Chareen L. Snelson

Scoping review synthesizing 58 peer‑reviewed studies (2013–2021) on gamified online course design. Using ADDIE as a lens, the review identifies five focus areas—gamification elements, activities, tools, frameworks, and user attributes—and summarizes common processes and practices for implementing gamification in online courses while noting gaps for future research.

This scoping review synthesizes research on gamified online course design published 2013–2021. Fifty‑eight peer‑reviewed studies were mapped to five focus areas: gamification elements, activities, tools, frameworks, and user attributes. Using ADDIE as a conceptual lens, the authors interpret current practices and highlight gaps to guide future design and research.

A scoping review of 23 articles on virtual teams in education shows most research focuses on business students and uses virtual teams to connect learners across classrooms and simulate global teamwork. The review summarizes trends and gaps to inform future work on virtual teamwork in educational contexts.

This scoping review examined 17 publications (2009–2020) on quest‑based learning (QBL), a choice‑driven approach that integrates game elements. Studies explored feasibility, quest design frameworks, and motivational aspects. Reported benefits included positive student responses, flexible learning paths, and opportunities for revision; challenges included time demands for teachers and mixed effects on motivation and social interaction. The review maps how QBL is implemented and highlights design and implementation tradeoffs.

A qualitative content analysis of 232 images drawn from 20 college online courses examined how images are used in online learning. Only 27% were educational images, but non‑educational images served important roles. The study proposes a framework to guide image selection and use in online courses and offers recommendations for educators and designers.

The authors outline a three‑stage process—planning and setup, online collaborative analysis, and structural coding of memos—for analyzing video recorded during an after‑school robotics program emphasizing computational thinking. Using tools such as Google Drive and NVivo, the worked example demonstrates adaptable procedures for qualitative analysis of online video data.

Scoping review of 66 studies (2001–2018) mapping how community and connectedness are defined, operationalized, and enacted in online higher education. The synthesis clusters findings around course design, technologies, faculty practices, and student roles, and surfaces gaps—such as program types and under‑explored actor roles—for future investigation.

This scoping review identified 12 peer‑reviewed studies on educational 360° video. The synthesis details application areas across nine content domains, reports generally positive learner reactions to immersive 360° video, and notes mixed impacts on learning outcomes, pointing to design considerations and research gaps for VR video in education.

A mixed‑methods study of graduate students in a fully online program explored their sense of community with the university. Students reported relatively low connectedness; analyses identified institutional services and practices that can strengthen belonging and support for online learners. Implications for improving student services are discussed.

This scoping review examined peer‑reviewed journal articles on educational 360° video used with virtual reality. A sample of 12 studies across nine content areas was identified. Learners generally enjoyed immersive 360° VR video experiences, but findings on learning impact were mixed; benefits, drawbacks, and research gaps are summarized.

Mixed‑methods study of 186 MOOC instructors (plus 15 interviews) exploring motivations, experiences, and perceptions of MOOC teaching. Instructors cited passion/interest, publicity/marketing, and incentives; most had limited prior online‑teaching experience yet were satisfied with their own courses while expressing reservations about MOOCs in general.

A scoping study of 61 publications (2006–2017) mapped how student video production is used in content‑area teaching. Projects addressed information, performance, composition, literacy, or creativity goals. Learning was investigated via student perceptions, process analyses, assessment of final products, or combinations thereof, offering a synthesized view of purposes and evaluation strategies for classroom video production.

Most online courses rely on asynchronous text‑based interactions, which can limit spontaneity and timely feedback. This design case describes integrating live web‑conferencing meetings into asynchronous courses, summarizes iterative improvements based on student feedback, and presents strategies for using synchronous meetings to complement asynchronous learning.

Analyzing reflections from graduates of a large, long‑running online program, the study identifies personal factors (e.g., interest in technology, time and effort, perceived utility) and program attributes (e.g., course relevance, satisfaction, job advancement links) associated with persistence and completion, offering implications for program design and support.

Most online courses rely on asynchronous text‑based communication, which supports reflection and deep learning but can frustrate learners due to lack of spontaneity and visual cues. The authors describe integrating live synchronous web meetings into asynchronous courses, gather and respond to student feedback over time, and conclude with implications for practice for balancing synchronous and asynchronous communication.

Researchers conceptualize and define social presence in varied ways, which complicates synthesis and application. This study analyzed definitions used in highly cited social presence research to understand how the construct is framed and how usage may be changing. The authors report results and discuss implications for future research and practice.

A descriptive review of 229 qualitative and mixed‑methods studies (2007–2013) mapped designs, data collection, and analytic approaches used in social media research. Interviews, focus groups, and surveys were prevalent; content analysis of social media artifacts was common. Mixed‑methods designs frequently followed convergent or sequential models, and the review calls for clearer frameworks for method–technology fit.

Using online ethnography and descriptive statistics, this study analyzed 120 school‑related vlogs to characterize vloggers, contexts, content, cultural practices, and motivations. Vloggers were typically young and recorded in multiple settings, often discussing everyday school experiences. Motivations included fun, social connection, building confidence and speaking skills, documenting experiences, and sharing information.

Using a three‑round Delphi process with experts, this study identified and ranked seven priority areas for research on video‑sharing technologies (especially YouTube): users/groups/communities; teaching/learning; social–political impact; video creation/production; legal/ethical issues; media management; and commercial interests. The results provide an agenda to guide future scholarship.

Reviewing 188 peer‑reviewed articles and conference papers (2006–2009) with “YouTube” in the title, this study charts publication activity, disciplinary distribution, instructional uses, and research findings. It identifies 39 works describing teaching methods with YouTube and 99 reporting empirical results, offering an interdisciplinary snapshot of trends and applications for educators seeking field‑specific insights.

A mixed‑methods analysis examined young adults’ disclosure of alcohol and marijuana use on social media (MySpace, Facebook, YouTube). Content analysis showed alcohol images/video often depicted females in social settings, whereas marijuana depictions more often showed solitary males. One‑third of surveyed college students reported posting substance‑use images; perceptions of alcohol‑related posts tended to be positive or neutral, while marijuana‑related posts were viewed more negatively.

Historical analysis linking the development of educational motion picture technologies—from early film through YouTube—to recurring themes in the literature: intrinsic affordances, debates about effectiveness, and access/equipment issues. Discusses how these themes relate to the present and future of online video in education.

Guidance for instructors—especially those newer to teaching online—on planning lessons that leverage static and dynamic multimedia representations. The article emphasizes lesson planning decisions about message design and documents research support for multiple representations to enhance clarity and instructional quality.