Virtual School Meanderings

September 7, 2017

New Issue of Online Learning [OLJ] Published

No K-12 distance, online and/or blended learning items that I could see.

Dear Readers,

We recently published a new issue (21:3) of Online Learning (OLJ).  This
special conference issue contains articles originally presented at the OLC
Accelerate and OLC Innovate annual meetings.  We invite you to review the
issue here:

https://olj.onlinelearningconsortium.org/index.php/olj

Thank you to our guest editors, authors, reviewers, and the staff of OLC for
all their contributions and to you for your continuing interest in Online
Learning.

best regards,

Peter Shea

Peter Shea, PhD
Editor: Online Learning (OLJ)
Associate Provost for Online Education  &
Associate Professor, Educational Theory and Practice and CCI
University at Albany, State University of New York
ED 114, 1400 Washington Ave, Albany, NY 12222
pshea@albany.edu

Online Learning
Vol 21, No 3 (2017)
Table of Contents
https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/54

Introduction
——–
Introduction: Sept. 2017 Conference Issue
Anthony Picciano

Invited Papers / 2017 OLC Conference Special Issue
——–
Gap Analysis: An Innovative Look at Gateway Courses and Student Retention
Karen Swan,     William Bloemer,        Scott Day
Beyond Being There:  Practices that Establish Presence, Engage Students and
Influence Intellectual Curiosity in a Structured Online Learning Environment
Janice Marie Orcutt,    Laurie P Dringus
Student Perceptions of the Use of Multimedia for Online Course Communication
Laura Portolese,        Julie Bonner
Using Design-Based Research in Higher Education Innovation
Cristi Ford,    Darragh McNally,        Kate Ford
Understanding Faculty Use of the Learning Management System
Jason Rhode,    Stephanie Richter,      Peter Gowen,    Tracy Miller,   Cameron Wills
An Instructor Learning Analytics Implementation Model
Holly McKee
Blended Learning From Design to Evaluation:  International Case Studies of
Evidence-Based Practice
Prof. Norman D. Vaughan,        Aline Reali,    Stefan Stenbom, Marieta Jansen Van
Vuuren, David MacDonald
A Formative Case Evaluation for the Design of an Online Delivery Model
Providing Access to Study Abroad Activities
Wendy Howard,   Gino Perrotte,  Minyoung Lee,   Jenna Frisone
Improving Digital Library Experiences and Support with Online Research
Guides
Laura Brewer,   Holly Rick,     Karen A. Grondin

Section II
——–
Introduction to Section II,  Sept. ’17
Peter Shea
Revised Community of Inquiry: Examining Learning Presence in a Blended Mode
of Delivery
Jessica Pool,   Gerda Reitsma,  Dirk Van den Berg
Theories and Frameworks for Online Education:  Seeking an Integrated Model
Anthony G Picciano
Exploring Factors Related to Completion of an Online Undergraduate-Level
Introductory Statistics Course
Whitney Alicia Zimmerman,       Glenn Johnson
An examination of factors that impact the retention of online students at a
for-profit university
Chris Sorensen, Judy Donovan
Exploring Differences in Business Undergraduate Perceptions by Preferred
Classroom Delivery Mode
Gary Blau,      Rob Drennan, Jr.
Compensation Still Matters: Language Learning Strategies in the Third
Millennium ESL Learners
Karim Hajhashemi,       Alireza Shakarami,      Nerina Caltabiano

________________________________________________________________________
Online Learning (OLJ)
http://olj.onlinelearningconsortium.org/index.php/olj

June 9, 2017

Online Learning Consortium’s Call for Articles in the Online Learning Journal

Note this call for articles – which includes some focus on K-12 – that may be relevant to readers.

Good Morning,

The Online Learning Journal, formerly the Journal of Asynchronous Learning, wishes to invite the presenters at the 2017 AERA Annual meeting to publish in a special issue devoted to the Online Teaching and Learning Special Interest Group (OTL-SIG).  The Online Learning Journal (OLJ) is the Online Learning Consortium’s (OLC) scholarly journal providing readers with rigorous peer-reviewed research in a variety of educational contexts from k-12 to higher education in the US and internationally. The journal is currently in the midst of an extended effort to further develop quality and rigor in systematic inquiry in online learning in support of the larger mission of the Online Learning Consortium. OLC is the leading professional organization devoted to advancing quality online learning by providing professional development, instruction, best practice publications and guidance to educators, online learning professionals and organizations around the world.

About the Special Issue: Topics for the special issue include but are not limited to research on:

  • Strategies for student engagement
  • Virtual or online K-12 schools
  • Community of Inquiry, including Social Presence, Teaching Presence and Cognitive Presence
  • Online Interaction (e.g. Instructor, peer-to-peer)
  • MOOCs
  • Strategies for online discussions
  • Online group work
  • Blended learning and flipped classrooms
  • Integration of tools for online learning environments
  • Retention in online courses and programs
  • Instructor readiness
  • Designing for the online environment
  • Assessment strategies and issues

Qualitative, quantitative, and mixed methods research articles are welcome.

Submission Guidelines

If you would like to be considered for inclusion in the Special Issue, please complete the following form: https://goo.gl/forms/G7Pks01ckV4Nc71x2 .

  • Then, please submit manuscripts through the Open Journal System (OJS), the OLC journal system. Please select the Special Conference Issue: AERA Online Teaching and Learning SIG within the OJS submission process.
  • Author Guidelines include general APA Style 6th edition except for single-spacing requirement. Papers should be about 6,000-8,000 words. The Guide for Authors can be found here: http://onlinelearningconsortium.org/read/guide-authors/
  • For detailed assistance with APA style, refer to Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/560/01/
  • Please note that contributors will also be requested to serve as reviewers for this project.

Preliminary Timeline:

  • Intention to submit June 20th
    • send author and contact information, abstract from AERA presentation or updated abstract
  • Invited authors notified June 16-30th
  • Submission of full manuscript through the OLC journal system July 31st
  • Send out manuscripts for review on Aug 1st-4th
  • Return to editors on August 28th
  • Feedback from special issue editors on Sept 8th
  • Revised articles due back to editors by September 25th
  • Send manuscripts for copyediting on October 15 (absolute last day to be included)
  • Special Issue published December 15th (anticipated)

 

*Final acceptance notifications will not be delivered until after revised manuscripts have been submitted.

Special Issue Editors:

Dr. Jennifer C. Richardson (jennrich@purdue.edu)
Dr. Karen Swan (kswan4@uis.edu)
Marquetta Strait (straitm@purdue.edu)

Attachment: OLC Call for Articles from Online Teaching and Learning SIG_2017

January 29, 2016

Attention Authors: Get More Citations to Your Work

From Monday’s inbox…  Good advice for all scholars!!!

Online Learning Consortium  
Help us Spread the Word about OLJ!
Dear Michael,

The editors of OLJ would like to encourage you to promote your article on other research sites. This is perfectly appropriate given that OLJ is an open access journal.

More citations are good for you, the author, as it builds your credibility and name-recognition in the field and certainly helps when you go up for tenure and/or promotion. OLJ benefits, too, as the more your article is cited, the more the journal is recognized as a source of quality research among researchers and practitioners. So we both benefit when your article is widely cited.

Here are some options for promoting your article for you to consider:

If doing this intrigues you and you’d like to learn more about these systems, here is an article that compares ResearchGate, Academia.edu, and other sites: Academic Networks Contest: ResearchGate v Academia.edu.

And here is some research that compares articles in Academia.edu to articles not available online: Open Access Meets Discoverability: Citations to Articles Posted to Academia.edu.

A paper uploaded to Academia.edu has 41% more citations after one year, 50% more after three years, and 73% more after five years.

One last tip – please also consider creating an account on Google Scholar. You can use this site to monitor citations to your research.

Sincerely,

Dr. Katrina Meyers, Associate Editor, Online Learning
Dr. Peter Shea, Editor, Online Learning

P.S. We will also be scheduling a webinar on this topic in the months ahead – stay tuned for more details!

View as Webpage

The Online Learning Consortium | P.O. Box 1238 | Newburyport | MA | 01950

January 1, 2016

Article Notice: Book Review: Online, Blended, and Distance Education – Building Successful Programs in Schools (Online Learning)

As I mentioned on Monday, I’m posting notice of the articles from the Online Learning 19:5 K-12 Online Learning Research Special Issue.

Book Review: Online, Blended, and Distance Education: Building Successful Programs in Schools

Anne Roycroft, EdD
Fuel Education

Editors: Tom Clark and Michael Barbour. (2015). Online, Blended, and Distance Education: Building Successful Programs in Schools. Sterling, VA: Stylus Publishing. 239 pages. ISBN: 978-1-62036-163-4 (cloth)

December 31, 2015

Article Notice: Book Review – Handbook of Research on K-12 Online and Blended Learning (Online Learning)

As I mentioned on Monday, I’m posting notice of the articles from the Online Learning 19:5 K-12 Online Learning Research Special Issue.

Book Review: Handbook of Research on K-12 Online and Blended Learning

Diane Mayse,PhD
Blended Learning Data Manager (Nexus Academies)
Connections Education

Editors: Richard E. Ferdig and Kathryn Kennedy (2014). Handbook of Research on K-12 Online and Blended Learning. Pages: 540. Published by ETC Press. ISBN: 978-1-312-58708-3. The online version is available for no charge at http://press.etc.cmu.edu/content/handbook-research-k-12-online-and-blendedlearning-0. The printed version is $33.95.

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