New Issue of the Online Learning Journal (OLJ)

By

Dr. Jill Buban

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The arrival of March signals not only the welcome of spring, but also the first issue of the year for the Online Learning Journal (OLJ).  Now in its 22nd year, OLJ is published quarterly as an open source, peer-reviewed journal.  This issue of Online Learning includes 13 articles focused on topics including Massive Open Online Courses (MOOCs), leadership perspectives, student engagement, academic integrity, pedagogy, and support.  These articles advance our understanding of online learning with insights from a broad array of national and international investigators using quantitative, qualitative, and mixed method approaches to inquiry.  Happy reading, and may spring go out like a lamb for those of you in the Northeast.

Table of Contents

Introduction
Peter Shea

Massive Open Online Course (MOOC) Research

Comparing the Factors That Predict Completion and Grades Among For-Credit and Open/MOOC Students in Online Learning
Ma. Victoria Almeda, Joshua Zuech, Ryan S. Baker, Chris Utz, Greg Higgins, Rob Reynolds

Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs
Matt Crosslin, Justin T. Dellinger, Srecko Joksimovic, Vitomir Kovanovic, Dragan Gasevic

Empirical Studies

No Significant Difference – Unless you are a Jumper
Richard J Fendler, Craig Ruff, Milind Shrikhande

Breaking Barriers Through Edmodo: A Qualitative Approach on the Perceptions of University of Malaya Undergraduates
Farha Alia Mokhtar

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance
Laurie A. Sharp, Marc Hamil

Computer Science Students’ Attitudes Towards the Use of Structured and Unstructured Discussion Forums in Fully Online Courses
Moanes Hani Tibi

The Relationship between Instructor Servant Leadership Behaviors and Satisfaction With Instructors in an Online Setting
Faris George Sahawneh, Lorraine T Benuto

Comparing Student Performance on Proctored and Non-Proctored Exams in Online Psychology Courses
Lee William Daffin Jr., Ashley Anne Jones

Examining the Reliability and Validity of a Turkish Version of the Community of Inquiry Survey
Yusuf Ziya OLPAK, Ebru KILIÇ ÇAKMAK

The (Lack of) Influence of Age and Class Standing on Preferred Teaching Behaviors for Online Students
Shannon Kennan

Learner Engagement

An Online Engagement Framework for Higher Education
Petrea Redmond, Amanda Heffernan, Lindy Abawi, Alice Brown, Robyn Henderson

Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment
Florence Martin, Doris U Bolliger

Online Student Use of a Proximate Community of Engagement at an Independent Study Program
Darin R Oviatt, Charles R. Graham, Jered Borup, Randall S Davies

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