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Article 1: Forging Connections and Fostering Belonging: The Role of Positive Psychology in the Virtual Classroom

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Article 1: Forging Connections and Fostering Belonging: The Role of Positive Psychology in the Virtual Classroom

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Summary: Brooker and MacDonald explored how principles of positive psychology can enhance student engagement, connection, and well-being in K–12 virtual classrooms. The research used a mixed methods approach that combined quantitative surveys of 312 high school students with qualitative interviews of 18 online teachers. Students completed standardized measures of belonging, motivation, and perceived support in their virtual courses. Interview data provided deeper insights into strategies teachers used to create positive learning environments, such as incorporating gratitude exercises, strength-based feedback, and structured opportunities for peer interaction. Findings indicated that classrooms that intentionally applied positive psychology practices were more likely to report high levels of student participation, stronger feelings of community, and lower rates of disengagement. The study highlighted the importance of professional development to train online educators in evidence-based approaches that foster belonging and resilience, especially for students who may feel isolated in fully remote settings.

Reference:
Brooker, L., & MacDonald, K. (2023). Forging connections and fostering belonging: The role of positive psychology in the virtual classroom. Journal of Online Learning Research, 9(1), 45–62. https://files.eric.ed.gov/fulltext/EJ1411787.pdf

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Article 2: Keep Learning: Student Engagement in an Online Environment

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Article 2: Keep Learning: Student Engagement in an Online Environment

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Summary: Bedi explored how motivation and self-efficacy contribute to student engagement in online learning settings. The study used quantitative survey methods to gather data from a sample of undergraduate and high school students enrolled in fully online courses during the 2022–2023 academic year. Researchers measured students’ motivation to learn, confidence in their ability to succeed (self-efficacy), and levels of engagement using validated instruments. Results showed that both motivation and self-efficacy were positively associated with higher engagement, and self-efficacy partially mediated the link between motivation and engagement outcomes. In addition to quantitative findings, the study included feedback from faculty and students identifying effective strategies for supporting engagement, such as using interactive technologies, offering flexible deadlines, and incorporating culturally responsive content. The author emphasized that sustaining engagement in virtual classrooms requires adapting pedagogical approaches to support diverse learners’ needs and foster a sense of connection.

Reference:

Bedi, A. (2023). Keep learning: Student engagement in an online environment. Online Learning, 27(2), 119–136.

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Article 1: Bridging the Digital Divide: The Role of Online Education in Promoting Equity

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Article 1: Bridging the Digital Divide: The Role of Online Education in Promoting Equity

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Summary: Greaves conducted a qualitative case study to examine how online education influences educational equity in Smith County, a rural region in the southwestern United States facing significant economic challenges and serving a large Hispanic population. Using purposive sampling, the researcher selected students, teachers, and administrators who could provide detailed perspectives on barriers and supports within digital learning environments. Data collection included in-depth interviews and focus groups exploring factors such as technology access, digital literacy, culturally responsive teaching practices, and socio-economic constraints. Thematic analysis revealed a complex set of influences shaping engagement and success in online learning, including the critical role of tailored student support services, community partnerships, and inclusive pedagogical approaches. Findings emphasized that effective online education requires more than internet connectivity, highlighting the need for comprehensive strategies that address local context and learner diversity. The study contributes valuable insights for educators, policymakers, and program designers working to close equity gaps in virtual learning.

Reference:
Greaves, D. (2024). Bridging the digital divide: The role of online education in promoting equity. International Journal of Contemporary Education, 7(2), 1–15. https://doi.org/10.11114/ijce.v7i2.6768

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Bridging the Digital Divide: The Role of Online Education in Promoting Equity

Abstract

This qualitative case study examines the impact of online education in Smith County (a pseudonym), a rural area in the southwestern United States characterized by economic challenges and a large Hispanic population. This study aimed to identify the barriers to and facilitators of educational equity in digital environments. A purposive sampling was utilized to select participants who could provide rich, in-depth insights into the impact of online education within Smith County. In-depth interviews were conducted and focus groups held with students, teachers, and administrators within Smith County. Data analysis was conducted through an iterative process of coding and thematic analysis. The study was informed by the theoretical framework of digital divide and culturally responsive pedagogy. This study delved into the nuanced challenges faced by this community, including technological access, digital literacy, and socio-economic factors. The analysis also explored the pedagogical approaches and support systems that contribute to effective online learning experiences within this rural area. The findings revealed a complex interplay of factors affecting online education engagement and success, highlighting the critical role of tailored support services, culturally responsive teaching, and community partnerships to enhance educational outcomes. The study underscores the importance of understanding local contexts and learner needs in designing and implementing online education programs that specifically address equity. Major conclusions point toward the need for comprehensive strategies that go beyond providing internet access, emphasizing the creation of inclusive, supportive online learning communities. This research contributes to the discourse on educational equity in the digital age, offering insights for educators, policymakers, and online education providers seeking to improve access and outcomes for all learners.

DOI: https://doi.org/10.11114/ijce.v7i2.6768

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International Journal of Contemporary Education

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Bridging the Digital Divide: The Role of Online Education in Promoting Equity

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Article 2: Addressing Equity in Online Education: A Meta-Analysis of Interventions and Outcomes

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Article 2: Addressing Equity in Online Education: A Meta-Analysis of Interventions and Outcomes

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Summary: Wibowo, Rahman, and Anis conducted a meta-analysis to evaluate how AI-based technologies and adaptive learning tools impact equity in online education. The study involved a systematic search and synthesis of high-quality research articles indexed in international databases such as Scopus and Web of Science. Researchers analyzed the effectiveness of interventions designed to improve accessibility, personalization, and inclusivity for students from diverse social, economic, and cultural backgrounds. The findings indicated that integrating adaptive learning systems and AI tools generally contributed to more equitable educational experiences by addressing individual learning needs and reducing barriers to participation. However, the results also showed variations in effectiveness depending on students’ prior technology exposure and socio-economic status. The authors concluded that educational policies and practices must prioritize the development and support of inclusive technologies to maximize their positive impact on equity. This work offers evidence-based insights for educators, policymakers, and technology developers committed to creating more just and accessible online learning environments.

Link: https://www.researchgate.net/publication/383530576_Addressing_Equity_in_Online_Education_A_Meta-Analysis_of_Interventions_and_Outcomes

Reference:

Wibowo, G. A., Rahman, A., & Anis, M. (2024). Addressing equity in online education: A meta-analysis of interventions and outcomes. International Journal of Contemporary Education, 7(2), 20–38. https://doi.org/10.62207/65njsc94

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Article 3: An Exploratory Study of Online Equity: Differential Levels of Technological Access and Technological Efficacy Among Underserved and Underrepresented Student Populations in Higher Education

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Article 3: An Exploratory Study of Online Equity: Differential Levels of Technological Access and Technological Efficacy Among Underserved and Underrepresented Student Populations in Higher Education

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Summary: Banerjee conducted a cross-sectional survey study to examine how technological access and technological efficacy differ among underserved and underrepresented (UNS and UNR) college students. The research focused on students at a public university in the United States, where many are first-generation, low-income, or from racial and ethnic minority backgrounds. A web-based survey was distributed to 535 students across multiple disciplines to measure their access to computer devices and internet services, as well as their confidence in using technology to complete academic tasks. Descriptive and inferential statistical analyses revealed significant disparities in both technological access and efficacy. Students who were first-generation, low-income, and non-White were more likely to lack reliable access to computers and internet connectivity and reported lower levels of confidence in their technology skills. Nearly half of the respondents relied primarily on smartphones to complete online coursework, which limited their ability to engage in complex assignments. The study concluded that simply expanding online education opportunities without addressing these disparities could exacerbate existing equity gaps. Recommendations included targeted interventions such as providing appropriate devices, designing technology training programs, and supporting students through institutional policies that recognize and mitigate the digital divide.

Reference:

Banerjee, M. (2020). An exploratory study of online equity: Differential levels of technological access and technological efficacy among underserved and underrepresented student populations in higher education. Interdisciplinary Journal of e-Skills and Lifelong Learning, 16, 93–121. https://doi.org/10.28945/4664

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Article 1: How Gamification Affordances Reduce Academic Burnout in Online Learning: The Mediating Role of Positive Psychological Capital

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Article 1: How Gamification Affordances Reduce Academic Burnout in Online Learning: The Mediating Role of Positive Psychological Capital

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Summary: Wang, Motevalli, and Huang developed and tested a theoretical framework to explain how gamification features can help reduce academic burnout in online learning environments. The study used a quantitative survey design with data collected from online learners. Researchers applied structural equation modeling to examine relationships among key variables, including gamification affordances (objective elements like game mechanics and subjective perceptions), positive psychological capital (PsyCap), and academic burnout. Findings showed that gamification affordances directly decreased burnout and enhanced PsyCap, and that PsyCap mediated the relationship—meaning gamification reduced burnout both directly and indirectly by boosting students’ psychological resources. Additionally, the study found that cognitive load moderated these effects: under high cognitive load, the benefits of gamification were less pronounced. This research expands the application of gamification and PsyCap theories in online education and offers evidence-based recommendations for designing gamified online learning experiences that are both engaging and supportive of student well-being.

Link: https://www.researchgate.net/publication/390698545_How_gamification_affordances_reduce_academic_burnout_in_online_learning_the_mediating_role_of_positive_psychological_capital

Reference:

Wang, X., Motevalli, S., & Huang, W. (2025). How gamification affordances reduce academic burnout in online learning: The mediating role of positive psychological capital. Interactive Technology and Smart Education. Advance online publication. https://doi.org/10.1108/ITSE-09-2024-0222

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Article 2: The Effect of Web 2.0-Supported Gamification on EFL Students’ Self-Efficacy in Online Learning Environments

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Article 2: The Effect of Web 2.0-Supported Gamification on EFL Students’ Self-Efficacy in Online Learning Environments

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Summary: Temel and Cesur conducted a quasi-experimental study using a mixed-methods sequential explanatory design to examine how Web 2.0-supported gamification influences the self-efficacy of undergraduate students learning English as a Foreign Language (EFL) online. The research included 60 first-year students enrolled in compulsory English courses at a state university in Türkiye. Participants were divided into experimental and control groups. The experimental group engaged with gamified digital tools, while the control group used conventional online learning methods. Quantitative data were collected through self-efficacy scales administered pre- and post-intervention and analyzed using statistical tests, including independent samples t-tests and Mann-Whitney U tests. Qualitative data from semi-structured interviews were analyzed thematically to explore students’ perceptions. Findings revealed a statistically significant improvement in the self-efficacy of students who used gamified tools compared to those in the control group. Students reported that elements like points, badges, and interactive challenges enhanced their motivation, confidence, and engagement. The authors concluded that integrating gamification supported by Web 2.0 technologies can be a powerful strategy to increase learner self-efficacy in online language learning contexts.

Link: https://www.researchgate.net/publication/393101721_The_Effect_of_Web_20-Supported_Gamification_on_EFL_Students'_Self-Efficacy_in_Online_Learning_Environments/link/6863bfe592697d42903c2550/download?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIiwicHJldmlvdXNQYWdlIjoiX2RpcmVjdCJ9fQ

Reference:

Temel, T., & Cesur, K. (2025). The effect of Web 2.0-supported gamification on EFL students’ self-efficacy in online learning environments. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 45–66. https://doi.org/10.52826/mcbuefd.

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Article 3: Investigating the Impact of Gamification Components on Online Learners’ Engagement

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Article 3: Investigating the Impact of Gamification Components on Online Learners’ Engagement

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Summary: Meng, Zhao, Pan, Pan, and Bonk conducted a mixed-methods study to examine how specific gamification components, including Points (Anar Seeds) and Badges, affect online student engagement across four dimensions: skills, emotional, participation, and performance engagement. The researchers collected data through surveys and platform analytics from learners using CourseNetworking (CN), an academic social network combining course delivery with social media features. Quantitative analysis revealed that Points were significantly correlated with all four types of engagement, while Badges were linked primarily to participation engagement. Qualitative data from learner feedback indicated mixed perceptions of gamification’s impact. Some students felt motivated and enjoyed the recognition, while others found the elements distracting or superficial. The study also discussed limitations, including a lack of age-based analysis and potential oversimplification in survey measures. The authors recommended that future research further explore the influence of individual gamification elements and consider instructor and designer perspectives to improve implementation. This work offers practical guidance for integrating targeted gamification strategies to enhance online engagement.

Link: https://eric.ed.gov/?q=gamification+online&id=EJ1443906

Reference:

Meng, C., Zhao, M., Pan, Z., Pan, Q., & Bonk, C. J. (2024). Investigating the impact of gamification components on online learners’ engagement. Smart Learning Environments, 11, Article 47. https://doi.org/10.1186/s40561-024-00268-0

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ERIC - EJ1443906 - Investigating the Impact of Gamification Components on Online Learners’ Engagement, Smart Learning Environments, 2024

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As online learning and teaching are becoming an educational trend, online students’ engagement will directly impact the learning and teaching effects and outcomes. A scientific application of gamification in online learning, teaching, and online course design will improve online learners’ learning experience and help build a better virtual learning context for online learners worldwide. This study focuses on how gamification can engage online students from skills, emotional, participation, and performance perspectives. The gamification components investigated in this study are Points (also called Anar Seeds in the context of this study) and Badges, the most widely used components in gamification design in education, and online instructors have primarily used them to motivate students’ learning and acknowledge their achievements by timely rewarding specific learning behavior or performance. A mixed method has been applied to explore further the relationships between gamification

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Article 3: Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment

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Article 3: Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment

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Summary: Martin and Bolliger conducted a survey-based research study examining student perceptions of engagement strategies in fully online courses. The study included responses from 155 students who completed a 38-item survey that measured the effectiveness of different engagement practices according to Moore’s interaction framework, which emphasizes learner-to-learner, learner-to-instructor, and learner-to-content interactions. Results showed that students valued learner-to-instructor engagement strategies most highly, such as receiving regular announcements and grading rubrics. In the learner-to-learner category, icebreaker discussions and collaborative activities using online communication tools were rated as the most beneficial. For learner-to-content engagement, working on real-world projects and participating in guided discussions stood out as effective practices. The study also examined how age, gender, and years of online learning experience influenced perceptions of engagement strategies. The authors concluded that a combination of clear communication, interactive content, and opportunities for peer connection are critical to sustaining motivation and improving learning outcomes in online environments.

Reference:

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1092

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Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment | Martin | Online Learning

# data[].attributes.attachment_link.description
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2-3), 82-103. doi:10.1007/s12528-011-9043-x Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions.