Volume 3 (2024-2025)

Advances in Online Education: A Peer-Reviewed Journal is free-to-view for all subscribers and subscribing institutions.

Each volume consists of four quarterly 100-page issues, published online. The articles published in Volume 3 are listed below.

Volume 3 Number 2

  • Editorial:
    Amelia Clarke, Publishing Editor
  • Online Education Comment
    Productivity in learning: A call to arms
    Neil Bradman, Chairman, Henry Stewart Group
  • Guiding students on assignments and projects: Drill down or funnel out?
    Karina Koch, Editor, HSTalks
  • Online Education Papers
    You are the auditor: A ChatGPTbased multiple choice exam
    Scott Dell, Academic, and Mfon Akpan, Assistant Professor, Methodist University

    This case study examines the use of ChatGPT, a chatbot that utilises generative artificial intelligence (GenAI) technology, to amplify the efficacy of multiple-choice examinations in a financial accounting course. The primary objective is to introduce students to the advantages and limitations of GenAI tools such as ChatGPT while simultaneously fostering the development of critical thinking skills in their application. By demonstrating the tool’s ability to give both correct and incorrect responses, students will deepen their understanding of its appropriate use and develop a professional scepticism towards AI-generated responses, which can ‘hallucinate’ and yield incorrect answers to AI prompts. Furthermore, this study seeks to explore the role of AI-supported tests in fostering students’ problem-solving abilities and analytical acumen. The research examines student performance by giving exam questions, an AI-generated response and additional alternative answers in a multiple-choice format. On average, ChatGPT 3.5 responds with correct answers to accounting questions about 50 per cent of the time. To succeed in such examinations, students must evaluate if the ChatGPT answer is correct or if another of the given answers is more accurate. The case study also highlights the advantages and challenges of incorporating AI into accounting pedagogy, addressing concerns about the assimilation of this advanced technology.
    Keywords: generative artificial intelligence; ChatGPT; AI-assisted learning; financial accounting; multiple-choice examination; critical thinking

  • Large language models in business case research methodology: Reflections and considerations for scholar practitioners
    Tiffany Snyder, Director of Faculty Enrichment, R. Joseph Childs, Professor, Indiana Wesleyan University, and Phillip White, Consultant, Operational Consulting

    This paper explores the integration of large language models (LLMs) in business case research methodology, with a particular focus on their application in an applied doctoral project within a hybrid Doctor of Business Administration (DBA) programme at a private university in the US. Leveraging the capabilities of OpenAI’s ChatGPT model, this study demonstrates how LLMs can enhance the efficiency and depth of thematic analysis in qualitative research. The reflections from faculty and students reveal that while LLMs significantly streamline text analysis and uncover nuanced patterns, they must be used with ethical considerations and methodological rigour to avoid biases and ensure robust outcomes. Through a case study involving the revitalisation of membership participation at Veterans of Foreign Wars (VFW) Post 7560, the research illustrates the dual role of scholar-practitioners in balancing innovative AI applications with traditional academic standards. This paper contributes to the ongoing dialogue on disruptive technologies in academia, offering practical frameworks and philosophical insights for researchers navigating the complexities of artificial intelligence (AI) integration in higher education and business contexts.
    Keywords: generative artificial intelligence, large language models, research methodologies, text analysis, scholar-practitioner, business administration, disruptive innovation

  • Navigating pedagogical transitions: Perceptions of teaching effectiveness in the era of emergency remote teaching during COVID-19
    Ritu Lohtia, Director of BBA, Kevin P. Giang Barrera, Doctoral Candidate, Richard J. Fendler, Clinical Professor of Finance, and Kathryn E. Crowther, Associate Director of Teaching Effectiveness, CETLOE, and Professor of English, Georgia State University

    In the aftermath of the global COVID-19 pandemic, the educational sector experienced an unprecedented transition to emergency remote teaching (ERT). Scholars have extensively examined the factors affecting teaching and learning during this phase; however, a significant research gap exists concerning the influence of these factors on teaching effectiveness. Using survey data from 466 instructors at a large Southeastern US university, this study scrutinises the relationships between various instructor, instructional and institutional factors and educators’ perceptions of their teaching effectiveness both before and after the ERT shift. Key questions posed include the circumstances under which instructor and instructional elements moderate the effect of institutional support factors on teaching effectiveness perceptions. Robust multiple regression analysis reveals instructor preparedness and number of resources used positively predicted effectiveness ratings, while reducing planned assessments negatively predicted effectiveness. Synchronous instruction and adequate preparation time also showed positive marginal effects. Notable moderating effects suggest offering resources and training benefits unprepared instructors, retaining assessment plans amplifies the impact of preparation time, and peer assistance negatively interacts with greater resource use. These findings provide theoretical and practical implications to inform institutional strategies for supporting instructor teaching effectiveness during abrupt pedagogical transitions.
    Keywords: COVID-19; teaching effectiveness; emergency remote teaching; ERT; instructor; institution; instructional

  • A critical evaluation of the impact online education platforms can have on disadvantaged students at a post-16 secondary academy: A case analysis
    Ben Eley, Associate, and Jonathan Lord, Senior Lecturer, University of Salford

    Disadvantaged students have underperformed in comparison to non-disadvantaged students,1 with the COVID-19 pandemic further widening this disparity.2 The case study in this paper (the multi-academy trust) therefore wanted to bridge the attainment gap through evaluating practical methods of raising achievement in the school’s post-16 disadvantaged student group, who were on average almost half a grade behind their counterparts in every subject. The authors initially investigated the use of online education platforms to supplement the learning of disadvantagedtt learners, with staff and students trialling each programme before a decision was made to purchase a suitable package. As a result of the recommendations by staff and students, funding was used from the UK Government’s 16–19 Tuition Fund bursary as well as the Uni Connect programme to purchase four platforms — Massolit, FutureLearn, Up Learn and SnapRevise — that students could access to improve their grades. By the end of the study, the disadvantaged cohort outperformed the non-disadvantaged learners by a third of a grade. The results were significant enough to suggest that the use of online education platforms was worth pursuing further, as the main output of the study resulted in an average grade of C+ being achieved by the disadvantaged cohort compared to the non-disadvantaged students’ average overall grade of C. The findings from this case study indicate that having a clear understanding of digital poverty, how it affects the student population and what measures can be put in place to provide an equal online learning environment for all is key to providing disadvantaged students with the opportunity to achieve in line with their peers. Forging successful relationships with all the stakeholders through training, effective monitoring and interventions can also maximise disadvantaged student achievement.
    Keywords: digital poverty; attainment gap; disadvantaged students; online education platforms

  • Customised assignments in the virtual classroom: Activating student engagement and academic integrity
    Janis Weber, Accounting Faculty, University of Louisiana Monroe

    Student engagement and academic integrity are two commonly addressed challenges of online education. These topics have been studied as separate issues by many researchers. This paper considers the two issues and describes them as intrinsically intertwined, presenting practical solutions to both problems, by using customised assignments. The paper includes details of actual customisation methodology, to support educators in customising coursework to their specific course content.
    Keywords: academic integrity; student engagement; customised assignments; online learning

  • The rise of EdTech: Transforming education through entrepreneurial ventures
    Ken Ip, Assistant Professor, Saint Francis University (Rita Tong Liu School of Business and Hospitality Management)

    This paper examines the rise of educational technology (EdTech) through the lens of entrepreneurial ventures and assesses its impact on the educational sector. It describes how entrepreneurial startups have driven EdTech innovation by identifying gaps in traditional education models and developing technology-based solutions. Three theoretical frameworks — the theory of disruptive innovation, the technology acceptance model and the transformative learning theory — are applied to understand how EdTech innovations disrupt markets and influence user adoption. The evolution of EdTech is explored, from early developments such as online learning platforms and adaptive learning technologies to the accelerated integration of digital tools post-COVID-19. Illustrative examples of successful startups like Coursera, Khan Academy and Duolingo demonstrate how entrepreneurial ventures have democratised access to education. The paper also analyses how EdTech transforms teaching methodologies, enhances student engagement and enables personalised learning through data analytics. The application of EdTech across K-12, higher education and vocational settings is discussed. While beneficial, equitable implementation remains a challenge. The social and ethical implications of data privacy, algorithmic bias and the digital divide are also examined.
    Keywords: educational technology; EdTech; entrepreneurship; startup; innovation; teaching; learning; theory of disruptive innovation; technology acceptance model; transformative learning theory; COVID-19

Volume 3 Number 1

  • Editorial:
    Amelia Clarke, Publishing Editor
  • Practice Papers
    Methods to enhance community through messaging in the online classroom
    Karen Gebhardt, Director of the Online Economics Program, University of Colorado Boulder, and Kelly McKenna, Associate Professor, Colorado State University

    This descriptive educational practice paper details how instructor-initiated messaging can be implemented to enhance community and student–instructor connection in the online classroom. Messaging such as e-mails, announcements, alerts or phone calls is often used as a way to inform or clarify course content or expectations, remediate or encourage student performance, or to build community. Messaging is a deliberate form of instructor-initiated one-way communication that is not included in the body of the course content when the course was designed. In this paper, various types of instructor-initiated messaging will be described. Dimensions of messaging, such as level of personalisation and whether the message is public or private, will be explored. Additionally, a use case will be presented from an economics department in a large public university. Instructors and online administrators can use this information to systematically develop and integrate messages into online courses to enhance community.
    Keywords: online education; community; teaching methods; online interactions; messages

  • Strategic leadership and organisational change in distance and e-learning contexts
    Amdy Diene, Chief Executive Officer, Touba Digital Consulting

    The rapid expansion of e-learning, accelerated by the COVID-19 pandemic, has reshaped the educational landscape, necessitating strategic leadership and organisational change. This study examines the pivotal role of strategic leadership in navigating the complexities of digital learning environments and driving successful e-learning initiatives. A comprehensive literature review and data analysis were conducted, utilising sources from the US, West African countries, China and other Asian and European nations. The findings highlight the importance of digital competence, visionary leadership and effective change management strategies in implementing e-learning. Challenges such as technology access disparities, digital fluency and integrating interactive learning tools were identified. The emergence of e-leadership, emphasising adaptability and fostering positive digital learning environments, was also noted. Strategic leadership and organisational change are critical in successfully adopting and managing distance and e-learning. Therefore, policy makers should prioritise addressing technology access gaps, enhancing digital literacy and supporting educators and students. Visionary leadership must be cultivated to steer educational institutions through the evolving demands of the 21st century. The study needs longitudinal data on the long-term impact of e-learning on student outcomes to deal with its limitations and thoroughly examine the financial implications of transitioning to e-learning for educational institutions.
    Keywords: e-learning; e-leadership; change management; education disparity; innovation; digital divide; strategic leadership

  • Research Papers
    Virtual and augmented reality: Applications for adult learners
    Luis E. Orozco, Assistant Professor, and Regina J. Giraldo-García, Assistant Professor, Ball State University

    The COVID-19 pandemic of 2020 forced educational institutions to rapidly adopt different technologies for learning purposes. Augmented reality (AR) and virtual reality (VR) are technologies that can be used to adapt educational practices to the adult learning field and create a more inclusive online environment. AR allows interaction with the surrounding environment by superimposing images into real scenarios. VR technologies allow users to fully immerse and interact with virtual environments. Both technologies can be an enabler element that opens opportunities for improving adult learners’ experience. This paper provides an overview of AR and VR technologies and their practical applications in the field of adult education.
    Keywords: virtual reality (VR); augmented reality (AR); adult education; technology integration; COVID-19 impact

  • Exploring university students’ perceptions and attitudes toward associated factors of electronic learning during the COVID-19 pandemic
    Md. Liton Ali, Assistant Cataloguer, Islamic University of Technology

    This study examines the perceptions and attitudes of university students toward electronic learning (EL) during the COVID-19 pandemic, analysing the factors that influence their acceptance and engagement with online education platforms. A combination of technological, pedagogical, institutional and individual considerations has been assessed to understand the challenges and opportunities presented by the transition to EL. Factors such as performance expectancy, social influence, facilitating conditions, perceived usefulness and ease of use are observed to shape student acceptance. Furthermore, individual innovativeness and EL preparedness are identified as positive influences on EL adoption. The research findings highlight the importance of addressing the digital divide to ensure equitable access to EL systems and suggest that enhancing digital infrastructure, fostering digital literacy and involving students in developing EL policies could improve educational outcomes in higher education institutions.
    Keywords: eLearning; COVID-19; online platforms; higher education; learning perception; learning factors

  • Essential skills for a global workplace: Revisiting the DINAMITE model for post-pandemic higher education
    Izzy Crawford, Associate Dean for Economic, Social and Cultural Development, Robert Gordon University

    This paper investigates some of the recent terminology and concepts used to describe the type and nature of transferable skills that are developed and nurtured in students in higher education, with a particular focus on the DINAMITE1 model. The DINAMITE model was developed by the author in 2021 following research with employers in three different countries. This paper seeks to evaluate the relevance and suitability of this model in 2024 from the perspective of fellow pedagogical researchers at the author’s home institution in Scotland. An online, semi-structured focus group with eight academics was held in February 2024. A thematic analysis was applied to the data and compared to recent literature on transferable skill development in higher education. The findings suggest there is a lack of clarity and coherence concerning the different terms and concepts that are used to describe transferable skills within the context of higher education; however, there is strong awareness and understanding of the fundamental importance of these skills. The DINAMITE model has both strengths and weaknesses as a conceptual tool for understanding the transferable skills that are necessary for a global digital workplace. Therefore, this paper proposes a revised version of the DINAMITE model based on the recommendations of the participants. Further research is needed to examine a wider range of academic, student and employer opinions on the terminology and concepts used to describe transferable skill development within higher education. A universally accepted model would enable key stakeholders to devise a more cohesive approach to transferable skill development in preparation for the workplace.
    Keywords: global workplace; higher education; transferable skills

  • Using ChatGPT to pass online courses: Lessons learned in higher ed
    Jason Bock, Director of Distance Education, AMDA College of the Performing Arts, et al

    The purpose of this study was to determine if a student could complete a post-secondary online course with a passing grade by solely using the artificial intelligence (AI) tool ChatGPT to complete all assignments. ChatGPT is a natural language processing tool driven by AI technology that allows individuals to engage in human-like conversations with a chatbot to answer questions and assist in writing tasks. Studies exist that indicate ChatGPT could be used to successfully complete various assignments in a controlled setting, but none show ChatGPT being used in a live environment for the entire body of coursework. To complete this study, five researchers posed as online undergraduate and graduate students using fictitious student accounts in online, asynchronous courses. Of the five, three were able to pass their course without being identified. Findings suggest that because of the ease of using ChatGPT to complete assignments, universities should focus on adapting assignments, assessments and policies to teach and encourage its ethical use.
    Keywords: AI; ChatGPT; higher education; online learning; student success; academic integrity

  • Case Study
    Storytelling in videos: A novel way to teach qualitative research
    Julia Cronin-Gilmore, Professor and Director, Doctor of Business Administration Program, Bellevue University, and Helen G. Hammond, Assistant Professor, Grand Canyon University

    This study investigates the impact of instructional materials and multimedia integration on student engagement, comprehension and learning preferences within Doctor of Business Administration (DBA) qualitative research course. Three key measures were examined: the effectiveness of instructional materials, the impact of video content on the learning experience, and the relationship between learning preferences and exposure to storytelling videos. Data was collected through surveys administered to students enrolled in a qualitative research course. Results from Measure 1 indicate a strong positive correlation between students’ perception of the effectiveness of storytelling cases and their ability to recall qualitative research approaches after viewing accompanying videos. A significant proportion of students reported increased engagement with course content, attributing it to the utilisation of storytelling cases. Measure 2 findings reveal that students who found watching videos meaningful for discussion boards and perceive videos as helpful in improving focus are more likely to rate viewing videos instead of reading research articles as high in value. In addition, Measure 3 demonstrates that students who have learned via storytelling videos more frequently in academic classes prior to this course are more likely to prefer visual or auditory learning and thus perceive offering a range of learning activities in online courses as important. These findings underscore the importance of innovative instructional approaches such as storytelling and multimedia integration in enhancing student learning experiences and outcomes in online programmes.
    Keywords: instructional materials; multimedia integration; student engagement; learning preferences; storytelling videos