EL-7004 v3

Akbarilakeh, M., Razzaghi, A., & Moghaddam, H. D. P. (2019). Attitudes of faculty members towards using e-learning. Research & Development in Medical Education, 8 (1), 12–19.
Historically, faculty attitudes toward e-learning have been a significant factor in the success or failure of organizational e-learning efforts. This article explores faculty attitudes as one of the more important factors in the success of e-learning. The results of the study show faculty members do have positive attitudes toward using the appropriate tools and resources in facilitating e-learning.

Kumar, S., Martin, F., Budhrani, K., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Elements of award-winning courses. Online Learning, 23(4), 160–180.
This study explores best practices when teaching online. Award-winning instructors provide their insights on strategies used to facilitate learning. Five central areas are discussed that support online students’ learning. Analysis of the data also revealed the importance of evaluation practices. A description of effective online instructors is included.

Heitner, K. L., & Jennings, M. (2016). Culturally responsive teaching knowledge and practices of online faculty. Online Learning, 20(4), 54–78.
Culturally-responsive teaching can influence the quality and effectiveness of online teaching and learning practice. The authors’ findings include implications for those teaching related to supporting online learners. Best practices are discussed that help to enhance both teaching and learning practice.

Naveed, Q. N., Qureshi, M. R. N., Tairan, N., Mohammad, A., Shaikh, A., Alsayed, A. O., Shah, A., & Alotaibi, F. M. (2020). Evaluating critical success factors in implementing E-learning system using multi-criteria decision-making. PLoS ONE, 15(5), 1–25.
These authors propose an e-learning platform depends on diverse success factors such as institutional support, instructors, and learners. Five dimensions and twenty-five factors associated with web-based e-learning platforms were identified and analyzed in this study. Their results discuss the influence of each factor, which can help stakeholders construct educational policies, manage e-learning systems, and keep pace with global changes in learning and management.

Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95 , 270-284.
This article proposes an online course design assessment rubric in the author’s attempt to establish a clear link between specific course design features and student learning outcomes. The rubric contains four areas that explore the impact of each area on student performance.

Lin, C.-H., Kwon, J. B., & Zhang, Y. (2019). Online self-paced high-school class size and student achievement. Educational Technology Research & Development, 67(2), 317–336.
This article discusses an interesting study that examines online class size and the benefits or challenges that can occur. The authors compared class size and learning outcomes and discovered a relationship between them. In this virtual school, the authors found there are limits to class size to support effective student learning. One of the more interesting aspects of this article is how the authors analyzed this dynamic on the subject level, including math, social science, and other subjects.

Adebisi, T. A., & Oyeleke, O. (2018). Promoting effective teaching and learning in online environment: A blend of pedagogical and andragogical models. Bulgarian Journal of Science & Education Policy, 12(1), 153.
This paper blends pedagogical and andragogical models as indispensable for supporting effective teaching and learning in the online learning environment. The article highlights what makes effective teaching and educational delivery models.