Albert D. Ritzhaupt

To clarify professional expectations in Learning Experience Design, the authors collected and coded 388 LXD job announcements, deriving 69 knowledge, 38 skill, and 72 ability statements. Exploratory factor analysis revealed core competency groupings such as knowledge of multimedia production technologies, emerging technology design/development skills, and abilities related to human‑centered design. Findings illuminate overlaps and distinctions between LXD and instructional design.

This interview study with 12 award‑winning online instructors synthesizes best practices for bichronous online courses: in asynchronous spaces, emphasize clear structure, resources, and instructor presence; in synchronous sessions, design interactive formats and community‑building activities. Reported benefits include immediacy and connection; challenges involve scheduling, workload, and technology friction. Guidance is provided for instructors and support units adopting bichronous formats.

Bichronous online learning is the intentional blending of asynchronous and synchronous online experiences. Interviews with 12 award‑winning online instructors identified best practices for combining modalities (e.g., course structure, instructor presence, synchronous formats and community building), along with benefits and challenges. Findings suggest that intentional blending of synchronous and asynchronous components can enhance students’ online learning experiences and inform faculty, instructional designers, and administrators considering this modality.

This exploratory study examined how instructional designers (IDs) in higher education integrate generative AI (GenAI) into their institutions and their own practice. Fifteen IDs in the southeastern U.S. participated in semi‑structured Zoom interviews. Three themes emerged: (a) use of GenAI for instructional design, (b) collaborative guidance for faculty integrating GenAI, and (c) development of training, resources, and guidelines. Across themes, participants described conscientious, cautious use and ethical concerns. Implications address how IDs can support organizational, faculty, and student needs in online and blended education.

Interviews with 12 award‑winning online instructors examined intentional blending of asynchronous and synchronous (bichronous) learning. Best practices spanned course design and structure, resource use, instructor presence, and purposeful synchronous formats/activities for community building. Reported benefits and challenges inform instructors, designers, and administrators considering or refining bichronous courses.

With 26 K–12 teachers engaged in a national project, the study examined how pedagogical beliefs, self‑efficacy, and technology value beliefs relate to 3D printing and STEM integration evidenced in lesson plans. Beliefs were generally not correlated with integration practices, except a negative relation between self‑efficacy in pedagogical content knowledge and STEM integration levels. Teachers reported benefits and logistical/technical challenges for 3D printing.

Through interviews with 12 award‑winning online instructors, the study characterizes how intentional blending of asynchronous and synchronous modalities (“bichronous” learning) is designed and facilitated. Instructors described rationales for blending, sequencing patterns (e.g., async→sync→async), and models (complement, replacement, enhancement). Design and facilitation strategies for each modality are detailed, with implications for instructors, IDs, and administrators.

This study created and validated the Online Instructor Support Survey (OISS) to assess institutional supports for online teaching across seven domains (e.g., infrastructure, technical support, course development/teaching, policies, incentives). Responses from 275 online instructors yielded a 7‑factor model explaining 67% of variance and highlighted prevalent supports and areas needing attention at higher education institutions.

The paper reports the development and validation of the 11‑item Abbreviated Technology Anxiety Scale (ATAS). Following expert review and three rounds of data collection, analyses supported a unidimensional structure with strong internal consistency and expected correlations with related constructs. The ATAS is recommended for low‑stakes use in social science research to assess technology‑related anxiety.

This article describes the creation and validation of the Online Instructor Support Survey (OISS) to assess institutional support for online instructors across five sections: technology and technical support, course development/teaching support, administrative and academic support, institutional policies, and recognition/rewards. Responses from 275 online instructors highlight areas of prevalent support and areas needing attention in higher education institutions.

This qualitative study investigated how 12 award‑winning online instructors design, facilitate, and assess bichronous online learning (the blending of asynchronous and synchronous modalities). Through interviews, the study reports instructors’ blending decisions, sequencing (e.g., asynchronous→synchronous or A→S→A), and models (complement, replacement, enhancement), and details design, facilitation, and assessment strategies across modalities. Implications are offered for instructors, students, instructional designers, and administrators.

Guided by a conceptual framework of online learning anxiety, the authors developed and validated the 24‑item Online Learner Anxiety Scale (OLAS) using data from 297 undergraduates across four public universities. Exploratory factor analysis supported three factors—negativity/inadequacy, apprehension toward personal communication, and discomfort with instructor capacity/communication—accounting for ~65% of variance, with reliability and convergent validity evidence.

Analyzing 19 publications with 27 effect sizes, this meta-analysis compared synchronous online learning (SOL) to asynchronous online and face‑to‑face conditions on cognitive and affective outcomes. Overall, SOL showed a small, significant advantage over asynchronous online learning for cognitive outcomes, with other comparisons not significant. Moderators included course duration, instructional method, equivalence of groups, learner level, and discipline.

In a 3‑way factorial design manipulating multimedia (image present vs. absent), modality (narration vs. onscreen text), and dyslexia status, 148 college students from five institutions completed learning tasks. Results revealed a reverse modality effect for students with dyslexia, who performed better in onscreen‑text conditions, while images generally improved performance across groups. Mental effort analyses showed differing instructional efficiency patterns. Findings inform the design of adaptive, personalized multimedia for learners with dyslexia.

This meta-analysis of 38 studies (46 effect sizes; N=3,271 pre-service teachers) examined how stand‑alone technology integration courses affect knowledge needed for technology-supported teaching. Using a random-effects model, the aggregate effect on knowledge was large (g≈1.06), with no significant moderation by course-design or study-quality features. Findings affirm the value of dedicated technology integration coursework in teacher education.

Integrating 30 studies (N≈3,083) that contrasted gamified versus non‑gamified instruction in formal education, this meta-analysis found an overall small-to-moderate effect favoring gamification on student learning outcomes. Effects varied by design elements (e.g., leaderboards, badges) and context (e.g., level, subject). The study discusses how specific game design features relate to outcomes and provides recommendations for future research and practice.

To identify course design, assessment/evaluation, and facilitation practices of award‑winning online faculty, eight instructors from across the U.S. were interviewed. Results show use of systematic/backward design, attention to learner needs and interaction, and a variety of assessments (traditional and authentic) supported by rubrics. Facilitation emphasized timely response/feedback, availability and presence, and periodic communication. Recommendations for research and practice are provided.

Through interviews with eight nationally recognized online instructors, the study identifies course elements associated with award-winning online teaching. Themes include authentic, practice-connected materials; strategic use of multimedia; individual and collaborative creation of digital content; structured reflection; and explicit communication of the rationale behind activities, technologies, and assessments. Participants emphasized data-informed improvement and continuous reflection, offering practical guidance for designing high-quality online courses.

This qualitative study elicited perspectives of award-winning online faculty on the roles and competencies critical to effective online teaching. Five roles emerged—facilitator, course designer, course delivery specialist, subject-matter expert, and mentor—along with task clusters for design and teaching. The findings inform guidelines for preparing and supporting online instructors and clarify skill sets institutions should foster.

This study presents validity evidence for using the S‑STEM instrument to evaluate changes in attitudes within a middle‑school robotics learning environment. Data from students participating in a district‑wide robotics integration effort provided internal‑structure and criterion‑related validity evidence. Measurement invariance analyses indicated S‑STEM items functioned equivalently across groups (e.g., grade level). The results support S‑STEM as a useful tool for assessing attitude changes in STEM programs and offer implementation guidance. citeturn23search0turn23search1

This meta-analysis synthesized studies comparing flipped versus non-flipped instruction to estimate effects on cognitive learning outcomes and examine moderators. From 55 publications (115 comparisons) published 2000–2016, the overall effect favored flipped instruction with a small, statistically significant gain. Subject area moderated effects (e.g., larger for arts/humanities than engineering), whereas student level and study duration did not. No publication bias was detected. Implications address when the flipped approach is most beneficial and considerations for design and implementation.

Drawing on survey data from 1,235 teachers in 336 schools, this study proposed and tested a multilevel model of classroom technology integration. Teachers’ experience with technology, classroom access, and quality of tech support were significant predictors. Frequency of teacher technology use and confidence/comfort acted as mediators of integration. The model offers evidence-based guidance for targeting professional development and infrastructure to improve classroom technology integration.

Aggregating 28 independent effect sizes from 18 studies (N=3,308 students), this meta-analysis compared pair programming with solo programming on assignments, exams, pass rates, and affective measures. Pair programming produced positive effects on performance and pass rates (but not consistently on affect). Results support structured use of pair programming in computing courses and identify directions for future research.

Using seven years of statewide survey data from Florida public schools, this longitudinal study examined trends in ICT integration by school level and socioeconomic status through the “Levels of Digital Divide in Schools” framework. Results show improvement on several indicators but persistent differences: low-SES students were more often engaged in computer-directed uses (e.g., drill/remediation), whereas high-SES peers more frequently used student-controlled, creative, and communicative technologies. Recommendations target policy and practice to reduce inequities.

With data from 5,990 middle schoolers in 13 Florida districts, the study used a performance-based assessment (ST2L) to measure ICT literacy and examined differences by SES, ethnicity, and gender. High-SES, White, and female students significantly outperformed their counterparts on all measures, providing strong evidence of within-state digital divide patterns and implications for curriculum and resource allocation.

With data from 5,990 middle‑school students across 13 Florida districts assessed via the Student Tool for Technology Literacy (aligned to NETS.S), the study found significant digital‑divide gaps: higher SES, White, and female students outperformed their counterparts across all measures. Implications for practice and future research are discussed.

Examines how teacher, school, and contextual characteristics affect classroom technology integration and student use of technology. Using data from 732 teachers across 17 districts, a path model reveals that teachers’ education levels and experience with technology positively predict their technology use, which in turn explains classroom integration and students’ use. The study provides evidence for relationships among teacher characteristics, integration practices, and student technology use.

Describes a large-scale study of 47 schools across 11 Florida districts to analyze the impact of 1:1 laptop programs on teaching practices and student achievement. Using observations, interviews, and inquiry, the study found positive effects, particularly in increased student‑centered and tool‑based teaching, alongside evidence of achievement gains, and discusses systemic issues for statewide laptop implementations.

Observations in 400+ classrooms across 50+ schools in 11 Florida districts documented changes during a year of laptop implementation with professional development. Using two observation instruments and Mantel‑Haenszel analyses, results indicate increased student‑centered teaching, tool‑based instruction, and meaningful technology use, suggesting that laptops coupled with PD can rapidly affect instructional practice.

This statewide analysis introduced a theoretical model to study the in-school digital divide and tracked four years of ICT integration indicators across Florida schools. Multilevel repeated-measures models revealed significant SES-related gaps in student and teacher software access and use, and in levels of technology support, at all school levels. Findings underscore persistent inequities and the need for targeted supports to build students’ ICT literacy.

Measures changes in teaching practices during a statewide laptop implementation coupled with professional development. Observations in 400+ classrooms across 50+ schools indicate immediate increases in student‑centered teaching, tool‑based instruction, and meaningful technology use, suggesting effective professional development plus 1:1 devices can shift pedagogy.