Virtual School Meanderings

March 20, 2019

New Issue Of The Online Learning Journal Available

No K-12 distance, online, and/or blended learning articles in this issue.

New Issue of the Online Learning Journal available. Email not displaying correctly?
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New Issue of the Online LearningJournal available

This first issue of 2019 contains 15 articles reflecting a broad range of topics, research questions, and methods. This collection of studies advances our understanding of cultural, theoretical, pedagogical, methodological, faculty, and professional development concerns in online settings.

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

The journal is open access, does not charge author fees, and is published on the Open Journal System

Read now.

If you are interested in submitting content to the Online Learning Journal, please review our author guidelines.

Submission topics must relate to online and/or blended learning. There are no article submission fees or access charges for publication in this open journal prior to or after acceptance of the article.

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Our mailing address is:

Online Learning Consortium
PO Box 1238
NEWBURYPORT, MA 01950

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

April 1, 2017

New Issue Of Online Learning Journal Published

From Thursday’s inbox…

Online Learning Consortium - Twitter   Facebook   Instagram   YouTube
New issue of Online Learning Journal Published
Dear Michael,

We are pleased to present the most recent issue of . The 14 articles in this issue explore 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.

Best regards,
summer_read_138x179.jpg
OLJ_logo.png
pshea-circle.png Dr. Peter Shea
EDITOR-IN-CHIEF
Online Learning Journal (OLJ)
The Online Learning Consortium
Associate Provost & Associate Professor
University at Albany
State University of New York

Volume 21.1 Table of Contents
Introduction
Peter J. Shea
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

Reading Between the Lines: Accessing Information via YouTube’s Autocaptioning
Chad E. Smith, Samantha Crocker, Tamby Allman

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

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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