Online Learning Journal’s First Issue of 2017 Published


Peter Shea, PhD, Editor in Chief, Online Learning Journal, and Associate Provost and Associate Professor, SUNY Albany

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Now in its 21st year of publication, we are pleased to present the current issue of the Online Learning Journal (OLJ). The 14 articles in this issue  explore several important themes related to online teaching and learning including faculty, student, and institutional concerns. We invite you to read, share, and cite the high-quality papers in OLJ and help us to continue to enhance the research and practice of online learning.  Register for notifications about future editions, including our June 2017 publication and follow us on Twitter: @OnlineLearningJ.

Introduction     Peter J. Shea

Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework     Nancy Pope Wingo, Nataliya V. Ivankova, Jacqueline A. Moss

Course Management System’s Compatibility with Teaching Style Influences Willingness to Complete Training     Audrey Smith Pereira, Monika Maya Wahi

Understanding Teachers’ Cognitive Processes during Online Professional Learning: A Methodological Comparison     Pamela Beach, Dale Willows

Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program     Ken-Zen Chen, Patrick R. Lowenthal, Christine Bauer, Allan Heaps, Crystal Nielsen

Reading Between the Lines: Accessing Information via YouTube’s Autocaptioning     Chad E. Smith, Samantha Crocker, Tamby Allman

Online Learning Integrity Approaches: Current Practices and Future Solutions    Anita Lee-Post, Holly Hapke

Examining the Effect of Proctoring on Online Test Scores     Helaine Mary Alessio, Nancy J. Malay, Karsten Maurer, A. John Bailer, Beth Rubin

Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions     Baiyun Chen, Aimee deNoyelles, Janet Zydney, Kerry Patton

Exploring Small Group Analysis of Instructional Design Cases in Online Learning Environments     Jesus Trespalacios

Utilization of an educational web based mobile app for acquisition and transfer of critical anatomical knowledge, thereby increasing classroom and laboratory preparedness in veterinary students     Kevin Hannon

A Critical Review of the Use of Wenger’s Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014     Sedef Uzuner Smith, Suzanne Hayes, Peter Shea

Institutional Factors for Supporting Electronic Learning Communities     Jayme N. Linton

Adapting for Scalability: Automating the Video Assessment of Instructional Learning     Amy M Roberts, Jennifer LoCasale-Crouch, Bridget K Hamre, Jordan M Buckrop


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.


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