Online Learning Journal
Volume 25, Issue 3 (2021)
Each year, the Online Learning Journal solicits research papers from those who have presented at the most recent OLC Accelerate and Innovate conferences. This year, we feature five articles from experts in the field of online learning who presented at one of the conferences. The studies look at topics such as withdrawal rates, instructional design teams, remote learning, and more. In addition to the papers associated with the OLC Accelerate and Innovate conferences, we also have a selection of studies that have been reviewed and accepted for publication through our regular submission process. These studies investigate deep learning processes, motivation, compassion, and a wide range of other student, faculty, and institutional issues in both k-12 and higher education online settings. We hope you will find them helpful and informative. You can find the full issue here.
As we celebrate the 25th anniversary of Online Learning we are committed to publishing high-quality studies in the broad field of online learning. This second issue of 2021 contains 16 papers on a wide range of topics. This research is organized into sections on faculty development, empirical studies, blended learning, Massive Open Online Courses (MOOCs), k-12 online education, and student issues in online education environments.
We hope you will read and share this special issue and join us as we continue to celebrate 25 years of Online Learning!
You probably know that the Online Learning Consortium publishes a peer-reviewed scholarly journal called Online Learning (OLJ). But did you know that this journal is entering its 25th year of publication? First published in 1997 as the Journal of Asynchronous Learning Networks (JALN), the journal changed names (and merged with MERLOT’s Journal of Online Learning and Teaching) in 2014. To celebrate twenty-five years of excellence in systematic investigations of online education we will present a special issue in March 2021 edited by Dr. Shanna Smith Jaggars.
The articles in this Special Issue provide a rich portrait of the teaching and learning challenges which characterized the initial COVID-19 emergency transition in Spring 2020, and detail the approaches of administrators and teachers as they attempted to overcome those challenges. Along the way, these studies provide lessons in terms of how to better prepare for future public emergencies, as well as how to improve student success more generally, in both online and in-person settings. Throughout the issue, readers will also see a multitude of challenges related to the “digital divide” – or the fact that students have unequal access to reliable high-speed Internet and other academic technologies, due to underlying inequalities in household income and regional infrastructure.
The Special Issue is organized into three sections: the first includes a selection of full-length manuscripts focused on teaching, learning, and student support challenges in the U.S.; the second provides a series of brief case studies which delve into how specific courses or programs managed the transition; and the third provides a set of international perspectives.
We hope you will read and share this special issue and join us in celebrating our first 25 years of Online Learning!
Peter Shea, PhD
Editor: Online Learning
Department of Educational Theory and Practice
University at Albany, State University of New York