Volume 21, Issue 1 - March 2017

Table of Contents

This issue of OLJ explores 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 this issue and help us to continue to enhance the research and practice of online learning.

Introduction

Introduction
Peter J. Shea
 

Faculty, Professional Development, and Online Teaching

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
Integrating Accessibility into Online Higher Education
Reading Between the Lines: Accessing Information via YouTube’s Autocaptioning
Chad E. Smith, Samantha Crocker, Tamby Allman

Online Academic Integrity

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
Students, Community, and Online Learning
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
Utilization of an educational web based mobile app for acquisition and transfer of critical anatomical knowledge, thereby increasing classroom and laboratory preparedness in veterinary students
Kevin Hannon
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

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