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
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.