(OLJ) is the Online Learning Consortium’s premier journal dedicated to the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. Our mission is to provide scholars, practitioners, administrators, and policymakers with the very best research in online learning. Papers building on and/or developing theory and supported by rigorous methods are the norm. Occasionally, papers reviewing broad areas are published, including critical reviews of thematic areas. Online Learning is published 4 times a year, and entire issues are published from time-to-time around a single topic or disciplinary areas. Calls for papers for special issues include specific due dates, but general submissions are accepted year-round. The journal adheres to traditional standards of double-blind peer review, and authors are asked to provide systematic data in support of claims.
The journal is open access, does not charge author fees, and is published on the Open Journal System at the link below. We invite you to review the issue here: