Reimagining credit recovery
Leadership and teaching for student engagement and support in asynchronous online learning
Bibliographic Data
| ID | 21538014 |
|---|---|
| Authors | Samantha Viano (0000-0002-9229-3597, George Mason University, corresponding author), Héctor Moya (0009-0004-0154-0639, George Mason University), Elissa Robinson (0009-0007-8206-337X, George Mason University), John Chen (0000-0003-0453-3085, University of Arizona), Vivian Conner (George Mason University) |
| Year | 2026 |
| Volume | 253 |
| Pages | 105694 |
| Publication date | 2026-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2026.105694 |
| OpenAlex | W7164741426 |
| Language | EN |
| References cited | 34 |
Asynchronous communication · Asynchronous learning · Discussion board · Electronic learning · Online discussion · Online learning · Online Teaching · Student engagement · Higher Education Learning Practices · Higher Education Practises and Engagement · Online and Blended Learning
Applied Thematic Analysis
Mixed Methods Research
Mind in Society
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes
Mind as Action
Cultivating self-directed learning abilities in K-12 students through immersive online virtual tours
Academic Communities of Engagement
Comparing the Costs of Online and Teacher-Directed Credit Recovery
Online Credit Recovery as an Intervention for High School Students Who Fail Courses
Factors related to student engagement in blended learning in higher education
A systematic review of research on online teaching and learning from 2009 to 2018
Emanant themes of blended learning in K-12 educational environments
Authenticity, engagement, and performance in online high school courses
Enhancing Science Affinities of Ethnic Minority High School Students Through Online Interactions with Cultural Role-Models of Scientists and Engineers During the Covid-19 Pandemic
A Choice between Second Chances
Online Credit Recovery and the Path to On-Time High School Graduation
The Feasibility and Comparability of Using Artificial Intelligence for Qualitative Data Analysis in Equity-Focused Research
Educational Policy and Practice From the Perspective of Institutional Theory
Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students
A Look Inside Online Educational Settings in High School
| Highly cited | No |
|---|