OJDLA

Communication Strategies in AI-Related Plagiarism Cases

Sebahattin Ziyanak, Ph.D., Harold Abrams, Ph.D. — Fri, 13 Feb 2026 11:00:00 -0500

With the development and availability of AI models there is concern about AI plagiarism in higher education. To help address this challenge, AI detectors such as Turnitin have been created to help faculty assess the presence of AI plagiarism in various assignments. This study aims to present faculty-student communication strategies that in combination with flexible use of Turnitin may help address AI plagiarism in higher education. To this end, this study involves an exploratory content analysis of a sample of 149 cases of AI-related plagiarism from 35 undergraduate social science course sections, with 901 enrolled students across three universities in the Southwest. Three instructors identified cases occurring in April 2023 through October 2025. All of these cases operated under the syllabus stipulation that AI should not be used to directly generate assignment text. Instructors used the Turnitin AI detector to help identify potential cases where the student used AI to compose major portions of a written assignment. Out of 149 cases of AI-plagiarism, only one case involved denial of misuse of AI. The 149 cases of AI-plagiarism were generated by 142 individual students. Students flagged generally did not repeat AI plagiarism in the classes taken with the instructors involved in this study. We present a basic statistical summary of characteristics of the cases identified. In addition, the content analysis identified five recurring themes reflective of various communication strategies that seem helpful when coupled with the flexible use of the Turnitin AI detector. Such strategies are illustrated via actual examples of instructor-student discussions. We conclude that utilizing the Turnitin AI detector, along with certain communication strategies, might be an effective way to detect and reduce the frequency of AI plagiarism in courses.

Designing Comprehensive Onboarding and Professional Development for Online Adjunct Faculty

Leslie Stover, PhD — Fri, 13 Feb 2026 10:30:00 -0500

Hiring online adjunct faculty in higher education continues to grow, encompassing nearly half of the overall faculty population. As four-year institutions rely on the benefits of adjunct faculty, they must also invest in their orientation and continuous development. Existing literature confirms the varied approaches to supporting adjunct faculty, the deficiency in coordinated programming, and reveals a lack of understanding in adjunct faculty's perception of training delivered. Using a qualitative phenomenological design, this study explored the gap between the onboarding and professional development an institution provides and the online adjunct faculty’s perception of its effectiveness. The research questions explored the lived experiences of adjunct faculty receiving and administrators managing the training. To better understand the barriers to developing comprehensive training, both perspectives contributed to the body of literature on this topic. The study was conducted with participants from two small liberal arts universities in the Midwest by conducting direct interviews with three administrators and 25 online adjunct faculty. The findings revealed eight themes about the phenomena of adjunct faculty onboarding and professional development, indicating that diverse perceptions among adjunct faculty highlight the challenge of creating effective training programs. However, academic leaders can overcome this by listening to adjuncts and improving processes. Adjuncts reported that receiving clear expectations, a thorough orientation to the LMS, and connecting with support staff can boost satisfaction and readiness. Results suggest that a structured approach to assessing training needs and effectiveness provides valuable insights into the most effective training program design.

Keywords: Adjunct faculty onboarding and professional development, Adjunct faculty training, Adjunct faculty support, Designing comprehensive contingent faculty training, Higher education

Aligning the Healthcare Administration Curriculum With Industry Needs: An Action Research Approach

Carla Huck, Ed.D., Anica Cisneroz, Ph.D. — Fri, 13 Feb 2026 10:00:00 -0500

This action research study evaluated and enhanced the Program Curriculum Deep Dive (PCDD) process to improve a bachelor’s degree program in healthcare administration at a private online college. Using a mixed-methods approach combining document analysis and a stakeholder survey, researchers examined cross-functional collaboration between academic and industry experts to modernize course content. Analysis revealed four key findings: (1) participants valued structured process organization; (2) personalized, collaborative support contributed to meaningful stakeholder engagement; (3) faculty perceived their contributions as instrumental in enhancing industry-curriculum alignment; and (4) faculty believed their curriculum changes resulted in improved student career preparedness. The study's systems thinking framework emphasized the interconnected nature of curriculum elements, while the action research methodology facilitated continuous improvement through iterative cycles of planning, implementation, and reflection. This research addresses the critical need for healthcare administration programs to bridge the preparation-practice gap through authentic learning experiences while navigating the unique challenges of online education. Recommendations include maintaining collaborative structures, emphasizing real-world applications, diversifying assignments for skill development, and documenting successful processes for institutional replication.

Keywords: curriculum development, course review, higher education, action research

The ECHO instructional framework: Guiding faculty to create transformative, student-centered online courses in higher education

Karen Young, PhD — Fri, 13 Feb 2026 09:30:00 -0500

This article introduces the Engaging with Content Holistically Online (ECHO) instructional framework, designed to guide faculty and instructional designers in creating transformative, student-centered online courses in higher education. ECHO provides scaffolded templates, guiding questions, prompts for using AI as a thought partner, and practical strategies for course design and implementation grounded in the Community of Inquiry and Technological Pedagogical Content Knowledge (TPACK) models. This framework emphasizes structured pedagogy, reflective practice, and contextualized design, enabling institutions to build cohesive online programs that promote engagement, critical discourse, and transformative learning. Implications for online program administration and faculty development are discussed.

Linking Student Readiness Dimensions to Institutional Strategies: Correlational and Group Difference Insights from eLearnReady Analytics

Cheng-Yuan (Corey) Lee, Ph.D., Alex Fegely, Ed.D, Sherri Restauri, Ph.D. — Fri, 13 Feb 2026 09:00:00 -0500

This study investigates interrelationships among nine dimensions of online learning readiness and their implications for distance education administration. Using a dataset of over 50,000 students from multiple higher education institutions, correlational and inferential analyses were conducted to examine associations among self-motivation, self-management, learning preferences, and technology-related competencies. Results revealed a strong correlation between Technology Skills and Course Management System Skills (r = .632), highlighting the synergy between general technical competence and platform-specific fluency. Moderate correlations were observed between Self-Motivation and Self-Management (r = .424), indicating behavioral and motivational interdependence. Additional analyses demonstrated statistically significant differences in readiness across both age and gender groups. Younger participants reported higher levels of Self-Motivation, Technology Skills, and Course Management competencies, whereas older participants scored higher in Self-Management, Social Interaction, and Reading/Visual dimensions. Gender analyses revealed small but significant effects, with females scoring higher in Self-Motivation, Self-Management, and Text-Based Learning Preferences, and males slightly outperforming females in Visual Learning dimensions. These findings underscore the value of readiness analytics for institutional decision-making, faculty development, and learner support strategies aimed at improving online learning outcomes.

Keywords: online readiness, correlation analysis, technology skills, distance education management, gender differences, age differences, self-motivation, self-management, learning preferences

Exploring Variations in Online University Students’ Perception of Belonging

Tue, 17 Jun 2025 10:30:00 -0400

As faculty continue to focus on creating supportive learning environments for students, both on campus and online, it is essential to analyze the sense of belonging and how it is intentionally nurtured in our educational settings. With the expansion of online enrollment and the changing landscape of in-person classrooms, understanding students' sense of belonging and their relationships with faculty, peers, and their learning environment becomes crucial.

Our study utilized scaled questions adapted from the belonging survey developed by Hoffman et al. (2002-2003). Item responses were measured using a Likert scale, where 1 represented the lowest score/value and 5 represented the highest score/value. All actively enrolled university students were invited to complete an anonymous survey.

This study investigates how undergraduate students at a public 4-year university experience a sense of belonging in both in-person and online learning environments. It focuses on the influence of faculty-student interactions, peer connections, and classroom support on students’ perceptions of inclusion and connectedness. This research seeks to inform the development of inclusive pedagogical and institutional strategies that foster belonging across all learning modalities. Ultimately, the study aims to support the creation of equitable, affirming educational environments in which all students, regardless of modality, can thrive.

The results indicate that online students experience an increased sense of belonging when they perceive greater faculty support and classroom support. This raises questions about whether their sense of belonging is influenced more by the design of the online platform compared to traditional face-to-face classroom settings as well as implications for increasing perceived peer support/interactions. For on campus students, perceived peer support ranks as a more critical factor to developing a sense of belonging, with perceived faculty and classroom support ranking as needed in some areas, but not in others. Our results suggest the differences between online students and on campus students' sense of belonging comes from different layers of support. Implications for institutions are numerous with a focus on increased opportunities for faculty interactions, and engaging students in the virtual and in-person classroom environment.

Keywords: sense of belonging; online learning; higher education; perceived support - peer, faculty, classroom

Developing Employability Skills: A Case Study of Synchronous and Asynchronous Modalities

A. Mark Gray, Ph.D., Michelle E. Bartlett, Ph.D. — Tue, 17 Jun 2025 10:00:00 -0400

In today’s workforce, soft skills such as communication and adaptability are increasingly critical for career success, yet many graduates lack these competencies. As online learning continues to expand, questions arise about its effectiveness in cultivating essential workplace skills. This mixed-methods case study examines how synchronous and asynchronous distance learning modalities support the development of soft skills, focusing on communication and adaptability. Drawing on data from two online courses, an asynchronous professional development course (n = 24 pre, n = 19 post) and a synchronous construction leadership course (n = 2), the study utilizes surveys, reflections, and assignments to assess student growth. Quantitative data analysis reveals moderate initial confidence in soft skills, with room for growth, particularly in self-reflection and time management. Thematic analysis of qualitative data highlights the importance of structured reflection, real-world application, and feedback. Findings underscore the need for intentional instructional strategies, including guided self-assessment and practical communication activities, to bridge the gap between virtual learning and workforce readiness. Implications for faculty, instructional designers, and institutions are discussed, along with recommendations for future research.

Developing Effective Online Instructors: A Practical Application of the Community of Inquiry Model

Matthew Dingo, M.Ed., Jana Hitchcock, M.Ed., Penny Ralston-Berg, M.S. — Tue, 17 Jun 2025 09:30:00 -0400

This paper outlines the course, Essentials of Online Teaching, at Penn State's World Campus. The course leverages the Community of Inquiry (CoI) model to quickly develop effective online instructors by focusing on four key behaviors: communication, facilitation, feedback, and fostering a climate of belonging. The course aims to address the needs of instructors new to online teaching, helping them improve student community and retention. Institutions with well-designed courses that meet quality assurance criteria for course design but face the challenge of quickly developing effective online instructors may find this approach valuable for replication or adaptation.

An Exploration of Mentoring Programs for Online Instructional Designers in Higher Education

Rae Mancilla, Barbara Frey — Tue, 17 Jun 2025 09:00:00 -0400

This research explores programs designed to support the mentorship of online instructional designers in higher education. The study investigated the characteristics of mentorship within institutions as well as professional development opportunities offered through external providers. Mixed-methods data was collected from instructional design participants (n = 65) through a combination of qualitative and quantitative techniques, including survey questions and focus group interviews (n = 9). Findings indicated a high level of interest in mentorship among respondents that was not commensurate with the availability of programs at their institutions. Results also revealed a continuum of mentoring approaches ranging from self to group mentoring. Implications provide recommendations on structuring mentoring programs for design professionals within and across institutions of higher education.

Keywords: design professional, focus groups, higher education, instructional design, mentoring, programs, onboarding, professional development

The Voice of the Online Student Framework – Recommendations for Student Support

Fri, 14 Mar 2025 12:00:00 -0400

Background

While surveys that measure readiness for online learning are not new, gaps exists in ensuring such tools are student-centered and directly inform student support strategies. Thus, a new orientation support program was creating for all incoming online students at a large public university. The Online Readiness and Student Success Assessment (ORSSA) was presented in an interactive video survey format asking open-ended questions about the online skills, needs and preferences of learners. Based on ORSSA responses, students are provided a customized online success plan of bookmarks, online resources and links to university support services . This paper analyzes the initial results from the first 392 participants in the ORSSA survey, with an eye towards validating the proprietary ORSSA survey and identifying new findings for student success plans for online learning.

Methods

Qualitative survey data was analyzed to provide a contextual understanding of the following research questions:

1. What challenges with online learning do these students identify?

2. What opportunities for support do students indicate that they need to prepare them for online learning?

Results and Implications

A holistic online student success framework comprised of five elements that emerged from ORSSA survey analysis is proposed. This framework is entirely based on the open-ended responses (voices) of incoming students, and identifies the support tools, resources and services that students feel they need to be successful in their online learning programs. The five elements are: student organization, faculty online competency, student feeling of belonging, university support services and student engagement. Recommendations and examples of how university administration can implement and deliver these five elements are proposed.

Keywords

Online Readiness, Learning Support, Student Success, Online Support, Online Success, Online Student Needs, Online Learning Skills, University Support Services, Online Student Engagement, Online Student Belonging.