The current issue of Online Learning (OLJ) includes a special section that features the best papers that were presented at the American Education Research Association (AERA) 2016 Online Teaching and Learning Special Interest Group. Edited by Jennifer C. Richardson, Karen Swan, and Marquette Strait, the special edition includes the following articles:
- Heitner, K. L. & Jennings, M. (2016). Culturally responsive teaching knowledge and practices of online faculty, Online Learning, 20 (4), 54 -78.
- Lim, J; Olesova, L; & Slavin, M. (2016). Exploring the effect of scripted roles on cognitive presence in asynchronous online discussions, Online Learning, 20 (4), 34 – 53.
- Lowes, S.; Lin, P.; Kinghorn, B. R. C. (2016) Gender differences in online high school courses, Online Learning, 20 (4), 100 – 117.
- Phirangee, K. S. (2016). Students’ perceptions of learner-learner interactions that weaken a sense of community in an online learning environment, Online Learning, 20 (4), 13 – 33.
- Rice, M. F. & Carter, R. A. (2016). Online teacher work to support self-regulation of learning in students with disabilities at a fully online state virtual school, Online Learning, 20 (4), 118 – 135.
- Ruane, R., & Lee, V. (2016) Analysis of discussion board interaction in an online peer mentoring site, Online Learning, 20 (4), 79 – 99.
- Whiteside, A.; Garret-Dikkers, A.; & Lewis, S. (2016). “More confident going into college”: lessons learned from multiple stakeholders in a new blended learning initiative, Online Learning, 20 (4), 136 – 156.
- West, D.; Heath, D.; & Xi’an, H.H., (2016). Let’s talk learning analytics: A framework for implementation in relation to student retention, Online Learning 20 (2)
In addition to the special section, this edition of Online Learning features an additional four articles, including:
- Anderson, S.; Hsu, Y;& Kinney, J. (2016). Using importance-performance analysis to guide instructional design of experiential learning activities Online Learning, 20 (4) 187 – 200.
- Bali, M.; Caines, A.; DeWaard, H.;& Hogue, R. J., (2016). Ethos and practice of a connected learning movement: interpreting virtually connecting through alignment with theory and survey results, Online Learning 20 (4) 212 – 229.
- Knapke, J; Haynes, E; Breen, J; Kuhnell, P; Smith, L.; & Meinzen-Derr, J. (2016) Evaluation of online graduate epidemiology instruction and student outcomes, Online Learning 20 (4), 201 – 211.
- Yeboah, A. K. & Smith, P. (2016). Relationships between minority students online learning experiences and academic performance, Online Learning 20 (4) 161 – 186.
We hope you enjoy reading this issue and, with a database of 20 years of scholarly articles, we hope you continue to use the journal as a top resource.
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About Peter Shea
Dr. Peter Shea is Associate Provost for Online Learning and Associate Professor in the School of Education and the College of Computing and Information at the University at Albany, State University of New York. His research focuses on the development of communities dedicated to learning in online environments. He has published widely on this topic in journals such as Computers and Education, JALN, Internet and Higher Education, The Journal of Educational Computing Research, Interactive Learning Environments and others. He is past director of the SUNY Learning Network, the online education enterprise of the 64 campus and 400,000 students in the SUNY system. Peter’s research has been supported by the US Department of Education and The Alfred P. Sloan Foundation. He has been co-recipient of three national awards for online learning, faculty development and online programs from EDUCAUSE and the Online Learning Consortium.