2026· Journal of Scholarship of Teaching and Learning Enquiry· Vol 1· 0 citations
Abstract
Designing an engaging and effective asynchronous online learning experience remains a significant challenge for higher education institutions seeking to support diverse student populations while maintaining academic rigour and positive learning outcomes. This paper examines the development and delivery of a fully asynchronous postgraduate enterprise and entrepreneurship module designed for working professionals in the UK and internationally, studying in a flexible online environment. The module was underpinned by the Community of Inquiry framework (Garrison, D. R., Anderson, T., & Archer, W. 1999), which informed the integration of social, cognitive, and teaching presence, alongside principles of constructive alignment to ensure coherence between learning outcomes, learning activities, and assessment. Drawing on a reflective case study approach, the paper outlines the application of six design principles: flexibility, coherency, consistency, bite-sized learning, presence, and orientation in the development of the module. The findings indicate that a carefully structured online learning environment can enhance student engagement, critical reflection, and the application of enterprise and entrepreneurship theory to professional contexts. Students demonstrated the ability to identify opportunities, evaluate theoretical frameworks, and apply learning to real-world challenges through practice-based assessments. Positive feedback from external quality reviewers, external examiners, and students further highlighted the quality of the learning experience, the authenticity of assessment, and the effectiveness of personalised feedback. The paper contributes practical insights into online curriculum design and suggests that intentionally designed asynchronous modules can promote deep learning, student success, and the development of employability-related graduate attributes in contemporary higher education contexts.
This study examines a persistent puzzle in active learning research in education: why do pedagogically sound interventions not always translate into perceived student value? We analyzed Information and Communications (ICT) Engineering students’ perceptions of three structurally distinct activities (weekly quizzes, individual concept maps, and a finance escape room) within a compulsory business course. Using bipolar laddering, 133 positive and 72 negative perception elements were mapped onto four dimensions of theSustainable Learning in Education (SLE) framework: renewal and relearning, transferability, independent and collaborative learning, and active learning. Self-regulated learning (SRL) functioned as the mechanism linking environmental dimensions to student agency and engagement. Students perceived all three activities as useful for examination preparation, but through different cognitive pathways. Quizzes supported distributed retrieval practice and were valued for re-attempts, though their usefulness declined with weak exam alignment or limited access. Concept maps enabled synthesis and relational understanding, yet received the lowest student endorsement, largely because in some instances student work was not returned post-submission. The escape room achieved the strongest and most consistent endorsement for exam preparation, with perceived limitations related only to activity duration and syllabus coverage. Activity alignment with SLE dimensions was uneven: quizzes aligned principally with renewal, concept maps with transferability, and all activities with independent and collaborative learning in distinct ways. Active learning was present throughout, but not uniform. The central finding was that perceived usefulness depended less on activity type than on feedback distribution and continuity. When feedback loops broke, perceived value declined. Together, the activities, therefore, form a complementary course-level feedback system. Through this case study, we identified five design recommendations to be implemented in the next edition of the course, positioning feedback as a system-level variable.
Adult learners in online higher education often face significant challenges to persistence due to competing demands from work, family, and other life responsibilities. These challenges are particularly pronounced in accelerated online courses, where learners must quickly engage with content, demonstrate understanding, and produce high-quality work in condensed timeframes. This article describes a practitioner-informed approach to promoting adult learner persistence through inclusive and intentional course design and delivery practices. Drawing from the design and facilitation of two sequential, accelerated eight-week online courses, this article outlines a set of integrated strategies that support learner success. These include consistent course structure, clear expectations, scaffolded learning across courses, timely instructor feedback, weekly screencasts for guidance and motivation, and flexible assessments aligned with learners’ professional goals. Additional practices include peer engagement beyond standard discussion forums, optional synchronous meetings, and involvement in service learning, conferences, and professional organizations to foster a sense of belonging and relevance. Importantly, all activities were designed to fit within the weekly instructional time to ensure learners were not overloaded. By embedding inclusive practices throughout both the design and delivery of online learning, this approach supports adult learners holistically and promotes persistence. These strategies are grounded in adult learning theories such as andragogy, self-directed learning, and Universal Design for Learning (UDL), ensuring both practical relevance and theoretical rigor. The article concludes with implications for instructors and instructional designers seeking to create supportive, learner-centered environments in online higher education.
Jacqueline S. Stephen, Chantia Daniels, Charlotte Whitehead· Adults learning· 0 citations
A greater reported use of digital methods for formative assessment and a significant increase in the use of authentic, real world assessment criteria and teacher and student perceptions that timely, constructive, and accessible digital feedback supported learning experiences were found.
Barbara Brown, Nadia Delanoy, Sharon Friesen et al.· Education sciences· 0 citations
This article explores the integration of active learning strategies within large, required core courses in undergraduate engineering education, drawing on a case study of a faculty member teaching a Statics and Strength of Materials course to more than 200 students each semester. The focus is placed on pedagogical adaptations, logistical complexities, student participation, and institutional support systems required to make active learning successful on a scale. The study discusses the design and implementation of various techniques such as group hands-on challenges, discipline-specific problems, model demonstration, in-class exercises, and recitation sessions, while critically assessing their impact on student engagement and academic performance. It also highlights barriers including classroom space constraints, time limitations, resistance to change, and the need for ongoing faculty development. Practical recommendations are provided for scaling these approaches and building a sustainable support structure for educators, with the aim of fostering deeper learning and greater student engagement in large engineering courses.
Elias Ali· Journal of Civil Engineering...· 0 citations
The integration of information and communication technologies (ICTs) in higher education has transformed e-learning, however, challenges such as low course completion rates, limited learner engagement, and insufficient interaction persist. This study aims to develop a competency-based framework for teaching assistants (TAs) in fully online universities, focusing on their role in facilitating engagement and interaction within Learning Management Systems (LMS). Grounded in a constructivist and interpretivist paradigm, the study employed the Delphi method with 15 experienced TAs and 7 faculty members. Data analysis, guided by the Technology Acceptance Model, Social Interaction Theory, and Connectivism Learning Theory, revealed four main themes: technical-professional competencies, information and communication competencies, classroom management and teaching skills, and individual and general competencies, with 12 sub-themes. The framework emphasizes subject matter expertise, research skills, teaching skills, ICT thinking, knowledge, and skills, communication and collaboration, managing student behavior, strategic insight and intuition, creativity and innovation, and ethical and moral competencies. The study contributes to the understanding of the complex roles of TAs in digital education and provides actionable insights for optimizing their training and utilization in e-learning environments, ultimately enhancing the quality and accessibility of online education.
Gamification has emerged as an innovative teaching strategy that enhances student engagement and learning by integrating game-design elements into educational activities. Features such as points, badges, leaderboards, challenges, and immediate feedback make learning more interactive, enjoyable, and motivating. Research indicates that gamification encourages active participation, improves knowledge retention, strengthens conceptual understanding, and develops problem-solving and collaboration skills. Both intrinsic and extrinsic motivational approaches contribute to creating meaningful learning experiences when game mechanics are aligned with educational objectives. However, effective implementation requires careful planning to ensure fairness, inclusiveness, and a balance between rewards and genuine learning, avoiding excessive dependence on external incentives. In higher education, particularly in Nepal, where traditional lecture-based instruction remains common, gamification offers a promising approach to address the learning preferences of digitally connected students. By fostering autonomy, collaboration, and continuous feedback, educators can create dynamic, student-centered classrooms that support academic achievement while preparing learners with critical thinking, teamwork, and resilience. Continued research and practical application will further refine gamification as an effective educational strategy.
