E-learning

The Design and Effectiveness of Online Collaborative Work

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This post is provided by guest blogger, Tania Pacheco, graduate student University of St. Francis, MS Talent Development program.

Online learning has become a commonplace method of instruction due, in part, with the onset of the pandemic. This article examines how online collaborative learning is designed for the higher education environment and how specific design choices influence its effectiveness. Using a survey of online learners, the study invited students to share their experiences with the design of online group work in relation to group size, formation methods, collaboration type, and duration, along with their relationship to teaching and social presence. Results showed that collaborative work predominately occurs within small, randomly assigned groups focused on discussions, assignments, or peer reviews for varying lengths of time. While many students perceived online collaborative work as beneficial for learning and engagement, others reported neutral or mixed experiences due to coordination and participation challenges. Higher levels of social and teaching presence were associated with allowing students to self-select their groups and incorporating peer review activities. Overall, the study emphasizes that online learners value being able to provide input into the process of collaborative work in their online courses and that this purposeful, learner-centered design is critical for effective online collaborative work.

This article is an excellent resource for trainers, higher education instructors, and instructional designers that are responsible for creating online learning environments and wish to foster a positive e-learning experience. Effective instructional methods in online education differ from methods that are effective in other learning environments due to the lack of personal connection and face-to-face interaction. The study’s findings suggest that an instructor’s level of understanding of their student’s needs and how the instructional strategy being used relates to various learners’ requirements, enabling them to develop more effective learning experiences. Using the results of the study as a structural framework for integrating collaborative activities in an online environment would serve as a beneficial tool to inspire active participant engagement and to generate consistent feedback for future improvements to the learning experience.

Reference:

Oyarzun, B., Kim, S., Maxwell, D. et al. (2025). The design and effectiveness of online collaborative work. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-025-09472-2

COI Framework Shift to Self-Organized Discovery

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

The article, “A Distributed Perspective to the Community-of-Inquiry Framework for Distance Education” by Piera Biccard (2025), revises the original Community-of-Inquiry (COI) framework by strengthening its underlying structure. The original framework includes teaching, social, and cognitive presence, which support well-organized online discussions, meaningful connections among online learners, and critical thinking in digital environments. Biccard emphasizes the importance of incorporating learners more directly into this model. The author advocates for a distributed approach to learning, where responsibility is shared across people, content, and tools through intentional technology integration. Students should transition from passive recipients to active contributors, bringing their unique skills and knowledge to the developing learning community. Technological tools play a critical role in this shift, fostering self-organized discovery and deeper engagement in online settings.  

This peer-reviewed study offers valuable insight for course designers and instructors aiming to enhance online learning environments. Biccard (2025) effectively integrates literature and research to expand the original COI model, illustrating how digital tools can promote learner autonomy, collaboration, and engagement. By emphasizing distributed teaching and learner agency, the article shifts technology from a supplemental to a core feature of intentional design. Instructors can leverage the interaction among participants, content, and tools to cultivate meaningful teaching, social, and cognitive presences. This resource will help educators create robust, student-centered learning experiences that encourage students to interact, share knowledge, and listen to other perspectives.

Reference  

Biccard, P. (2025). A distributed perspective to the community-of-inquiry framework for distance education. Open Learning, 40(2), 136–151. https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=938137ea-9c73-35c0-a977-a1c602b4d145  

Power of AI for Teachers

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This post is provided to you by guest blogger, Adam Gurke, graduate student at University of St. Francis, Learning and Development Manager certificate student.

The article discusses how AI needs to be used in classrooms for teachers and students to prepare students for careers in the future. AI in classrooms is increasing for students, but also teachers. Currently, there are many AI tools geared towards teachers to support students and their learning. “If we want our students to be ready for their future careers, we must start teaching them about AI” (Poth, 2025). This source provides different AI tools for schools to use with their students such as SchoolAI, MagicSchool AI, and Eduaide to name a few. 

This source can be utilized by educators and school districts to learn about the various options for AI in education. AI helps teachers with elearning and lesson planning for teachers. This source provides examples for using AI in the classroom and the benefits for AI for students and teachers. This source also provides information for meeting the needs of all learners including language language learners.

References

Poth, R. D. (2025, June 10). AI resources for teachers. Edutopia. https://www.edutopia.org/article/ai-resources-teachers?utm_source

Building Better eLearning: Management and Support Strategies That Work

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This post is provided by guest blogger, Stephanie Lawrence, graduate student at the University of St. Francis, MS in Talent Development program.

In the article, Supporting e-learning in the workplace: A framework for practice, Chyung and Kickul (2023) lay out a comprehensive plan for managing eLearning in the workplace. They explain how successful programs go beyond just delivering content, they require thoughtful planning, leadership support, and tools that keep learners engaged and supported. Their framework stresses learner-centered design, hands-on help when needed, and ongoing evaluation to make sure training stays relevant and effective over time. Continuous improvement is critical for aligning training with business goals.

This article does a great job making connections between strategy and what actually helps people learn. Chyung and Kickul (2023) combine research with real-world examples, enabling application. One thing that could improve the article is a bit more focus on change management, especially when teams are new to eLearning. The shift from traditional learning to eLearning can be difficult for some audiences. Still, this article is valuable for talent development professionals and training teams who are working on larger digital learning efforts.

Categories: Instructional Design, Adult Education, E-learning

Reference:

Chyung, S. Y., & Kickul, J. (2023). Supporting e-learning in the workplace: A framework for practice. Performance Improvement Quarterly, 36(2), 137–153. https://doi.org/10.1002/piq.21486

E-Learning Success is in Student Engagement

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This post is provided by guest blogger, Kurt Krauss, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

Recently, I came across an article from Northern Illinois University on “Recommendations to Increase Student Engagement in Online Courses” that offered a number of fact-backed suggestions for student success in E-learning. The article offered five categories including: Setting Expectations and Model Engagement, Building Engagement and Motivation with Course Content and Activities, Initiating Interaction and Create Faculty Presence, Fostering Interaction between Students and Create a Learning Community, and Creating an Inclusive Environment. In 30 talking-point specific subcategories, they reiterated that how the professor regularly engages with the student and creation of a virtual classroom will ultimately be determining factors in the student’s learning experience.

In researching credible sources in higher education, I often look to articles published by other accredited universities and colleges; obviously Northern Illinois University is one of them. Backing their findings, they cited studies from several educational journals and additional publications. Online learning is an evolving field, however the constant will remain student engagement in learning.

Reference: Northern Illinois University Center for Innovative Teaching and learning. (n.d.). Recommendations to increase student engagement in online courses. https://www.niu.edu/citl/resources/guides/increase-student-engagement-in-online-courses.shtml

Empowering eLearning: Student Choice Matters

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This post is provided by guest blogger, Hailey Kaddatz, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

Managing and supporting elearning depends on the different ways people learn (Eidenberger & Nowotny, 2022). Today’s students are used to having control over what they learn. If you provide students choices in school, learning effectiveness will increase. More importantly, this approach encourages students to take control of their own education. In the end, it brings everyone benefits.

With data drawn from up-to-date educational research and the best practices in eLearning, the source is trustworthy. It may not be very productive for teachers. They may struggle to improve student engagement. It might be challenging for them to make their own learning idea match the students. Administrators and teachers with eLearning programs and instructional designers can all find this information useful.

Reference:
Eidenberger, M. and Nowotny, S. (2022) Video-based learning compared to face-to-face learning in psychomotor skills physiotherapy education. Creative Education, 13, 149-166. doi: 10.4236/ce.2022.131011.

Boost Employee Development with E-Learning  

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This post is provided by guest blogger, Bianca Henderson, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program. 

In the article “Why Now’s The Time To Use E-Learning For Employee Growth And Development”, Berkes (2022) explains the importance and value of e-learning in today’s workplace. The article highlights that e-learning is a flexible and cost-effective methods for training and developing employees, especially in a post-pandemic world where remote and hybrid work models are more common. Berkes (2022) emphasizes that e-learning helps organizations keep up with rapid technological changes and meet the expectations of modern employees who want an accessible learning experience.  

This information can be helpful for HR professionals, training managers, and organizational leaders seeking cost-effective and adaptable training solutions. It offers insights into how e-learning can enhance continuous development and employee retention. This article could benefit from adding data to support its claims about the effectiveness of e-learning or by comparing e-learning with traditional methods.  

Category: e-Learning and Technology, Training & Development 

Reference: 

Berkes, O. (2022, May 4). Why now’s the time to use e-learning for employee growth and development. Forbes Technology Council. https://www.forbes.com/councils/forbestechcouncil/2022/05/04/why-nows-the-time-to-use-e-learning-for-employee-growth-and-development/ 

Top eLearning trends for 2026

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This post is provided by guest blogger, Nancy Herrera, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

eLearning is essential in education and professional environments. In a recent article, Sharma (2025) outlines eLearning trends for 2026. They include intelligent technology, security, and collaboration. The first discusses using AI for personalization while increasing engagement. It is used by most enterprises and so is microlearning. Microlearning is credited for its short yet effective impact. Blockchain and crypto tokenization are providing security and credential verification. A holistic approach to marketing can build trust by building a balance between profits ethical obligations. Communal learning programs boost engagement. Learning in the flow of work is common practice in most corporations.

The website where the article was published is a self-proclaimed leading source for industry specific training and development content. Sharma is a managing partner of Tecuy Media and leads LinksFrog. He is a reliable source as he is considered a Level 5 Legend. The information can be useful when wanting to keep updated with any current technologies. Educators, Human Resources professionals, Talent Development representatives and enterprises would be interested in this information. In these roles knowing what technologies can be the most relevant, useful, and efficient is key.

Reference:

Sharma, O. (2025, September 20). Top eLearning trends in 2026: How new innovations are shaping education. eLearning Industry. https://elearningindustry.com/top-elearning-trends-how-new-innovations-are-shaping-education

Measuring What Matters

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This post is provided by guest blogger, Stephanie Lawrence, graduate student at the University of St. Francis, MS in Talent Development program.


In the article, Reimagining assessment in online learning: A framework for student success, Ng and Hussain (2022) discuss how digital learning environments necessitate a change in assessment practices to effectively evaluate student outcomes. The authors present a case against traditional assessment models; they are lacking in the virtual setting. They also introduce a student- centered framework that places importance on formative feedback, reflective practice, and authentic assessment tasks. The article provides evidence showing that when assessments are aligned with learning goals and actively engage students, they achieve deeper learning and improve course completion rates.


This article offers a timely and practical approach to improving assessments in eLearning. Since COVID- 19, online learning has greatly expanded. Ng and Hussain (2022) are able to take theory and connect it with real- world application. One limitation is that the authors’ research focuses mainly on higher education. K-12 and corporate eLearning environments will require adjustments. However, the article’s emphasis on continuous feedback and authentic learning are critical aspects of the learning process across contexts.

Categories: Assessment & Evaluation, E-learning, Instructional Design/Program Development, Online Learning

Reference:
Ng, D., & Hussain, I. (2022). Reimagining assessment in online learning: A framework for student success. Online Learning Journal, 26(1), 45–63. https://doi.org/10.24059/olj.v26i1.2982

Self-Directed Learning: The Key to E-Learning Outcomes

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

The article, “Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes” by Chang and Siew (2024), examines how Self-Directed Learning (SDL) abilities influence e-learning outcomes. Core SDL principles include self-motivation, goal-setting, active planning, and self-evaluation. The research evaluated various elearning outcomes, such as enhanced learning, empowerment, time-saving, and academic success. The study found that students with higher levels of SDL, including self-efficacy, social interaction, and online readiness, tend to experience greater satisfaction and success with elearning. Since online courses heavily depend on SDL, students lacking these skills may struggle in this environment. Building relationships and incorporating positive emotional interactions could improve learning outcomes, student participation, and academic achievement.

This peer-reviewed study is valuable for higher education instructors designing elearning experiences. It highlights the connection between SDL abilities and student satisfaction as predictors of elearning outcomes. This research is beneficial for educators aiming to foster motivation and engagement in virtual settings. Learners benefit most from well-structured learning environments that connect the relevance of the content to their personal and professional lives. For example, when professionals recognized the career development benefits of their coursework, they reported higher satisfaction with their elearning experiences. Chang and Siew (2024) emphasize that learning is most effective when educators promote self-guided, independent learning strategies that inspire students to become lifelong learners.

References  

Chang, W. C., & Siew, W. F. (2024). Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes. Journal of Educators Online, 21(4).
https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=83f10a8e-19c1-3d24-82b7-1ccf49635f81