Vallis, C., Alvarez, C. P., & Arthars, N. (2022). How are students engaging in different types of online discussion boards?. In ICERI2022 Proceedings (pp. 3651-3657). IATED. https://doi.org/10.21125/iceri.2022.0889

05/16/2025

How can online educators design learning experiences that not only transmit information but also actively challenge students to question assumptions, evaluate evidence, and form reasoned conclusions? https://www.linkedin.com/pulse/cultivating-critical-thinkers-how-online-education-sc7ke/?trackingId=zkjNVkXlQVmfo44ZcGkHxQ%3D%3D

05/13/2025

Lights, Camera, Learning? The Real Impact of Video Production in Online Education
As digital education becomes increasingly central to higher learning, educators and instructional designers face pressing questions about the role of video production value in shaping student outcomes. Does investing in polished, high-tech video content lead to better learning, or are simpler formats just as effective? Research to date presents a nuanced picture. While some studies suggest that higher production quality can enhance engagement and comprehension—particularly in scientific domains—others caution that these benefits may not extend uniformly across student populations. Moreover, the balance between effectiveness and cost-efficiency remains an open question, especially as institutions scale their online offerings.
Research on video production value in digital education settings shows mixed results. Higher levels of technological engagement generally lead to improved learning outcomes and engagement, particularly for scientific knowledge and argumentation skills (Chen et al., 2019). However, the impact may vary across student subgroups, with some groups showing lower preparation for online environments (Stanley & Zhang, 2018). Shorter videos, informal talking-head styles, and Khan-style tablet drawings are more engaging than traditional classroom lectures in MOOCs (Guo et al., 2014). While higher production quality might increase engagement, the cost-effectiveness of such investments remains uncertain (Simmons, 2022). Notably, a field experiment by Alley and Isbell (2025) explored the relationship between video production value and student engagement and learning outcomes, though specific findings were not provided in the given abstracts. Overall, the impact of video production value on student engagement and learning outcomes appears complex and context-dependent.
In sum, the effectiveness of video production value in digital learning environments is far from absolute. While certain styles and features—such as brevity, informality, and interactivity—appear consistently more engaging, the broader impact on learning outcomes varies across contexts and learner characteristics. Rather than adopting a one-size-fits-all approach, educators should weigh the pedagogical benefits against production costs, considering both content and audience. As ongoing studies continue to explore this relationship, a strategic, evidence-based use of video may offer the best path forward in optimizing digital education.

Alley, S., & Isbell, S. (2025). Do higher production value videos lead to improved engagement and learning outcomes? A field experiment. Journal of Educators Online, 22(1). https://doi.org/10.9743/JEO.2025.22.1.15
Chen, Y. C., Lu, Y. L., & Lien, C. J. (2021). Learning environments with different levels of technological engagement: a comparison of game-based, video-based, and traditional instruction on students’ learning. Interactive Learning Environments, 29(8), 1363-1379. https://doi.org/10.1080/10494820.2019.1628781
Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). https://doi.org/10.1145/2556325.2566239
Simmons, C. (2022, September). The Cost of High Production Quality: A Preliminary Discussion of the Value of Production in Asynchronous Online Modalities. In 2022 Pacific Neighborhood Consortium Annual Conference and Joint Meetings (PNC) (pp. 1-6). IEEE. https://doi.org/10.23919/PNC56605.2022.9982791
Stanley, D., & Zhang, Y. (2018). Student-Produced videos can enhance engagement and learning in the online environment. Online Learning, 22(2), 5-26. https://doi.org/10.24059/OLJ.V22I2.1367

05/05/2025

How Effective Are Chatbots in Education? It Depends on the Context.
AI chatbots like ChatGPT, Gemini, and Jill Watson are rapidly reshaping educational support. Educators and researchers have explored whether these tools can actually improve student learning outcomes and engagement—and the findings are not always aligned.
Recent studies suggest promising effects. For example, Wu & Yu (2024) report large positive impacts in higher education contexts. Abbasi & Kazi (2014) found improved memory retention and learning outcomes when students used chatbots over Google search. Cheng et al. (2024) showed that students had favorable attitudes toward chatbots in math learning platforms, though outcomes didn’t differ significantly from traditional supports. These findings suggest that while chatbots can enhance concept clarity and engagement, they may best serve as supplemental tools, not replacements for human interaction.
Adding to this discourse, Eteng and Ezeoguine (2024) conducted a quasi-experimental study with over 180 university students in Nigeria. Their research, published in the Journal of Educators Online, assessed whether AI chatbots like ChatGPT and Gemini improved student learning and engagement in a "Computer in Education" course. The results? No statistically significant difference was found between the chatbot-assisted group and the traditional instruction group in either learning outcomes or engagement levels. This reinforces the need for a balanced integration of AI and traditional methods—especially when factors like novelty wear-off, lack of personalization, or insufficient instructor training may limit chatbot effectiveness.
AI chatbots hold the potential for personalized support and scalable learning, but their impact is far from uniform. As educators, we must continue to evaluate not just the presence of AI tools in learning, but their pedagogical fit, design quality, and how they complement—not replace—human connection.


Abbasi, S., & Kazi, H. (2014). Measuring effectiveness of learning chatbot systems on student’s learning outcome and memory retention. Asian Journal of Applied Science and Engineering, 3(2), 251-260. https://doi.org/10.15590/AJASE/2014/V3I7/53576

Cheng, L., Croteau, E., Baral, S., Heffernan, C., & Heffernan, N. (2024). Facilitating student learning with a chatbot in an online math learning platform. Journal of Educational Computing Research, 62(4), 907-937. https://doi.org/10.1177/07356331241226592

Eteng-Uket, S., & Ezeoguine, E. (2025). The impact of artificial intelligence chatbots on student learning: A quasi-experimental analysis of learning outcome and engagement. Journal of Educators Online, 22(2). https://doi.org/10.9743/JEO.2025.22.2.4

Ramprakash, B., Nithyakala, G., Bhumika, K., & Avanthika, S. (2024). Comparing Traditional Instructional Methods to ChatGPT: A Comprehensive Analysis. Journal of Engineering Education Transformations, 37. https://doi.org/10.16920/jeet/2024/v37is2/24095

Wu, R., & Yu, Z. (2024). Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis. British Journal of Educational Technology, 55(1), 10-33. https://doi.org/10.1111/bjet.13334

04/24/2025

Technology and Media in Early Childhood Education

Find research-based resources, tips and ideas for families—from child development to reading, writing, music, math, and more!

04/24/2025

Classroom Management Strategies for Hyflex Instruction: Setting Students Up for Success in the Hybrid Environment - Early Childhood Education Journal

The COVID-19 pandemic changed the way that schools provide instruction to learners and these changes may last for an extended period of time. One current trend is the use of hyflex instruction, which involves teachers providing instruction to students simultaneously in the classroom and online. This...

04/23/2025

5 High-Presence Teaching Tactics for Active Online Learning - Faculty Focus | Higher Ed Teaching & Learning

Within the Purdue Global’s Math Department within the School of Multidisciplinary and Professional Studies, many innovative and inspiring ideas are combined with active learning tactics to promote high-presence teaching in the online classroom.

04/22/2025

Comparing Live Streaming and Face-To-Face Instruction: Impacts on Students’ Mathematics Performance and Their Learning Experience: American Journal of Distance Education: Vol 0, No 0 - Get Access

This study examines the differences in student performance between live streaming (LS) and face-to-face (F2F) instruction in intermediate algebra, as well as the experiences of undergraduate studen...

04/22/2025

How Can Institutions Best Support Their Online Learners? - Higher Education Today

After examining success coaching practices at three State University of New York institutions, the authors of new analysis from MDRC offer several policy recommendations to support online learners.

04/22/2025

5 High-Presence Teaching Tactics for Active Online Learning - Faculty Focus | Higher Ed Teaching & Learning https://www.facultyfocus.com/articles/online-education/5-high-presence-teaching-tactics-for-active-online-learning/?st=FFdaily;sc=FF250421;utm_term=FF250421&mailingID=7691&utm_source=ActiveCampaign&utm_medium=email&utm_content=5 High-Presence Teaching Tactics for Active Online Learning&utm_campaign=FF250421&vgo_ee=xj5ByPasRvpg7lAEXvwLga9neTzW2S/wwLxi62dAlDM=:fzjcJMEqeh51I/wEKZELpnsmJP5uPafi

Within the Purdue Global’s Math Department within the School of Multidisciplinary and Professional Studies, many innovative and inspiring ideas are combined with active learning tactics to promote high-presence teaching in the online classroom.