Vol 26, Issue 1 (2022)

We are pleased to announce the release of the March 2022 issue of the Online Learning Journal (OLJ). This special issue is the first in our 26th volume and contains a selection of papers advancing our understanding of the Community of Inquiry (CoI) model.  Specifically this special issue includes seven papers that develop new perspectives on conceptualizations and processes related to cognitive presence.

The first paper, by the pioneer of the CoI framework, Dr. Randy Garrison, is a theoretical analysis on shared metacognition and its function within the community of inquiry theoretical framework. The next five papers in the issue are focused on empirical research that identify strategies to facilitate or analyze cognitive presence. These strategies include self-regulation and co-regulation reflection strategies (Villanueva et al.), case-based discussions and project-based collaborative learning (Ozogul et al.), machine learning models and learning analytics (Lee et al.), learning analytic-based elaboration feedback (Alwafi), and a structured online peer evaluation system (Wilkinson). The seventh and final paper in the special issue is focused on a systematic review that synthesized empirical research on ways to develop cognitive presence in online courses (Moore & Miller). 

In addition to the special issue section, this issue of Online Learning also contains a series of articles accepted through our regular submission process.  These articles examine MOOCs, blended learning, online instruction, remote education, and include additional research on other facets of Community of Inquiry framework.

We hope that these new studies provide guidance for researchers and practitioners working to better understand how students and faculty learn, teach and assess in online environments.

Please read, share, and cite this work and consider submitting your own rigorous original research to OLJ!

Peter Shea, PhD
Editor: Online Learning

Vol 25, Issue 4 (2021)

We are pleased to announce the release of volume 25, issue 4 of the Online Learning Journal (OLJ). This special issue includes a selection of papers submitted to the American Educational Research Association annual meeting. The American Educational Research Association (AERA) comprises an international membership spanning more than 96 countries. AERA’s mission is to advance knowledge, scholarly inquiry, and the use of research to improve education practice and policy.

Within AERA are various units, among which are special interest groups (SIGs), including a SIG dedicated to online teaching and learning. The purpose of the AERA-Online Teaching and Learning Special Interest Group (AERA-OTL SIG) is to provide a forum for researchers to discuss issues and advance inquiry relevant to online teaching and learning. Members include researchers and practitioners from a variety of fields, reflecting a diverse and vibrant group of professionals with the shared goal of bridging research and practice to advance theory and practice of online education. The OTL–SIG and the Online Learning Consortium (OLC) have a long-standing agreement to share select papers presented at the conference. Since 2016, the OLC has sponsored a special issue of Online Learning journal (OLJ) with research papers presented by members of OTL–SIG at the annual meeting.

The ten research articles in this year’s special issue highlight research devoted to advancing high-quality online learning around four themes: learner engagement, the use synchronous video-based communication to support teaching, instructors’ perspectives and experiences, and pedagogical recommendations. In addition to our special issue on papers from the American Educational Research Association OTL-SIG, this issue also contains ten studies from our regular submission process. These papers examine a range of issues including learner perceptions of new technologies and experiences with online learning, personalization, and analytics for optimizing online learning opportunities, and strategies for student support during the COVID-19 pandemic.

We invite you to read and share this issue with colleagues and to consider submitting your own original work to Online Learning.

Peter Shea, PhD
Editor: Online Learning
Department of Educational Theory and Practice
University at Albany, State University of New York

Vol 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.

Vol 25, Issue 2 (2021)

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!

Vol 25, Issue 1 (2021)

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