Cathy Stone's research while affiliated with Newcastle University and other places

... Such research has provided invaluable understanding of students' perceptions of online teaching and learning practices (e.g., Martin et al., 2019) and both teachers' and students' satisfaction with OTL (e.g., Alqurashi, 2018;Bolliger et al., 2010). Furthermore, analyses based on written language have identified affordances of OTL for teacher education (Downing et al., 2019), allowing practitioners to overcome the challenges inherent in teaching online (e.g., Baran & Al Zoubi, 2020;Limperos et al., 2015). However, while concentrating solely on written language may have been appropriate in examining early examples of OLT, advances in computing and networking mean that it is now easy to integrate a wider range of semiotic resources and modes into 2 the OLE. ...

... Professors, students, and managers in these institutions were not asked whether they want to do it; they were required in order to prevent the spread of the virus within the community. Online education offered the opportunity of flexibility in a time when professors and students could not meet face to face [1]. Black et al. [2] considered "online education as an opportunity equalizer", offering access even to those in less-developed regions, of course, with the condition of having the necessary technical infrastructure (internet connection, devices for connecting online). ...

... Replicating relationality through digital means can be limited through the loss of non-verbal aspects of communication. However, Payne et al., (2022) argue that due to the ongoing necessity of online education and the affordances this can offer, facilitating trust between teachers and students (particularly those from First Nations) is important. Like collaboration, this requires knowledge of relationality from a discipline culture context, capability in the digital technologies and pedagogical practices which build relationality and trust through the online or physical context. ...

... This meant balancing Transactional Distance, such that they received sufficient structure to reduce stress and develop fluidity with content, but were offered sufficient opportunities for dialogue to satisfy autonomy over their learning journey (Moore, 2019). Further, it required a focus on the engagement factors known to support non-traditional student cohort retention, including prioritising regular dialogue and meaningful engagement activities, welcoming the sharing of their own experiences as part of the learning process, and encouraging positive engagement and reflective discussions with other students in the class (Stone, Downing, & Dyment, 2021;Stone & O'Shea, 2019). ...

... Pero el bando de los «apocalípticos» ha matizado mucho estos argumentos desde entonces (MacKenzie et al., 2021). Si todos/as reconocen los méritos de las nuevas tecnologías por permitir la continuidad de las clases en su formato online, también se ha pasado a una visión más crítica en cuanto a su puesta en obra. ...

... Other explorations in this area have focused on the new challenges that this context carries for the assessment of pre-service teachers, their collaboration through learning communities, the use of technology for activities related to the practicum, and practicum supervision [60][61][62][63]. In these challenges, researchers highlighted the efforts of teacher educators in keeping continuous communication with pre-service teachers despite technological difficulties in different countries [64][65][66], and their role in emotional care [67,68]. ...

... Research suggests students can be demotivated (Dyment et al., 2020;Motz et al., 2021) by repetitive tasks, particularly when they do not see real-world applications for their classwork. Most undergraduate work is not only a weak simulacrum of academic work (as it is often disconnected from a larger conversation and peer-review process) but also significantly different from much of the student's experience outside of the classroom. ...

... Further, almost one third of all parttime students are parents, many being mature aged (aged 21 years and over). While acknowledging that gender is not binary, research on mature-aged students has shown that gender roles of women as 'carers' and men as 'breadwinners' are still predominantly traditional in Australia (Stone & O'Shea, 2013, 2019. As such, women are expected to tailor their study around caring responsibilities, whereas men often have the privilege of allocated study time separate to other demands (Stone & O'Shea, 2013, 2019. ...

... Several studies relate students' engagement and learning outcomes to online learning. Muir et al. (2019) suggested that educational outcomes, student retention rates and completion time can be improved in online learning by understanding the factors that influence student engagement. The literature on pedagogic excellence has placed student engagement as central to effective and deep-level learning, student satisfaction and retention (Cents-Boonstra et al., 2021;Kahu et al., 2019;Kuh et al., 2008). ...

... This may be due to a variety of factors, including the multimedia nature of the content (Kalyuga 2012). Online learners also tend to be older than their on-campus counterparts and are often juggling multiple responsibilities such as work and family (Stone and O'Shea 2019). For these reasons, we speculate that reducing cognitive load by limiting the number of simultaneous units may be particularly beneficial for online students, underpinning the more pronounced increase in success observed for the online cohort in this study. ...