| Figures | ||
| 1.1 | Systematic review process steps, from scoping through coding and synthesis. | 4 |
| 1.2 | Flow diagram for an iterative scoping process based on Boland et al. (2017a). | 6 |
| 2.1 | Flow of records in the scoping review. | 26 |
| 2.2 | Sample category frequency. | 29 |
| 2.3 | Reasons for exclusion during full-text review. | 31 |
| 2.4 | Methodologies used to study adult learning in distance education. | 32 |
| 3.1 | The community of inquiry framework. (from https://creativecommons.org/licenses/by-sa/4.0/, licensed under CC-BY-SA 4.0 international license). The original image is located at https://www.thecommunityofinquiry.org/framework. | 57 |
| 3.2 | Anderson’s (2008) model of online learning depicts two modes of online learning with (a) collaborative or community-based learning and (b) independent learning (image licensed under the CC-BY-NC by T. Anderson and AU Press, Athabasca University). | 60 |
| 4.1 | Aspects of online teacher education experiences. | 91 |
| 5.1 | Components of responsive professional development. | 117 |
| 6.1 | MGMT 30xx T-skills selected by learners over two semesters. | 153 |
| 7.1 | PRISMA guideline of study selection. | 173 |
| 7.2 | Publication trend of selected articles. | 175 |
| 8.1 | Inquiry cycle. | 201 |
| 9.1 | Indiana University Plagiarism Tutorials and Tests (IPTAT). Annual page views from 2003 through 2022. | 222 |
| 9.2 | IPTAT Welcome Page circa June 2023: https://plagiarism.iu.edu. | 234 |
| 11.1 | Learning experience in an online course (Park, 2016). | 261 |
| 11.2 | The system architecture of CAPSULE. | 266 |
| 11.3 | Weekly survey for each weekly learning module in the form of reflection. | 267 |
| 11.4 | The information flow of CAPSULE. | 268 |
| 11.5 | CAPSULE visualization dashboard (course view). | 269 |
| 11.6 | CAPSULE dashboard (modules view). | 270 |
| 11.7 | CAPSULE dashboard (student view). | 271 |
| 12.1 | The community of inquiry framework (from www.thecommunityofinquiry.org, licensed under CC-BY-SA 4.0). | 278 |
| The practical inquiry model (from www.thecommunityofinquiry.org licensed under CC-BY-SA 4.0). | 280 | |
| 14.1 | Student scores on microlearning quiz. | 352 |
| 15.1 | Flowchart depicting key questions and decisions to be made during stage 1 of blended learning media selection process. | 368 |
| 15.2A | Flowchart depicting key questions and decisions to be made during stage 2 of media selection process for dL nominations. | 370 |
| 15.2B | Flowchart depicting key questions and decisions made during stage 2 of the media selection process for F2F training nominations. | 371 |
| 15.3 | Flowchart depicting key questions and decisions made during stage 3 of media selection process. | 376 |
| 15.4 | Flowchart depicting key questions and decisions to be made during stage 1 of blended learning media selection process. | 377 |
| 16.1 | Graduation rates by race/ ethnicity. | 387 |
| 16.2 | Course DFWI rates in first-year gateway courses by race/ethnicity, 2019. | 388 |
| 16.3 | Digital learning solutions landscape (not exhaustive), 2023. | 391 |
| 17.1 | Generic model for conducting educational design research (McKenney & Reeves, 2019). | 419 |
| 17.2 | Remote Academic Advising (RAA) model. | 426 |
| 18.1 | Mentoring models based on modality. | 440 |
| 18.2 | The developmental stages in mentoring (adapted from Ragins & Verbos, 2007). | 440 |
| 20.1 | IPTAT views and events, April 1, 2022–March 31, 2023. | 491 |
| 20.2 | GA4 event summary for IPTAT: April 1, 2022, through March 31, 2023. | 492 |
| 20.3 | GA4 configuration of custom event created for the FPI demonstration principle. | 493 |
| 20.4 | GA4 configuration of a custom event created for passing a graduate-level certification test. | 493 |
| 20.5 | GA4 custom events marked as conversions and their counts for July 1 through December 31, 2022. | 494 |
| 20.6 | GA4 report for segment set overlap: Venn diagram for IPTAT {Achievers} and {Try Any FPI}, April 5 through June 9, 2023. | 497 |
| 20.7 | GA4 report for {Active users}: Venn diagram area is shaded for those who were members of both {Achievers} and {Try Any FPI} sets—i.e., who had tried any First Principle of Instruction and passed a CT, April 5 through June 9, 2023. | 497 |
| 20.8 | GA4 segment set definition for IPTAT {Achievers}: {Active users} who had passed a Certification Test and had received feedback on more than one CT. | 498 |
| GA segment set definition for {Try Any FPI}: {Active users} who had tried one or more webpages designed with First Principles of Instruction. | 499 | |
| 21.1 | Online learning design options (moderating variables) (adapted from Means et al., 2014). | 514 |
| 23.1 | Framework for AI-enhanced active online learning. | 545 |
| 25.1 | Hours spent using DGBL compared with self-reported motivation, engagement, self-regulation, and meeting learning goals. | 592 |
| 26.1 | Dashboard section. | 621 |
| 26.2 | Course alignment section. | 621 |
| 26.3 | Checklist section. | 622 |
| Tables | ||
| 2.1 | Search keywords. | 24 |
| 3.1 | Some CLT strategies applicable to online learning. | 66 |
| 3.2 | Multimedia principles applicable to online learning. | 68 |
| 4.1 | Levels of Guskey’s evaluation activities. | 93 |
| 4.2 | Selection criteria. | 94 |
| 4.3 | Categories for data analysis. | 95 |
| 4.4 | Frequency of words in article titles. | 96 |
| 4.5 | Methods used in articles. | 97 |
| 4.6 | Data sources and date range of studies. | 98 |
| 4.7 | Levels of the articles included in this review—all levels in articles. | 98 |
| 4.8 | Country where study took place. | 100 |
| 4.9 | Countries of studies and methodology. | 100 |
| 5.1 | Criteria addressing engagement within course quality rubrics. | 115 |
| 6.1 | Expanded set of authentic task principles. | 136 |
| 6.2 | MGMT 30xx active learning course review. | 148 |
| 6.3 | MGMT 30xx outcomes. | 152 |
| 7.1 | Top 30 keywords of selected articles. | 176 |
| 7.2 | Emergent themes reported in the included articles. | 177 |
| 7.3 | Theoretical frameworks reported in the included articles (article numbers). | 180 |
| 7.4 | Empirical findings reported in the reviewed articles. | 182 |
| 10.1 | Major characteristics of studies included in the final analysis. | 249 |
| 12.1 | Principles and evidence-based practice examples. | 288 |
| 14.1 | Events of instruction and internal cognitive processes. | 342 |
| 14.2 | Participant contributions to the focus group. | 345 |
| Stages used to code the focus group data. | 346 | |
| 14.4 | A data-driven code example using segments of text from the data. | 348 |
| 14.5 | A corroborated coded themes example using segments of text from the data. | 355 |
| 18.1 | The core concepts of mentoring in research. | 436 |
| 19.1 | Common sources of mental fatigue in online courses and recommendations for improvement. | 465 |
| 21.1 | CIPP evaluation terms. | 519 |
| 25.1 | Descriptive statistics for the first survey. | 590 |
| 25.2 | Changes in responses across students with five or more hours of DGBL in the past year and those without. | 592 |
| 25.3 | List of themes and subthemes from thematic analysis of interview data. | 593 |
| 26.1 | Identifying gaps between current and desired state: eSchool example. | 613 |
| 26.2 | Example logic model. | 615 |
| 26.3 | Implications of course delivery format characteristics. | 619 |
| 26.4 | Implications of course design characteristics. | 619 |
| 26.5 | CDQC overview. | 623 |
| 27.1 | Differences between online learning and emergency remote teaching. | 630 |
| 27.2 | Skills and conditions needed to learn online successfully. | 631 |
| 27.3 | Authors’ designations of soft skills. | 636 |
In: Handbook of Research in Online Learning
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Trey Martindale
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