No K-12 distance, online, and/or blended learning items in this issue (and generally speaking there are never any in OLJ).
Dear Readers:
We recently published Issue 22:2 of Online Learning (OLJ). This issue of
OLJ includes four articles from the National Research Center for Distance
Education and Technological Advancements (DETA) reporting on projects funded
under a grant from the U.S. Department of Education’s Fund for the
Improvement of Post-secondary Education (FIPSE).
The objective of the DETA Research Center is to advance student access and
success through evidence-based online learning practices and technologies
with an emphasis on assisting underrepresented individuals (e.g. Pell Grant
eligible, first-generation college, minorities, and students with
disabilities), through rigorous research. This collection of articles
reflects that mission and was guest-edited by Dr. Tanya Joosten of the
University of Wisconsin Milwaukee, Co-Director of DETA.
This issue also includes 11 articles from our regular submission process.
These articles discuss a broad range of themes, including Massive Open
Online Courses (MOOCs), gamification, new approaches to online course
development, online discussion, and interaction. We also include a book
review in Section II of this issue.
Please read, discuss, and share these new studies and consider contributing
to the scholarly dialogue represented in OLJ.
Peter Shea, PhD
Editor: Online Learning
Associate Provost for Online Education &
Associate Professor, Educational Theory and Practice
University at Albany, State University of New York
ED 114, 1400 Washington Ave, Albany, NY 12222
pshea@albany.edu
Online Learning
Vol 22, No 2 (2018)
Table of Contents
https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/63
Special Issue: National Research Center for Distance Education and
Technological Advancements (DETA)
——–
Introduction to Special Issue: National Research Center for Distance
Education and Technological Advancements (DETA)
Tanya Joosten
Do Student-Produced Videos Enhance Engagement and Learning in the Online
Environment
Denise Stanley, Jenny Zhang
Perceptions of the Persistent: Engagement and Learning Community in
Underrepresented Populations
Wendy Athens
Exploring Best Practices for Online STEM Courses: Active Learning,
Interaction & Assessment Design
Baiyun Chen, Kathleen Bastedo, Wendy Howard
An Evaluation of Critical Thinking in Competency-Based and Traditional
Online Learning Environments
Matthew Mayeshiba, Kay Jansen, Lisa Mihlbauer
Section II
——–
Introduction to Section II
Peter Shea
Instructional Strategies that Respond to Global Learners’ Needs in
Massive Open Online Courses
Trang Phan
Small Groups in a Social Learning MOOC (slMOOC): Strategies for Fostering
Learning and Knowledge Creation
Marianne Krasny, Bryce DuBois, Mechthild Adameit, Ronnie Atiogbe, Lukman
Baih, Tergel Bold-erdene, Zahra Golshani, Rodrigo
González-González, Ishmael Kimirei, Yamme Leung, Lo Shian-yun, Yue Yao
Meaningful gamification and students’ motivation: A strategy for
scaffolding reading material
Lynette Tan
Online Course Design and Development among College and University
Instructors: An Analysis using Grounded Theory
Sally J. Baldwin, Yu-Hui Ching, Norm Friesen
Students’ Perceptions of Quality Across Four Course Development Models
Victoria S. Brown, David Lewis, Mario Toussaint
Educators’ Preparation to Teach, Perceived Teaching Presence, and Perceived
Teaching Presence Behaviors in Blended and Online Learning Environments
Lisa E Gurley, PhD, RN, CNE, COI
Out-of-School Reading and Literature Discussion: An Exploration of
Adolescents’ Participation in Digital Book Clubs
Jamie Colwell, Lindsay Woodward, Amy Hutchison
A Generalizable Framework for Multi-Scale Auditing of Digital Learning
Provision in Higher Education
Samuel Robert Peter-James Ross, Veronica Elizabeth Volz, Matthew K
Lancaster, Aysha Divan
Undergraduate Kinesiology Students’ Experiences in Online Motor
Development Course
Takahiro Sato, Justin A. Haegele
The Impact of Program-Wide Discussion Board Grading Rubric on Student and
Faculty Satisfaction
Brinda Kay McKinney
Book Review
——–
Book review of Transactional Distance and Adaptive Learning
Susan Ko
________________________________________________________________________
Online Learning (OLJ)
http://olj.onlinelearningconsortium.org/index.php/olj
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