Schedule

This session presents a leadership framework for establishing and scaling fully online operations. Drawing on experience launching multiple online campuses, it examines governance, stakeholder engagement, and data-informed strategies that support student success, faculty effectiveness, and continuous improvement across institutional contexts.

To scale online teaching excellence, intentional faculty preparation is essential. Scaling this practice campus-wide requires access to development, mentoring, and fiscal support across all academic ranks. Guided by the institution’s strategic plan, interdisciplinary collaboration and evidence-based frameworks sustain innovation, ensuring lasting impact and a culture of excellence in online education.

The American Disabilities Act (ADA) Title 2 online compliance deadline was April 24, 2026, for state and local entities (50,000+ population). Discover how your peers have ensured American Disabilities Act (ADA) Title 2 online compliance. What have been the hiccups and successes? How are institutions monitoring compliance?

This session explores the transformative impact of digital accessibility micro-credentials on campus communities, examining strategies for increasing accessibility awareness, supporting faculty and staff, and fostering inclusive digital environments. After a brief introduction, participants join a lively Fishbowl discussion to exchange successes, challenges, and practical solutions for improved campus accessibility outcomes.

Gen Z learners have been choosing to earn credentials online at a higher rate than in previous years. Learn and compare Gen Z learner characteristics with adult learner characteristics to evaluate current programming and services. An overview of four focus areas to consider when developing or revising offered programs and services that contribute to student success, regardless of age, will be provided. Example programs and services will be reviewed.

Can online journaling really work for doctoral students steeped in code, algorithms, and systems architecture? Absolutely. This session reveals how reflective writing enhances technical depth and research synthesis in online IT doctoral programs. Explore evidence-based journaling techniques tailored for technology professionals, from capturing iterative problem-solving to synthesizing literature across technical domains. Attendees will discover how to scaffold journaling assignments, create authentic assessment criteria, and cultivate the reflective mindset that distinguishes exceptional doctoral researchers from technically competent practitioners.

Credentials are validated skills shared as visual representations, backed by metadata that verify academic achievements, knowledge, skills, abilities, or participation in learning. Yet developing and implementing digital credentialing requires more than technology, it calls for institutional leadership, cultural change, and strong processes for sustainability which we will discuss.

AI has rapidly become embedded in every sector of society, and higher education is no exception. Students are increasingly integrating AI into their academic work—sometimes appropriately, sometimes not. Given AI’s growing influence, higher education must adapt intentionally and ethically. As the saying goes, “If you can’t beat them, join them.” Rather than resisting AI’s presence, academia must leverage its benefits while guiding students toward responsible and effective use. This course will be designed to align with the institutional focus on Career Readiness and Experiential Learning, introducing students to the constructive use of AI across disciplines. Students will explore how AI can enhance learning, productivity, and career preparation while also understanding its risks, limitations, and ethical implications.

This presentation will outline best practices for using academic coaches in online higher education courses. The information presented will emphasize ethical grading, role clarity, collaboration with faculty, and responsible use of AI. It highlights how moral character, consistent communication, and high-quality feedback enhance student learning, trust, and institutional integrity.

This session explores a first-time, university-wide implementation of Simple Syllabus, highlighting both successes and early challenges encountered along the way. Attendees will learn how staff preparation, testing, documentation, and problem-solving before faculty training helped address hiccups and establish a stronger foundation for future adoption.

This Fishbowl dialogue explores the realities of implementing artificial intelligence in higher education. Drawing from lived experience on an institutional AI committee, participants will examine policy development, syllabus and course integration, faculty training, AI detection tools, grade appeals, and the growing gap between AI expectations and classroom realities.

We will be discussing the need for human interaction in the online education environment. Many faculty come up with unique approaches, and we will share ours in the Fishbowl.

Institutions across the United States, in compliance with the DOJ’s rule, are working to implement the standards to support digital content accessibility. We will share our findings from our study which specifically focuses on how individuals working in online academic programs talk about the implications of this new requirement.

This session demonstrates how AI can serve as a mentor and tailored faculty-development partner for online instructors. Participants will learn practical techniques to strengthen instructor presence, enhance accessibility, modernize course design and manage your project timelines— restoring balance, preventing stagnation and empowering faculty to teach more confidently across distance-learning environments.

The power of AI is truly remarkable to ensure student success in online learning. The only limit is our imagination to think of how to use it! Knowing what is possible, how to ask for it, and which AI tool is best for your specific need is the key.

Have your discussions become rote? Are students approaching them like a chore? Do they feel more like another little writing assignment than a true place for students to engage in meaningful interaction, with you and with one another? Well - let's chat! What if we took the grading aspect out of discussions, rebranded them, and started having good conversations in our online discussion once more? I look forward to sharing the concept of a course community discussion forum and hearing your thoughts about where it could go in the future.

Many faculty receive training to develop and teach online courses. But what about those who administer online programs? They need training too! We will discuss our asynchronous training for deans and chairs, including their roles in the planning, development, evaluation, approval and deployment of online courses and programs.

This study evaluates a required, self-paced AI literacy course for newly admitted undergraduates using an optional end-of-course survey in D2L. The project examines students’ AI literacy outcomes and perceptions of generative AI, including perceived value, costs, and intentions to use. Findings will inform scalable onboarding design, ethical AI guidance, and course improvements across cohorts.

Surviving the Feeding Frenzy is an interactive fishbowl session where online learning professionals unpack the growing pressures of ADA compliance, AI, workload, and change. Through guided conversation, participants share coping strategies, practical ideas, and reassurance that they are not navigating today’s challenges alone.

What’s next in digital credentialing? Learn how interoperable, evidence-based systems ensure learners’ skills are authentic —not AI-generated—and empower them to tell their story. Learn how the University of Central Oklahoma is building next level credentialing tools that boost student success and employer trust in a rapidly evolving digital landscape.

AI is reshaping distance education, yet faculty often default to adversarial approaches. This session shares lessons from developing AI-integrated courses for K-12 educators at the University of West Georgia, including Socratic methods for asynchronous contexts and transparency-based frameworks. Current implementations and emerging directions will be discussed.

Surry Community College’s Alan Unsworth will facilitate an interactive session focused on managing tutoring budgets and sharing tools he has used to document impact and prepare for budget discussions. Alan has utilized layered strategies to increase student engagement and retention through live, asynchronous, AI, and other online academic supports. This session will include a roundtable discussion of participant roadblocks and challenges with participant collaboration on tools and methodologies that can drive impact and support best practices for maximizing tutoring ROI. The ultimate goal is to help participants more effectively advocate for positive change in their institutions’ tutoring budgets.

Grading consistency across instructors remains a persistent challenge in higher education, often leading to student concerns about fairness, reliability, and transparency. This study investigates whether the implementation of customized rubrics can reduce grading variability and enhance perceived equity in assessment within a graduate-level statistics course at Embry-Riddle Aeronautical University Worldwide. Using a mixed-methods, quasi-experimental pre- and post-test design, quantitative data were collected from five identical assignments scored by different instructors before and after rubric adoption, while qualitative data were derived from student end-of-course evaluations. Welch’s ANOVA was employed to assess grading consistency across course sections. Results indicated that prior to rubric implementation, statistically significant grading differences were present in four of five assignments (p < .05). Following the introduction of customized rubrics, significant discrepancies were reduced with a narrowing of score ranges suggesting increased uniformity. Thematic analysis of student feedback revealed improved perceptions of grading clarity, fairness, and feedback quality post-intervention. Although rubric use did not fully eliminate grading variation, it meaningfully enhanced the reliability of evaluation and the student learning experience. Findings underscore the value of structured, transparent assessment tools and faculty calibration efforts in promoting equitable, credible, and pedagogically sound grading practices across distributed learning environments.

Higher education values diversity but struggles to support and retain faculty of color. Women faculty of color face barriers like bias, isolation and limited mentoring which impacts job satisfaction and student success. Addressing these challenges is essential to foster a sense of inclusion and belonging for faculty and students in virtual universities. (Based on my research exploring strategies to support women faculty of color that foster belonging in virtual universities).

This session explores how AI is transforming learning from both a student and instructor perspective. Drawing on real experiences using AI throughout a graduate program, it examines practical benefits, common misconceptions, and emerging ethical questions. Participants will analyze scenarios, challenge assumptions, and consider how AI can support meaningful learning.

We will present the findings from our longitudinal study for the overall support required for humanizing the online experience. Our work provides insights for administrators related to practice, assessment, and support both inside and outside of the classroom, for online learning programs and their faculty

The growing use and abuse of Artificial Intelligence (AI) in online higher education continues to challenge students, instructors and administrators alike. Few will deny that the arrival of this new technology represents a dramatic paradigm shift in the spirit of Kuhn’s (1962) description in The Structure of Scientific Revolutions. The reliance on written assessments that can be easily duplicated by large language models requires an immediate response to preserve academic integrity and rigor. This presentation will discuss ways to realistically change curriculum assessment and course design to meet the new realities of AI. Attention will be given to both general guiding principles and how Purdue Global University revised its very successful Ethics course to reduce the risk of AI plagiarism while still allowing for student creativity and critical thinking. Kuhn, T. (1962). The structure of scientific revolutions. The University of Chicago Press, Chicago.

This paper details the creation of a student-driven taskforce aimed at understanding the unique needs and interests of distance learning students within an undergraduate program. Through facilitated efforts, students developed questions, collected data, and developed specific recommendations for program improvement aimed at better supporting hybrid and fully-online learners.

Discuss the use of AI in psychology classes (undergraduate and graduate classes). Explore how to utilize AI to expand on the learning objectives within the course. Also, examine how to use AI to provide student feedback.

Empathy can be the difference between an online course that feels transactional and one that truly inspires connection and learning. This session explores how empathy-focused course design can transform online classrooms into supportive learning spaces. Participants will learn practical strategies to humanize their teaching and encourage students to engage with different perspectives. You'll leave with practical strategies to help students practice empathy through discussions and collaborative activities, empowering both instructors and learners to build substantial interactions.

Widespread growth of distance education requires reexamination of leadership within higher education. This paper explores how formal leadership positions elevate role and influence of instructional designers in a dynamic educational environment. Grounded in a servant leadership framework, our study informs scholars and practitioners of the importance of instructional design leadership.

To support increasing online diversity, educators must prioritize inclusive design. The University of Central Oklahoma’s Alternative Format Initiative (AFI) offers a transformative model grounded in Universal Design for Learning and Transformative Learning Theory. AFI positions accessibility as a proactive design strategy that enhances student equity, agency, and deeper learning.

Marketing online best practices, accessibility guidelines, and special initiatives, such as our Center for High Impact Practices, often focuses on external audiences and potential students through advertising, social media, and branded giveaways, such as mugs, pens, and tchotchkes. However, the success of online programs and initiatives also depends on internal audiences: faculty, current students, and administrators. Without their buy-in, our programs and initiatives cannot thrive.

Creating an accessible digital learning environment requires more than compliance; it requires culture. This presentation explores how Kennesaw State University’s Online Program Management and Digital Learning Innovations departments partner with academic leaders, faculty, and campus support units to build relationships, provide training, develop infrastructure, and share responsibility for accessible teaching and learning.

Distance learning provides essential access and flexibility for students. Its rigor and credibility match traditional classrooms, while offering advising, tutoring, mental health and other services. With rising demand in online courses nationwide, offering robust distance learning options is crucial to the future of higher education.

So much of our time in education now is spent in the virtual world. Research tells us that this type of remote interaction can have an impact on our mental health. This presentation will share tips and tools that bring mental awareness while online.

This research study explores distance education students’ perceptions of return on investment, including financial value, career outcomes, and overall worth of their online educational experience. Findings examine how perceived ROI varies by enrollment format and institutional type, offering insights to help administrators evaluate pricing, messaging, and program design decisions in online education.

Need faculty buy-in for using learning analytics? In our session, explore ways that KSU implemented strategies to help faculty learn about using their course data effectively. Then, join a larger conversation about how to increase faculty investment and engagement in learning analytics to positively impact student success.

This presentation examines how AI can assist doctoral-level distance instructors by providing targeted training, scaffolded teaching resources, and real-time instructional support. Participants will observe demonstrations of a customized GPT designed to provide faculty with formative, rubric-aligned feedback while maintaining academic rigor and instructor voice.

This mixed-methods study examines how balance-supportive instructional design and instructor practices shape adult learners’ wellbeing, persistence, happiness in learning, and future enrollment intentions. Quantitative analyses identify key relationships, while qualitative insights illuminate learner strategies and recommendations for designing courses that better support working adult.

My session examines strategic marketing approaches for distance learning graduate programs, emphasizing data-driven recruitment, brand differentiation, digital engagement, and equity-focused outreach. Participants will explore proven practices to increase enrollment, retention, and visibility while aligning marketing efforts with institutional mission, accreditation standards, and evolving learner expectations.

As online education expands, integrating academic coaches into instructional teams enhances student engagement and timely feedback. This research identifies best practices for faculty-academic coach collaboration and offers strategies to create responsive learning environments that improve student outcomes. Discussion will highlight the value of team-based approaches in strengthening online teaching effectiveness.

At National University, students are required to earn 100 practicum hours as part of their fully online master’s degree program in education counseling. The practicum hours are achieved via weekly Zoom sessions held by faculty, as part of each course in the program. The presentation will detail the results of a study designed to gather faculty experiences teaching these collaborative sessions. The researchers investigated faculty perspectives on planning and implementing these sessions. The results offer valuable insight into best practices for enhancing session design and structure, without relying on prescriptive program guidelines. Further, these results may be useful for other institutions seeking to integrate collaborative learning into their programs.

This paper explores the application of design thinking in a doctoral-level distance course. By utilizing pre and post data, our teaching team examines how the phase of empathy in design thinking enhances student engagement, fosters collaboration, and improves learning outcomes, ultimately showcasing the transformative potential of bridging empathy-based instruction to life.

As AI agents increasingly operate alongside humans in the workplace, distance education must evolve beyond content delivery. This FishBowl session explores how student-centered, project-based, and reflective learning models prepare students to collaborate with AI responsibly, shifting focus from tool use to decision-making, metacognition, and workforce readiness.

This FishBowl session explores a multi-stakeholder study on academic coaching in online courses. Participants will examine student, faculty, and academic coach perceptions, including perceived benefits, challenges, and impact on engagement and success. The discussion invites administrators and instructional designers to reflect on scalable, human-centered support models in distance learning.

This research explores how educators and administrators can move beyond using AI with surface-level questions by combining multi-layered leadership questions with right-brain, creative-thinking techniques, allowing them to actively lead AI rather than defaulting to it. Drawing from leadership theory, creative cognition research, and the presenters’ combined professional experience, this session introduces a practical model in which effective AI use depends on human leadership clarity and the creative, perceptual modes of thinking that enrich AI outcomes. Attendees will learn 10 right-brain techniques that strengthen prompting, deepen nuance, expand perspective, and support intentional AI direction in educational settings.

This exploratory case study examines whether personal tutoring functions effectively within a new online Master’s programme with fifty students. Drawing on established literature, it analyses academic, pastoral, and retention roles, identifies structural challenges specific to online delivery, and outlines evidence-informed strategies to enhance relational continuity, student engagement, and completion outcomes.

The lawful reuse of music represents one of copyright's greater complexities, principally because the music industry's default answer is generally (expensive) licensing. This session navigates best practices when using music in online learning, and offers answers other than, "You can't do that," or, "Money." Contemporary questions of AI and music will also be addressed.

Finding ways for students to connect with each other and the instructor is key to effective online education. Students are more engaged when they feel the course is a community of collaborative learners. Further, students are more likely to incorporate feedback from instructors when they feel a connection to them.

This session explores how simulations and storytelling can engage learners across generations through purposeful play. Students span multiple generations, bringing a wide range of experiences and levels of technological fluency. Educators must design experiences that move beyond content delivery. This session explores how simulation and gamified storytelling can bridge the gaps and promote authentic engagement in online education.

UWG’s NUDGE program enhances student engagement and success using principles of negative reinforcement. Automated text notifications prompt students to submit assignments, using D2L API calls and SQL logic to evaluate due dates and submission data. This session explores implementation processes, challenges, and lessons learned for administrators considering similar engagement strategies.

This session explores low-maintenance course design strategies that reduce instructor workload while preserving rigor and student engagement. Through a facilitated fishbowl dialogue, participants will examine practical design choices, policies, and tools that streamline teaching, support consistency, and create sustainable courses across modalities and terms for faculty at all career stages.

This proposal explores the question: Can AI and Wellbeing go together? By discussing this question we will examine our assumptions of wellbeing and AI and unpack the impact how these assumptions impact the way AI is integrated into instructional design and everyday use. The session provides anyone who is engaged in distance learning and integrated technologies to consider developing learner centered frameworks that intentionally build wellbeing into educational spaces.

Regular and Substantive Interaction (RSI) affects Title IV eligibility in distance education. This presentation describes APSU’s collaborative, faculty-friendly RSI compliance system, featuring a streamlined self-assessment form, centralized documentation, and integrated course reviews. It shares strategies, lessons learned, and practical steps to shift RSI from reactive compliance to a proactive framework.

This paper examines how AI technologies can augment instructor capabilities across core pedagogical functions, including content development, assessment design, administrative tasks, and personalized learning support. Through interviews, we identify the major workload and key challenges that instructors face. We have a systematic review of current AI applications and emerging research. We identify key efficiency gains, implementation considerations, and ethical implications.

Ensuring the quality and integrity of academic programs in distance education is a central expectation of regional and programmatic accreditation. During this session, I will share recent examples of effectively and efficiently documenting compliance with a few specific accreditation standards based on my experience as a former SACSCOC Liaison and outside consultant. Through candid conversation and peer exchange, this session will highlight how compliance can serve not just as a requirement, but as a catalyst for excellence in distance education. Come compare notes, trade ideas, and leave with approaches that make meeting accreditation standards both manageable and meaningful.

This session will address how rubrics can improve student performance and support assessment of learning outcomes. Example rubrics will highlight how instructors can effectively tailor feedback in a format students have come to expect. The discussion will center on how instructors use rubrics and how they can support institutional priorities.

This session presents a leadership framework for establishing and scaling fully online operations. Drawing on experience launching multiple online campuses, it examines governance, stakeholder engagement, and data-informed strategies that support student success, faculty effectiveness, and continuous improvement across institutional contexts.

To scale online teaching excellence, intentional faculty preparation is essential. Scaling this practice campus-wide requires access to development, mentoring, and fiscal support across all academic ranks. Guided by the institution’s strategic plan, interdisciplinary collaboration and evidence-based frameworks sustain innovation, ensuring lasting impact and a culture of excellence in online education.

The American Disabilities Act (ADA) Title 2 online compliance deadline was April 24, 2026, for state and local entities (50,000+ population). Discover how your peers have ensured American Disabilities Act (ADA) Title 2 online compliance. What have been the hiccups and successes? How are institutions monitoring compliance?

This session explores the transformative impact of digital accessibility micro-credentials on campus communities, examining strategies for increasing accessibility awareness, supporting faculty and staff, and fostering inclusive digital environments. After a brief introduction, participants join a lively Fishbowl discussion to exchange successes, challenges, and practical solutions for improved campus accessibility outcomes.

Gen Z learners have been choosing to earn credentials online at a higher rate than in previous years. Learn and compare Gen Z learner characteristics with adult learner characteristics to evaluate current programming and services. An overview of four focus areas to consider when developing or revising offered programs and services that contribute to student success, regardless of age, will be provided. Example programs and services will be reviewed.

Can online journaling really work for doctoral students steeped in code, algorithms, and systems architecture? Absolutely. This session reveals how reflective writing enhances technical depth and research synthesis in online IT doctoral programs. Explore evidence-based journaling techniques tailored for technology professionals, from capturing iterative problem-solving to synthesizing literature across technical domains. Attendees will discover how to scaffold journaling assignments, create authentic assessment criteria, and cultivate the reflective mindset that distinguishes exceptional doctoral researchers from technically competent practitioners.

Credentials are validated skills shared as visual representations, backed by metadata that verify academic achievements, knowledge, skills, abilities, or participation in learning. Yet developing and implementing digital credentialing requires more than technology, it calls for institutional leadership, cultural change, and strong processes for sustainability which we will discuss.

AI has rapidly become embedded in every sector of society, and higher education is no exception. Students are increasingly integrating AI into their academic work—sometimes appropriately, sometimes not. Given AI’s growing influence, higher education must adapt intentionally and ethically. As the saying goes, “If you can’t beat them, join them.” Rather than resisting AI’s presence, academia must leverage its benefits while guiding students toward responsible and effective use. This course will be designed to align with the institutional focus on Career Readiness and Experiential Learning, introducing students to the constructive use of AI across disciplines. Students will explore how AI can enhance learning, productivity, and career preparation while also understanding its risks, limitations, and ethical implications.

This presentation will outline best practices for using academic coaches in online higher education courses. The information presented will emphasize ethical grading, role clarity, collaboration with faculty, and responsible use of AI. It highlights how moral character, consistent communication, and high-quality feedback enhance student learning, trust, and institutional integrity.

This session explores a first-time, university-wide implementation of Simple Syllabus, highlighting both successes and early challenges encountered along the way. Attendees will learn how staff preparation, testing, documentation, and problem-solving before faculty training helped address hiccups and establish a stronger foundation for future adoption.

This Fishbowl dialogue explores the realities of implementing artificial intelligence in higher education. Drawing from lived experience on an institutional AI committee, participants will examine policy development, syllabus and course integration, faculty training, AI detection tools, grade appeals, and the growing gap between AI expectations and classroom realities.

We will be discussing the need for human interaction in the online education environment. Many faculty come up with unique approaches, and we will share ours in the Fishbowl.

Institutions across the United States, in compliance with the DOJ’s rule, are working to implement the standards to support digital content accessibility. We will share our findings from our study which specifically focuses on how individuals working in online academic programs talk about the implications of this new requirement.

This session demonstrates how AI can serve as a mentor and tailored faculty-development partner for online instructors. Participants will learn practical techniques to strengthen instructor presence, enhance accessibility, modernize course design and manage your project timelines— restoring balance, preventing stagnation and empowering faculty to teach more confidently across distance-learning environments.

The power of AI is truly remarkable to ensure student success in online learning. The only limit is our imagination to think of how to use it! Knowing what is possible, how to ask for it, and which AI tool is best for your specific need is the key.

Have your discussions become rote? Are students approaching them like a chore? Do they feel more like another little writing assignment than a true place for students to engage in meaningful interaction, with you and with one another? Well - let's chat! What if we took the grading aspect out of discussions, rebranded them, and started having good conversations in our online discussion once more? I look forward to sharing the concept of a course community discussion forum and hearing your thoughts about where it could go in the future.

Many faculty receive training to develop and teach online courses. But what about those who administer online programs? They need training too! We will discuss our asynchronous training for deans and chairs, including their roles in the planning, development, evaluation, approval and deployment of online courses and programs.

This study evaluates a required, self-paced AI literacy course for newly admitted undergraduates using an optional end-of-course survey in D2L. The project examines students’ AI literacy outcomes and perceptions of generative AI, including perceived value, costs, and intentions to use. Findings will inform scalable onboarding design, ethical AI guidance, and course improvements across cohorts.

Surviving the Feeding Frenzy is an interactive fishbowl session where online learning professionals unpack the growing pressures of ADA compliance, AI, workload, and change. Through guided conversation, participants share coping strategies, practical ideas, and reassurance that they are not navigating today’s challenges alone.

What’s next in digital credentialing? Learn how interoperable, evidence-based systems ensure learners’ skills are authentic —not AI-generated—and empower them to tell their story. Learn how the University of Central Oklahoma is building next level credentialing tools that boost student success and employer trust in a rapidly evolving digital landscape.

AI is reshaping distance education, yet faculty often default to adversarial approaches. This session shares lessons from developing AI-integrated courses for K-12 educators at the University of West Georgia, including Socratic methods for asynchronous contexts and transparency-based frameworks. Current implementations and emerging directions will be discussed.

Surry Community College’s Alan Unsworth will facilitate an interactive session focused on managing tutoring budgets and sharing tools he has used to document impact and prepare for budget discussions. Alan has utilized layered strategies to increase student engagement and retention through live, asynchronous, AI, and other online academic supports. This session will include a roundtable discussion of participant roadblocks and challenges with participant collaboration on tools and methodologies that can drive impact and support best practices for maximizing tutoring ROI. The ultimate goal is to help participants more effectively advocate for positive change in their institutions’ tutoring budgets.

Grading consistency across instructors remains a persistent challenge in higher education, often leading to student concerns about fairness, reliability, and transparency. This study investigates whether the implementation of customized rubrics can reduce grading variability and enhance perceived equity in assessment within a graduate-level statistics course at Embry-Riddle Aeronautical University Worldwide. Using a mixed-methods, quasi-experimental pre- and post-test design, quantitative data were collected from five identical assignments scored by different instructors before and after rubric adoption, while qualitative data were derived from student end-of-course evaluations. Welch’s ANOVA was employed to assess grading consistency across course sections. Results indicated that prior to rubric implementation, statistically significant grading differences were present in four of five assignments (p < .05). Following the introduction of customized rubrics, significant discrepancies were reduced with a narrowing of score ranges suggesting increased uniformity. Thematic analysis of student feedback revealed improved perceptions of grading clarity, fairness, and feedback quality post-intervention. Although rubric use did not fully eliminate grading variation, it meaningfully enhanced the reliability of evaluation and the student learning experience. Findings underscore the value of structured, transparent assessment tools and faculty calibration efforts in promoting equitable, credible, and pedagogically sound grading practices across distributed learning environments.

Higher education values diversity but struggles to support and retain faculty of color. Women faculty of color face barriers like bias, isolation and limited mentoring which impacts job satisfaction and student success. Addressing these challenges is essential to foster a sense of inclusion and belonging for faculty and students in virtual universities. (Based on my research exploring strategies to support women faculty of color that foster belonging in virtual universities).

This session explores how AI is transforming learning from both a student and instructor perspective. Drawing on real experiences using AI throughout a graduate program, it examines practical benefits, common misconceptions, and emerging ethical questions. Participants will analyze scenarios, challenge assumptions, and consider how AI can support meaningful learning.

We will present the findings from our longitudinal study for the overall support required for humanizing the online experience. Our work provides insights for administrators related to practice, assessment, and support both inside and outside of the classroom, for online learning programs and their faculty

The growing use and abuse of Artificial Intelligence (AI) in online higher education continues to challenge students, instructors and administrators alike. Few will deny that the arrival of this new technology represents a dramatic paradigm shift in the spirit of Kuhn’s (1962) description in The Structure of Scientific Revolutions. The reliance on written assessments that can be easily duplicated by large language models requires an immediate response to preserve academic integrity and rigor. This presentation will discuss ways to realistically change curriculum assessment and course design to meet the new realities of AI. Attention will be given to both general guiding principles and how Purdue Global University revised its very successful Ethics course to reduce the risk of AI plagiarism while still allowing for student creativity and critical thinking. Kuhn, T. (1962). The structure of scientific revolutions. The University of Chicago Press, Chicago.

This paper details the creation of a student-driven taskforce aimed at understanding the unique needs and interests of distance learning students within an undergraduate program. Through facilitated efforts, students developed questions, collected data, and developed specific recommendations for program improvement aimed at better supporting hybrid and fully-online learners.

Discuss the use of AI in psychology classes (undergraduate and graduate classes). Explore how to utilize AI to expand on the learning objectives within the course. Also, examine how to use AI to provide student feedback.

Empathy can be the difference between an online course that feels transactional and one that truly inspires connection and learning. This session explores how empathy-focused course design can transform online classrooms into supportive learning spaces. Participants will learn practical strategies to humanize their teaching and encourage students to engage with different perspectives. You'll leave with practical strategies to help students practice empathy through discussions and collaborative activities, empowering both instructors and learners to build substantial interactions.

Widespread growth of distance education requires reexamination of leadership within higher education. This paper explores how formal leadership positions elevate role and influence of instructional designers in a dynamic educational environment. Grounded in a servant leadership framework, our study informs scholars and practitioners of the importance of instructional design leadership.

To support increasing online diversity, educators must prioritize inclusive design. The University of Central Oklahoma’s Alternative Format Initiative (AFI) offers a transformative model grounded in Universal Design for Learning and Transformative Learning Theory. AFI positions accessibility as a proactive design strategy that enhances student equity, agency, and deeper learning.

Marketing online best practices, accessibility guidelines, and special initiatives, such as our Center for High Impact Practices, often focuses on external audiences and potential students through advertising, social media, and branded giveaways, such as mugs, pens, and tchotchkes. However, the success of online programs and initiatives also depends on internal audiences: faculty, current students, and administrators. Without their buy-in, our programs and initiatives cannot thrive.

Creating an accessible digital learning environment requires more than compliance; it requires culture. This presentation explores how Kennesaw State University’s Online Program Management and Digital Learning Innovations departments partner with academic leaders, faculty, and campus support units to build relationships, provide training, develop infrastructure, and share responsibility for accessible teaching and learning.

Distance learning provides essential access and flexibility for students. Its rigor and credibility match traditional classrooms, while offering advising, tutoring, mental health and other services. With rising demand in online courses nationwide, offering robust distance learning options is crucial to the future of higher education.

So much of our time in education now is spent in the virtual world. Research tells us that this type of remote interaction can have an impact on our mental health. This presentation will share tips and tools that bring mental awareness while online.

This research study explores distance education students’ perceptions of return on investment, including financial value, career outcomes, and overall worth of their online educational experience. Findings examine how perceived ROI varies by enrollment format and institutional type, offering insights to help administrators evaluate pricing, messaging, and program design decisions in online education.

Need faculty buy-in for using learning analytics? In our session, explore ways that KSU implemented strategies to help faculty learn about using their course data effectively. Then, join a larger conversation about how to increase faculty investment and engagement in learning analytics to positively impact student success.

This presentation examines how AI can assist doctoral-level distance instructors by providing targeted training, scaffolded teaching resources, and real-time instructional support. Participants will observe demonstrations of a customized GPT designed to provide faculty with formative, rubric-aligned feedback while maintaining academic rigor and instructor voice.

This mixed-methods study examines how balance-supportive instructional design and instructor practices shape adult learners’ wellbeing, persistence, happiness in learning, and future enrollment intentions. Quantitative analyses identify key relationships, while qualitative insights illuminate learner strategies and recommendations for designing courses that better support working adult.

My session examines strategic marketing approaches for distance learning graduate programs, emphasizing data-driven recruitment, brand differentiation, digital engagement, and equity-focused outreach. Participants will explore proven practices to increase enrollment, retention, and visibility while aligning marketing efforts with institutional mission, accreditation standards, and evolving learner expectations.

As online education expands, integrating academic coaches into instructional teams enhances student engagement and timely feedback. This research identifies best practices for faculty-academic coach collaboration and offers strategies to create responsive learning environments that improve student outcomes. Discussion will highlight the value of team-based approaches in strengthening online teaching effectiveness.

At National University, students are required to earn 100 practicum hours as part of their fully online master’s degree program in education counseling. The practicum hours are achieved via weekly Zoom sessions held by faculty, as part of each course in the program. The presentation will detail the results of a study designed to gather faculty experiences teaching these collaborative sessions. The researchers investigated faculty perspectives on planning and implementing these sessions. The results offer valuable insight into best practices for enhancing session design and structure, without relying on prescriptive program guidelines. Further, these results may be useful for other institutions seeking to integrate collaborative learning into their programs.

This paper explores the application of design thinking in a doctoral-level distance course. By utilizing pre and post data, our teaching team examines how the phase of empathy in design thinking enhances student engagement, fosters collaboration, and improves learning outcomes, ultimately showcasing the transformative potential of bridging empathy-based instruction to life.

As AI agents increasingly operate alongside humans in the workplace, distance education must evolve beyond content delivery. This FishBowl session explores how student-centered, project-based, and reflective learning models prepare students to collaborate with AI responsibly, shifting focus from tool use to decision-making, metacognition, and workforce readiness.

This FishBowl session explores a multi-stakeholder study on academic coaching in online courses. Participants will examine student, faculty, and academic coach perceptions, including perceived benefits, challenges, and impact on engagement and success. The discussion invites administrators and instructional designers to reflect on scalable, human-centered support models in distance learning.

This research explores how educators and administrators can move beyond using AI with surface-level questions by combining multi-layered leadership questions with right-brain, creative-thinking techniques, allowing them to actively lead AI rather than defaulting to it. Drawing from leadership theory, creative cognition research, and the presenters’ combined professional experience, this session introduces a practical model in which effective AI use depends on human leadership clarity and the creative, perceptual modes of thinking that enrich AI outcomes. Attendees will learn 10 right-brain techniques that strengthen prompting, deepen nuance, expand perspective, and support intentional AI direction in educational settings.

This exploratory case study examines whether personal tutoring functions effectively within a new online Master’s programme with fifty students. Drawing on established literature, it analyses academic, pastoral, and retention roles, identifies structural challenges specific to online delivery, and outlines evidence-informed strategies to enhance relational continuity, student engagement, and completion outcomes.

The lawful reuse of music represents one of copyright's greater complexities, principally because the music industry's default answer is generally (expensive) licensing. This session navigates best practices when using music in online learning, and offers answers other than, "You can't do that," or, "Money." Contemporary questions of AI and music will also be addressed.

Finding ways for students to connect with each other and the instructor is key to effective online education. Students are more engaged when they feel the course is a community of collaborative learners. Further, students are more likely to incorporate feedback from instructors when they feel a connection to them.

This session explores how simulations and storytelling can engage learners across generations through purposeful play. Students span multiple generations, bringing a wide range of experiences and levels of technological fluency. Educators must design experiences that move beyond content delivery. This session explores how simulation and gamified storytelling can bridge the gaps and promote authentic engagement in online education.

UWG’s NUDGE program enhances student engagement and success using principles of negative reinforcement. Automated text notifications prompt students to submit assignments, using D2L API calls and SQL logic to evaluate due dates and submission data. This session explores implementation processes, challenges, and lessons learned for administrators considering similar engagement strategies.

This session explores low-maintenance course design strategies that reduce instructor workload while preserving rigor and student engagement. Through a facilitated fishbowl dialogue, participants will examine practical design choices, policies, and tools that streamline teaching, support consistency, and create sustainable courses across modalities and terms for faculty at all career stages.

This proposal explores the question: Can AI and Wellbeing go together? By discussing this question we will examine our assumptions of wellbeing and AI and unpack the impact how these assumptions impact the way AI is integrated into instructional design and everyday use. The session provides anyone who is engaged in distance learning and integrated technologies to consider developing learner centered frameworks that intentionally build wellbeing into educational spaces.

Regular and Substantive Interaction (RSI) affects Title IV eligibility in distance education. This presentation describes APSU’s collaborative, faculty-friendly RSI compliance system, featuring a streamlined self-assessment form, centralized documentation, and integrated course reviews. It shares strategies, lessons learned, and practical steps to shift RSI from reactive compliance to a proactive framework.

This paper examines how AI technologies can augment instructor capabilities across core pedagogical functions, including content development, assessment design, administrative tasks, and personalized learning support. Through interviews, we identify the major workload and key challenges that instructors face. We have a systematic review of current AI applications and emerging research. We identify key efficiency gains, implementation considerations, and ethical implications.

Ensuring the quality and integrity of academic programs in distance education is a central expectation of regional and programmatic accreditation. During this session, I will share recent examples of effectively and efficiently documenting compliance with a few specific accreditation standards based on my experience as a former SACSCOC Liaison and outside consultant. Through candid conversation and peer exchange, this session will highlight how compliance can serve not just as a requirement, but as a catalyst for excellence in distance education. Come compare notes, trade ideas, and leave with approaches that make meeting accreditation standards both manageable and meaningful.

This session will address how rubrics can improve student performance and support assessment of learning outcomes. Example rubrics will highlight how instructors can effectively tailor feedback in a format students have come to expect. The discussion will center on how instructors use rubrics and how they can support institutional priorities.

This session presents a leadership framework for establishing and scaling fully online operations. Drawing on experience launching multiple online campuses, it examines governance, stakeholder engagement, and data-informed strategies that support student success, faculty effectiveness, and continuous improvement across institutional contexts.

To scale online teaching excellence, intentional faculty preparation is essential. Scaling this practice campus-wide requires access to development, mentoring, and fiscal support across all academic ranks. Guided by the institution’s strategic plan, interdisciplinary collaboration and evidence-based frameworks sustain innovation, ensuring lasting impact and a culture of excellence in online education.

The American Disabilities Act (ADA) Title 2 online compliance deadline was April 24, 2026, for state and local entities (50,000+ population). Discover how your peers have ensured American Disabilities Act (ADA) Title 2 online compliance. What have been the hiccups and successes? How are institutions monitoring compliance?

This session explores the transformative impact of digital accessibility micro-credentials on campus communities, examining strategies for increasing accessibility awareness, supporting faculty and staff, and fostering inclusive digital environments. After a brief introduction, participants join a lively Fishbowl discussion to exchange successes, challenges, and practical solutions for improved campus accessibility outcomes.

Gen Z learners have been choosing to earn credentials online at a higher rate than in previous years. Learn and compare Gen Z learner characteristics with adult learner characteristics to evaluate current programming and services. An overview of four focus areas to consider when developing or revising offered programs and services that contribute to student success, regardless of age, will be provided. Example programs and services will be reviewed.

Can online journaling really work for doctoral students steeped in code, algorithms, and systems architecture? Absolutely. This session reveals how reflective writing enhances technical depth and research synthesis in online IT doctoral programs. Explore evidence-based journaling techniques tailored for technology professionals, from capturing iterative problem-solving to synthesizing literature across technical domains. Attendees will discover how to scaffold journaling assignments, create authentic assessment criteria, and cultivate the reflective mindset that distinguishes exceptional doctoral researchers from technically competent practitioners.

Credentials are validated skills shared as visual representations, backed by metadata that verify academic achievements, knowledge, skills, abilities, or participation in learning. Yet developing and implementing digital credentialing requires more than technology, it calls for institutional leadership, cultural change, and strong processes for sustainability which we will discuss.

AI has rapidly become embedded in every sector of society, and higher education is no exception. Students are increasingly integrating AI into their academic work—sometimes appropriately, sometimes not. Given AI’s growing influence, higher education must adapt intentionally and ethically. As the saying goes, “If you can’t beat them, join them.” Rather than resisting AI’s presence, academia must leverage its benefits while guiding students toward responsible and effective use. This course will be designed to align with the institutional focus on Career Readiness and Experiential Learning, introducing students to the constructive use of AI across disciplines. Students will explore how AI can enhance learning, productivity, and career preparation while also understanding its risks, limitations, and ethical implications.

This presentation will outline best practices for using academic coaches in online higher education courses. The information presented will emphasize ethical grading, role clarity, collaboration with faculty, and responsible use of AI. It highlights how moral character, consistent communication, and high-quality feedback enhance student learning, trust, and institutional integrity.

This session explores a first-time, university-wide implementation of Simple Syllabus, highlighting both successes and early challenges encountered along the way. Attendees will learn how staff preparation, testing, documentation, and problem-solving before faculty training helped address hiccups and establish a stronger foundation for future adoption.

This Fishbowl dialogue explores the realities of implementing artificial intelligence in higher education. Drawing from lived experience on an institutional AI committee, participants will examine policy development, syllabus and course integration, faculty training, AI detection tools, grade appeals, and the growing gap between AI expectations and classroom realities.

We will be discussing the need for human interaction in the online education environment. Many faculty come up with unique approaches, and we will share ours in the Fishbowl.

Institutions across the United States, in compliance with the DOJ’s rule, are working to implement the standards to support digital content accessibility. We will share our findings from our study which specifically focuses on how individuals working in online academic programs talk about the implications of this new requirement.

This session demonstrates how AI can serve as a mentor and tailored faculty-development partner for online instructors. Participants will learn practical techniques to strengthen instructor presence, enhance accessibility, modernize course design and manage your project timelines— restoring balance, preventing stagnation and empowering faculty to teach more confidently across distance-learning environments.

The power of AI is truly remarkable to ensure student success in online learning. The only limit is our imagination to think of how to use it! Knowing what is possible, how to ask for it, and which AI tool is best for your specific need is the key.

Have your discussions become rote? Are students approaching them like a chore? Do they feel more like another little writing assignment than a true place for students to engage in meaningful interaction, with you and with one another? Well - let's chat! What if we took the grading aspect out of discussions, rebranded them, and started having good conversations in our online discussion once more? I look forward to sharing the concept of a course community discussion forum and hearing your thoughts about where it could go in the future.

Many faculty receive training to develop and teach online courses. But what about those who administer online programs? They need training too! We will discuss our asynchronous training for deans and chairs, including their roles in the planning, development, evaluation, approval and deployment of online courses and programs.

This study evaluates a required, self-paced AI literacy course for newly admitted undergraduates using an optional end-of-course survey in D2L. The project examines students’ AI literacy outcomes and perceptions of generative AI, including perceived value, costs, and intentions to use. Findings will inform scalable onboarding design, ethical AI guidance, and course improvements across cohorts.

Surviving the Feeding Frenzy is an interactive fishbowl session where online learning professionals unpack the growing pressures of ADA compliance, AI, workload, and change. Through guided conversation, participants share coping strategies, practical ideas, and reassurance that they are not navigating today’s challenges alone.

What’s next in digital credentialing? Learn how interoperable, evidence-based systems ensure learners’ skills are authentic —not AI-generated—and empower them to tell their story. Learn how the University of Central Oklahoma is building next level credentialing tools that boost student success and employer trust in a rapidly evolving digital landscape.

AI is reshaping distance education, yet faculty often default to adversarial approaches. This session shares lessons from developing AI-integrated courses for K-12 educators at the University of West Georgia, including Socratic methods for asynchronous contexts and transparency-based frameworks. Current implementations and emerging directions will be discussed.

Surry Community College’s Alan Unsworth will facilitate an interactive session focused on managing tutoring budgets and sharing tools he has used to document impact and prepare for budget discussions. Alan has utilized layered strategies to increase student engagement and retention through live, asynchronous, AI, and other online academic supports. This session will include a roundtable discussion of participant roadblocks and challenges with participant collaboration on tools and methodologies that can drive impact and support best practices for maximizing tutoring ROI. The ultimate goal is to help participants more effectively advocate for positive change in their institutions’ tutoring budgets.

Grading consistency across instructors remains a persistent challenge in higher education, often leading to student concerns about fairness, reliability, and transparency. This study investigates whether the implementation of customized rubrics can reduce grading variability and enhance perceived equity in assessment within a graduate-level statistics course at Embry-Riddle Aeronautical University Worldwide. Using a mixed-methods, quasi-experimental pre- and post-test design, quantitative data were collected from five identical assignments scored by different instructors before and after rubric adoption, while qualitative data were derived from student end-of-course evaluations. Welch’s ANOVA was employed to assess grading consistency across course sections. Results indicated that prior to rubric implementation, statistically significant grading differences were present in four of five assignments (p < .05). Following the introduction of customized rubrics, significant discrepancies were reduced with a narrowing of score ranges suggesting increased uniformity. Thematic analysis of student feedback revealed improved perceptions of grading clarity, fairness, and feedback quality post-intervention. Although rubric use did not fully eliminate grading variation, it meaningfully enhanced the reliability of evaluation and the student learning experience. Findings underscore the value of structured, transparent assessment tools and faculty calibration efforts in promoting equitable, credible, and pedagogically sound grading practices across distributed learning environments.

Higher education values diversity but struggles to support and retain faculty of color. Women faculty of color face barriers like bias, isolation and limited mentoring which impacts job satisfaction and student success. Addressing these challenges is essential to foster a sense of inclusion and belonging for faculty and students in virtual universities. (Based on my research exploring strategies to support women faculty of color that foster belonging in virtual universities).

This session explores how AI is transforming learning from both a student and instructor perspective. Drawing on real experiences using AI throughout a graduate program, it examines practical benefits, common misconceptions, and emerging ethical questions. Participants will analyze scenarios, challenge assumptions, and consider how AI can support meaningful learning.

We will present the findings from our longitudinal study for the overall support required for humanizing the online experience. Our work provides insights for administrators related to practice, assessment, and support both inside and outside of the classroom, for online learning programs and their faculty

The growing use and abuse of Artificial Intelligence (AI) in online higher education continues to challenge students, instructors and administrators alike. Few will deny that the arrival of this new technology represents a dramatic paradigm shift in the spirit of Kuhn’s (1962) description in The Structure of Scientific Revolutions. The reliance on written assessments that can be easily duplicated by large language models requires an immediate response to preserve academic integrity and rigor. This presentation will discuss ways to realistically change curriculum assessment and course design to meet the new realities of AI. Attention will be given to both general guiding principles and how Purdue Global University revised its very successful Ethics course to reduce the risk of AI plagiarism while still allowing for student creativity and critical thinking. Kuhn, T. (1962). The structure of scientific revolutions. The University of Chicago Press, Chicago.

This paper details the creation of a student-driven taskforce aimed at understanding the unique needs and interests of distance learning students within an undergraduate program. Through facilitated efforts, students developed questions, collected data, and developed specific recommendations for program improvement aimed at better supporting hybrid and fully-online learners.

Discuss the use of AI in psychology classes (undergraduate and graduate classes). Explore how to utilize AI to expand on the learning objectives within the course. Also, examine how to use AI to provide student feedback.

Empathy can be the difference between an online course that feels transactional and one that truly inspires connection and learning. This session explores how empathy-focused course design can transform online classrooms into supportive learning spaces. Participants will learn practical strategies to humanize their teaching and encourage students to engage with different perspectives. You'll leave with practical strategies to help students practice empathy through discussions and collaborative activities, empowering both instructors and learners to build substantial interactions.

Widespread growth of distance education requires reexamination of leadership within higher education. This paper explores how formal leadership positions elevate role and influence of instructional designers in a dynamic educational environment. Grounded in a servant leadership framework, our study informs scholars and practitioners of the importance of instructional design leadership.

To support increasing online diversity, educators must prioritize inclusive design. The University of Central Oklahoma’s Alternative Format Initiative (AFI) offers a transformative model grounded in Universal Design for Learning and Transformative Learning Theory. AFI positions accessibility as a proactive design strategy that enhances student equity, agency, and deeper learning.

Marketing online best practices, accessibility guidelines, and special initiatives, such as our Center for High Impact Practices, often focuses on external audiences and potential students through advertising, social media, and branded giveaways, such as mugs, pens, and tchotchkes. However, the success of online programs and initiatives also depends on internal audiences: faculty, current students, and administrators. Without their buy-in, our programs and initiatives cannot thrive.

Creating an accessible digital learning environment requires more than compliance; it requires culture. This presentation explores how Kennesaw State University’s Online Program Management and Digital Learning Innovations departments partner with academic leaders, faculty, and campus support units to build relationships, provide training, develop infrastructure, and share responsibility for accessible teaching and learning.

Distance learning provides essential access and flexibility for students. Its rigor and credibility match traditional classrooms, while offering advising, tutoring, mental health and other services. With rising demand in online courses nationwide, offering robust distance learning options is crucial to the future of higher education.

So much of our time in education now is spent in the virtual world. Research tells us that this type of remote interaction can have an impact on our mental health. This presentation will share tips and tools that bring mental awareness while online.

This research study explores distance education students’ perceptions of return on investment, including financial value, career outcomes, and overall worth of their online educational experience. Findings examine how perceived ROI varies by enrollment format and institutional type, offering insights to help administrators evaluate pricing, messaging, and program design decisions in online education.

Need faculty buy-in for using learning analytics? In our session, explore ways that KSU implemented strategies to help faculty learn about using their course data effectively. Then, join a larger conversation about how to increase faculty investment and engagement in learning analytics to positively impact student success.

This presentation examines how AI can assist doctoral-level distance instructors by providing targeted training, scaffolded teaching resources, and real-time instructional support. Participants will observe demonstrations of a customized GPT designed to provide faculty with formative, rubric-aligned feedback while maintaining academic rigor and instructor voice.

This mixed-methods study examines how balance-supportive instructional design and instructor practices shape adult learners’ wellbeing, persistence, happiness in learning, and future enrollment intentions. Quantitative analyses identify key relationships, while qualitative insights illuminate learner strategies and recommendations for designing courses that better support working adult.

My session examines strategic marketing approaches for distance learning graduate programs, emphasizing data-driven recruitment, brand differentiation, digital engagement, and equity-focused outreach. Participants will explore proven practices to increase enrollment, retention, and visibility while aligning marketing efforts with institutional mission, accreditation standards, and evolving learner expectations.

As online education expands, integrating academic coaches into instructional teams enhances student engagement and timely feedback. This research identifies best practices for faculty-academic coach collaboration and offers strategies to create responsive learning environments that improve student outcomes. Discussion will highlight the value of team-based approaches in strengthening online teaching effectiveness.

At National University, students are required to earn 100 practicum hours as part of their fully online master’s degree program in education counseling. The practicum hours are achieved via weekly Zoom sessions held by faculty, as part of each course in the program. The presentation will detail the results of a study designed to gather faculty experiences teaching these collaborative sessions. The researchers investigated faculty perspectives on planning and implementing these sessions. The results offer valuable insight into best practices for enhancing session design and structure, without relying on prescriptive program guidelines. Further, these results may be useful for other institutions seeking to integrate collaborative learning into their programs.

This paper explores the application of design thinking in a doctoral-level distance course. By utilizing pre and post data, our teaching team examines how the phase of empathy in design thinking enhances student engagement, fosters collaboration, and improves learning outcomes, ultimately showcasing the transformative potential of bridging empathy-based instruction to life.

As AI agents increasingly operate alongside humans in the workplace, distance education must evolve beyond content delivery. This FishBowl session explores how student-centered, project-based, and reflective learning models prepare students to collaborate with AI responsibly, shifting focus from tool use to decision-making, metacognition, and workforce readiness.

This FishBowl session explores a multi-stakeholder study on academic coaching in online courses. Participants will examine student, faculty, and academic coach perceptions, including perceived benefits, challenges, and impact on engagement and success. The discussion invites administrators and instructional designers to reflect on scalable, human-centered support models in distance learning.

This research explores how educators and administrators can move beyond using AI with surface-level questions by combining multi-layered leadership questions with right-brain, creative-thinking techniques, allowing them to actively lead AI rather than defaulting to it. Drawing from leadership theory, creative cognition research, and the presenters’ combined professional experience, this session introduces a practical model in which effective AI use depends on human leadership clarity and the creative, perceptual modes of thinking that enrich AI outcomes. Attendees will learn 10 right-brain techniques that strengthen prompting, deepen nuance, expand perspective, and support intentional AI direction in educational settings.

This exploratory case study examines whether personal tutoring functions effectively within a new online Master’s programme with fifty students. Drawing on established literature, it analyses academic, pastoral, and retention roles, identifies structural challenges specific to online delivery, and outlines evidence-informed strategies to enhance relational continuity, student engagement, and completion outcomes.

The lawful reuse of music represents one of copyright's greater complexities, principally because the music industry's default answer is generally (expensive) licensing. This session navigates best practices when using music in online learning, and offers answers other than, "You can't do that," or, "Money." Contemporary questions of AI and music will also be addressed.

Finding ways for students to connect with each other and the instructor is key to effective online education. Students are more engaged when they feel the course is a community of collaborative learners. Further, students are more likely to incorporate feedback from instructors when they feel a connection to them.

This session explores how simulations and storytelling can engage learners across generations through purposeful play. Students span multiple generations, bringing a wide range of experiences and levels of technological fluency. Educators must design experiences that move beyond content delivery. This session explores how simulation and gamified storytelling can bridge the gaps and promote authentic engagement in online education.

UWG’s NUDGE program enhances student engagement and success using principles of negative reinforcement. Automated text notifications prompt students to submit assignments, using D2L API calls and SQL logic to evaluate due dates and submission data. This session explores implementation processes, challenges, and lessons learned for administrators considering similar engagement strategies.

This session explores low-maintenance course design strategies that reduce instructor workload while preserving rigor and student engagement. Through a facilitated fishbowl dialogue, participants will examine practical design choices, policies, and tools that streamline teaching, support consistency, and create sustainable courses across modalities and terms for faculty at all career stages.

This proposal explores the question: Can AI and Wellbeing go together? By discussing this question we will examine our assumptions of wellbeing and AI and unpack the impact how these assumptions impact the way AI is integrated into instructional design and everyday use. The session provides anyone who is engaged in distance learning and integrated technologies to consider developing learner centered frameworks that intentionally build wellbeing into educational spaces.

Regular and Substantive Interaction (RSI) affects Title IV eligibility in distance education. This presentation describes APSU’s collaborative, faculty-friendly RSI compliance system, featuring a streamlined self-assessment form, centralized documentation, and integrated course reviews. It shares strategies, lessons learned, and practical steps to shift RSI from reactive compliance to a proactive framework.

This paper examines how AI technologies can augment instructor capabilities across core pedagogical functions, including content development, assessment design, administrative tasks, and personalized learning support. Through interviews, we identify the major workload and key challenges that instructors face. We have a systematic review of current AI applications and emerging research. We identify key efficiency gains, implementation considerations, and ethical implications.

Ensuring the quality and integrity of academic programs in distance education is a central expectation of regional and programmatic accreditation. During this session, I will share recent examples of effectively and efficiently documenting compliance with a few specific accreditation standards based on my experience as a former SACSCOC Liaison and outside consultant. Through candid conversation and peer exchange, this session will highlight how compliance can serve not just as a requirement, but as a catalyst for excellence in distance education. Come compare notes, trade ideas, and leave with approaches that make meeting accreditation standards both manageable and meaningful.

This session will address how rubrics can improve student performance and support assessment of learning outcomes. Example rubrics will highlight how instructors can effectively tailor feedback in a format students have come to expect. The discussion will center on how instructors use rubrics and how they can support institutional priorities.