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Best Practices for Administering Online Programs is a practical volume for university teams seeking to manage effective online programs. Defining, designing, implementing, and updating online courses is a highly collaborative effort, particularly with limited resources and expanding student enrollment. This book unites the efforts of program directors, supervisors, department chairs, participating faculty, instructional designers, IT specialists, and support staff toward a common goal: affordable, accessible, and scalable online learning. Readers will find guidelines for fostering quality, faculty skills, academic integrity, learning objectives, course improvement, and more.

Doctor of Education (EdD) programs have experienced much development and attention in the last two decades. Simultaneously, the steady growth of online education has resulted in several universities offering online EdD programs, including in Educational Technology and related fields. This article provides an overview of the structure and goals of online and hybrid EdD programs in Educational Technology and related fields. Data collected from the websites of 13 highly ranked online and hybrid EdD programs in Educational Technology and a follow-up survey with program coordinators was analyzed for the program foci, length, delivery format, dissertation formats and processes, and professional outcomes. The structure of these programs, curriculum (core courses, specialized courses, research courses, dissertation credits) and professional outcomes are presented, and areas of consideration for others embarking on creating online or hybrid EdD programs and those engaged in improving their existing programs are provided.

Objective Despite the availability of pharmacological treatment for seizures, people with epilepsy (PwE) commonly experience impairments in quality of life (QoL). Given the limited access to psychosocial treatments for PwE, digital interventions could bridge treatment gaps and help improve QoL. The objective of this study was to examine the effectiveness of emyna, a fully automated digital intervention based on cognitive behavioral therapy (CBT) techniques, in improving health‐related QoL among PwE who reported impairments in QoL. A previous trial showed that emyna was effective in improving depressive symptoms among PwE with a comorbid depressive disorder, but its effects on QoL among PwE without comorbid depression remain unknown. Methods A pragmatic randomized controlled trial was conducted with N = 438 PwE (mean age = 37.5, 70.3% women, physician‐verified diagnoses) who were assigned to the intervention group (n = 216), which used emyna alongside treatment as usual (TAU), or the control group (n = 222), which received TAU only. QoL and secondary outcomes such as general self‐efficacy, medication adherence, general distress, and epilepsy‐related work and social adjustment were assessed at baseline, 3 months, and 6 months. The primary outcome was QoL assessed with the Quality of Life in Epilepsy [QOLIE‐31] total score at 3 months post‐randomization. Results Findings from the intent‐to‐treat analyses showed that after 3 months, participants in the intervention group experienced significant and clinically relevant improvements in health‐related QoL compared to the control group (baseline‐adjusted group difference = 4.5; 95% CI = [2.0, 6.9], p < 0.001; Cohen's d = 0.32). Effects on secondary outcomes did not reach statistical significance. Significance This study extends previous research by demonstrating that emyna facilitates improvements in QoL in a diverse group of PwE treated in routine care settings. This CBT‐based digital intervention therefore presents a convenient and cost‐effective addition to healthcare providers' treatment repertoire. Plain Language Summary In our study, we tested a digital program called emyna, which conveys cognitive behavioral therapy (CBT) techniques to help improve the quality of life for people living with epilepsy. We found that those who used emyna alongside their usual treatments felt better about their quality of life compared to those who did not use the program. Emyna offers a new, convenient way for people with epilepsy to manage their condition, which can be used alongside currently available treatments.

International student enrolment represents a significant portion of modern higher education; however, entirely online programs may foster distinct forms of alienation. This study presents the notion of digital displacement, defined as the alienation experienced when cultural engagement, social recognition, and academic involvement are predominantly facilitated by virtual learning environments. It investigates the correlations between digital displacement and international students' sense of belonging, identity formation, and psychological distress. A total of 121 international students enrolled in online degree programs completed assessments of digital displacement, belonging, identity, and distress, subsequently responding to open-ended enquiries regarding their online experiences. Quantitative findings indicated that students experiencing diminished digital displacement (enhanced social presence and connectivity online) also exhibited markedly elevated feelings of belonging and reduced levels of anxiety, depression, and stress. Digital displacement (β = –0.45, p < .001) was the strongest unique predictor of overall psychological distress in a regression model. Identity difficulties (β = 0.36, p < .001) came in second. Belonging was not a unique predictor when modelled with displacement and identity, even though it was protective at the bivariate level. A mediation analysis showed that belonging did not have an indirect effect on distress through displacement. Qualitative responses reflected these trends: students articulated feelings of isolation and “invisibility” online, challenges in articulating their cultural identity, and fatigue from navigating technology, highlighting the necessity for enhanced community-building and support within virtual programs. These findings provide a new way to think about online alienation and give useful advice for culturally sensitive online advising, virtual campus design, and psychosocial support services that will help international students connect with each other and feel better in cyberspace.

Paramedics experience disproportionately high rates of mental health concerns, often relying on informal support from family and friends. While this support is vital, it can impose significant strain on family and friends, who frequently lack the necessary resources and skills for their role. To address this, a novel online program, Minds Together, was developed specifically for family and friends to enhance their ability to support the mental health of paramedics while prioritizing their own mental health and wellbeing. The feasibility and acceptability of the program was evaluated through a pilot study involving 53 participants randomized to either program or waitlist groups. Data collection included pre- and post-intervention surveys, program usage metrics, post-project surveys, and feedback from user testing. The Global Impact Analytics Framework (GIAF) guided analysis of planning, pre-engagement, pre-readiness, usability, dissemination, adoption, and contextual factors. Participants valued the program for its lived-experience content and self-paced format. Broad dissemination reached over one million individuals, and usability and relevance were rated highly. However, low engagement and completion rates reflected challenges common to online interventions. Barriers included limited access duration, participants' time constraints, and difficulties in reaching the target audience. Suggestions included flexible access, advanced content options, and targeted outreach strategies. Minds Together shows promise as a scalable intervention for family and friends of paramedics. Future research will address barriers, explore long-term outcomes, and refine the program to better meet family and friends' diverse needs, improving mental health support for paramedics and their support network. •Minds Together is an online program piloted with family and friends supporting the mental health of paramedics.•Program shows promise as a scalable intervention for paramedics' family and friends.•The program was tested in a relevant environment, co-designed and well-planned.•Minds Together rated highly on usefulness, acceptability, practicality, and value.•Reach was comprehensive, however improvement is needed to optimize engagement.

Practitioner-focused educational doctoral programs have grown substantially in recent years. Dissertations in Practice (DiPs), which are the culminating research report and evaluation method in these programs, differ from traditional PhD dissertations in their focus on addressing a problem of practice and on connecting theories with practice. As part of our ongoing program evaluation, we reviewed DiPs from doctoral students who graduated from an online asynchronous Educational Doctoral program in Learning Design and Technologies at the University of South Carolina. Findings revealed that most students chose a pragmatic philosophical paradigm, adopted a mixed methods research design, reported an action research intervention implemented with populations in K-12 schools, used surveys and interviews as data sources, and analyzed data with descriptive/inferential statistics and thematic analysis. Implications for the program curriculum are discussed.

Background iSupport is an online program developed by the World Health Organization to provide education, skills training, and social support to informal carers of persons with dementia. This pilot study examines the feasibility of the protocol for a main effectiveness trial of iSupport-Portugal and explores how the intervention and control arms compare over time on well-being outcomes. Methods A mixed-methods experimental parallel between-group design with two arms is followed. Participants were recruited nationwide, by referral or advertising, through the National Alzheimer’s Association. Inclusion criteria are being Portuguese adults, providing e-consent, providing unpaid care to someone with dementia for at least 6 months, experiencing relevant scores on burden (≥ 21 on ZBI) or depression or anxiety (≥ 8 on HADS), and using webpages autonomously. Participants were consecutively randomized to receive iSupport-Portugal or an education-only e-book and were not blinded to group assignment. Data were collected online with self-administered instruments, at baseline, 3 and 6 months after. Outcomes comprise caregiver burden, depression, anxiety, QoL, positive aspects of caregiving, and self-efficacy. Generalized estimating equations were used to estimate group, time, and group-by-time effects. Intervention engagement data were extracted from iSupport’s platform. Semi-structured interviews were conducted. Results Forty-two participants were allocated to the intervention ( N  = 21) and control ( N  = 21) arms. Participation (78.1%) and retention rates (73.8%) were fair. More carers in the control arm completed the study ( N  = 20, 95.2%) than in the intervention arm ( N  = 11; 52.4%) ( χ 2  = 9.98, p  = .002). Non-completers were younger, spent less time caring, and scored higher on anxiety. Among carers in the intervention arm, the average attendance rate was of 53.7%. At post-test 38.9% of participants still used iSupport; the remainder participants interrupted use within 2 weeks (Mdn). For per-protocol analyses, significant group-by-time interaction effects favouring the intervention were found for anxiety (Wald χ2 = 6.17, p  = .046) and for environmental QoL (Wald χ 2  = 7.06, p  = .029). Those effects were not observed in intention-to-treat analyses adjusted for age. Interviewees from the intervention arm ( N  = 12) reported positive results of iSupport on knowledge and on experiencing positive feelings. No adverse effects were reported. Conclusions This study provides information for a forthcoming full-scale effectiveness trial, as on the acceptability and potential results of iSupport-Portugal. iSupport is suggested as a relevant resource for Portuguese carers. Trial registration ClinicalTrials.gov, NCT04104568 . 26/09/2019.

Northeastern University’s EdD faculty faced unique challenges during the pandemic and racial reckoning following George Floyd’s murder. During this period, however, we found opportunities to adapt and improve our program. We prioritized compassion and connection. We made significant strides in curriculum development through design and implementation of three new concentrations. We focused all program elements on how social justice works in a variety of educational settings. We altered our approach to data collection and doctoral supervision. In so doing, we were able to maintain consistency for our students and develop a closer bond with our faculty colleagues.

The value and methods of online learning have changed tremendously over the last 25 years. The goal of this paper is to review a quarter-century of experience with online learning by the author in the field of biomedical and health informatics, describing the learners served and the lessons learned. The author details the history of the decision to pursue online education in informatics, describing the approaches taken as educational technology evolved over time. A large number of learners have been served, and the online learning approach has been well-received, with many lessons learned to optimize the educational experience. Online education in biomedical and health informatics has provided a scalable and exemplary approach to learning in this field.