Vol 24, Issue 3 (2020)
We are pleased to announce the publication of the third quarterly issue of Online Learning (OLJ) containing two sections, one devoted to the best paper from recent OLC conferences, and one from our regular submission process. Section one of this issue was edited by Patsy Moskal of the University of Central Florida, Laurie Dringus of Nova Southeastern University, Paige McDonald of George Washington University and Karen Swan University of Illinois Springfield. In introducing the conference section these editors write:
The Online Learning Consortium (OLC) sponsors two annual conferences devoted to furthering the OLC mission of creating community and knowledge around quality online, blended, and digital learning while driving innovation. These conferences are known as premiere gatherings for faculty, instructional designers, administrators and others who teach or support those who teach in online and blended learning.
The 2019 OLC Accelerate conference marked the 25th anniversary of this international conference. The event was held November 19-22 in Orlando, Florida’s Walt Disney World Dolphin and Swan Resort with 1,623 onsite and over 1,000 virtual attendees from 13 countries, 49 states, Washington, D.C. and Puerto Rico.
Little did we know that 2020 would bring new adventures and challenges! OLC Innovate, originally scheduled for March 31-April 3, 2020 was postponed and reimagined after COVID-19 forced its Chicago venue to close. With a quick pivot and fantastic planning by the OLC team, the conference went virtual June 15-26 with 370 presenters and contributors and 5,500+ attendees from nearly 500 organizations/institutions, representing 35 countries, all 50 states, Washington D.C. and Puerto Rico.
Each year we highlight articles from a selected few presentations from these conferences for publication in Online Learning. The five selections here represent a variety of topics from varied institutions of higher education.
In addition to the special section on papers presented at recent conferences sponsored by the Online Learning Consortium, this issue of OLJ also contains articles from our regular submission process. These eight papers appear in three sections broadly related to faculty and student issues as well three papers on blended learning.
We invite you to read and share this issue with colleagues and to consider submitting your original work to Online Learning. You can review the latest issue here: https://olj.onlinelearningconsortium.org/index.php/olj/index
Vol 24, Issue 2 (2020)
This issue of Online Learning is the first to be published during the ongoing pandemic, which has had substantial implications for the education sector. The significance of online learning has changed dramatically since the onset of COVID-19. Virtually every institution from primary schools through graduate schools in the US and around the world has moved instruction from classroom settings to remote/distance settings. It is important to note that institutions undertook this shift under extreme pressure with unrealistic timelines, frequently a matter of days or weeks. In many cases, the resultant coursework does not adhere to standards reflective of high quality online instructional design.
Many institutions in the US have adopted terms such as “emergency remote instruction” to describe their current distance learning offerings. While our timeline for reviewing rigorous studies would normally preclude publication of current research on the great migration to emergency remote instruction, we do include two papers relevant to the current crisis, including a national study of higher education’s response to the crisis. In this issue, we also have sections on student perspectives, faculty issues, K-12, literature review, and best practices in online education.
We invite you to review the latest issue here: