OLJJun 1, 2026
Editorial: June 2026
Professional conferences bridge virtual gaps and foster critical collaborations to disseminate online learning research.
Journal of Applied Instructional DesignJanuary 1, 2026
Co-Creating Practice-Based Scholarship to Advance Community-Centered Learning Experience Design in an Online Graduate Accessibility Course: A Practitioner-Scholar Co-Created Case Study
Lisa A. Giacumo, Tricia Mieden
Engaging graduate students in co-creating design-based research transforms them into active, networked practice-based scholars.
What it found
This case study examined how online graduate students participated in a design-based research project to evaluate a web accessibility course. Utilizing connectivism learning theory, researchers analyzed how students used digital platforms like MS Teams, Zoom, and Mural to co-create evaluation reports. The study found that structured participatory activities and collaborative tools allowed students to shift from passive learners to active research co-creators.
What it means for your work
When designing advanced or professional courses, replace traditional assignments with authentic, participatory research and evaluation projects. Use digital collaboration tools to foster distributed ownership of the work and encourage peer-to-peer knowledge sharing. Finally, structure tasks so students can transition from guided participants to independent co-designers of their learning experiences.
Related studies
JAIDJan 1, 2026
Network Analysis of Cognitive Presence and Motivation in Online Course Discussions
In online discussions, students synthesize and integrate ideas most deeply when they see the practical utility of the topic.
JAIDJan 1, 2026
Experiential Learning in Action: Teaching Kolb’s Theory Through Origami in Asynchronous Environments
Simple, physical tasks like origami can successfully teach complex theories online when paired with structured video reflections.
ET&SJul 1, 2026
Construction of a collaborative learning grouping model: Integration of knowledge complementarity and dynamic diagnosis
Grouping learners based on complementary knowledge strengths, tracked dynamically, significantly improves collaborative learning outcomes.
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