Online Learning

About the Journal

Online Learning (OLJ) is an international, open-access, peer-reviewed publication that features research, reviews, and perspectives on online, blended, and digital learning. We highlight scholarship that bridges pedagogy, emerging technologies, policy, and practice to support innovation and continuous improvement in online education.

E-ISSN: 2472-5730

Current Issue

Vol. 30 No. 3 (2026): Online Learning

Published: 2026-09-01

Full Issue

Introduction

Editorial: AI, ghosts in the machine, and AINT

Peter Shea

iv-vii
- PDF

Section II

Teacher perspectives on challenges and opportunities for immersive virtual reality learning integration in Australian schools

Erica Southgate , Paul Unsworth, Matt Bower , James Birt , Dara Tafazoli, Michael A. Cowling

1-23
- PDF
Student-content interaction and learning outcomes in MOOCs: The moderating role of self-efficacy

Eulho Jung, Moon-Heum Cho, Jerusalem Merkebu, TingLan Ma

24-54
- PDF
Online teaching in successive crisis contexts: Arab teachers’ perceptions in two emergency periods

Haneen Vasel
- PDF
Beyond the screen: Students’ voices on synchronous online learning in higher education

Yonatan Shertzer, Edna Rabenu, Emanuel Tamir, Hilla Cohen-Nissan, Orit Gilor

77-100
- PDF
Is open, distance, and digital education (ODDE) good for the environment? A systematic review of carbon footprint studies

Olaf Zawacki-Richter, Berrin Cefa
- PDF
Exploring EFL students’ use of generative AI for academic writing: An extension of the UTAUT2 model

Tri Agustini Solihati, Endang Nurhayati, Mulyana

127-155
- PDF
The role of schemata in the Information Systems Success Model in bridging online learning equity

Ulfia Rahmi, Azrul Azrul

156-183
- PDF
Exploring the relationship between teaching presence, self-regulation, and co-regulation in online courses

Ayesha Sadaf, Sijia Zhang

184-209
- PDF
Gamification in asynchronous online learning: A meta-analysis of its positive effects on motivation and academic achievement

Mark Treve
- PDF
Analysis of the pedagogical factors influencing the use and effectiveness of a game-based learning app from teachers’ perspectives

Esteban Vázquez-Cano, Paz Díez-Arcón, Carolina Pascual-Moscoso, Mercedes Quero-Gervilla

238-268
- PDF
Exploring the relation between cognitive presence, self-regulated learning, and learning transfer: Insights from medical sonography postgraduates

Sandhya Maranna, Srecko Joksimovic, John Willison, Nayana Parange, Maurizio Costabile
- PDF
Evaluating TAM validity and reliability in mobile learning for students with disabilities in South African distance education

Kelly Young, Adam Louw

297-318
- PDF
Culturally inclusive practices in online learning: A systematic review of empirical literature

Efren de la Mora Velasco, Susan Jardaneh, Grace Kaletski-Maisel

319-352
- PDF
A predictive model to explain student persistence in blended and online courses in higher education

Jonathan Paris, Sawsen Lakhal

353-376
- PDF
Online strategies instructors employ to support and enhance student engagement and learning in higher education

Associate Professor Alice Brown, Associate Professor Jay Cohen, Professor Jill Lawrence, Professor Petrea Redmond, Dr Stephanie Foote, Dr Megan Kimber

377-401
- PDF
Enhancing deep learning in blended learning environments by investigating the interplay of self-regulated learning, social presence, cognitive load, and learning outcomes among pre-service teachers

Meriyati Meriyati, Romlah Romlah, Eti Hadiati, Agus Jatmiko, Erwanto Erwanto

402-429
- PDF
Disconnected in the digital age: Barriers to flow in online learning

Katie Kumasaka, Rebecca Walker, Lina Pelliccione

430-451
- PDF
What drives Generation Z pre-service teachers’ acceptance of ChatGPT-assisted teaching practicum? The roles of enjoyment and trust

Laily Rahmatika, M Monjurul Islam, Ghadah Al Murshidi, Samsudeen Sabraz Nawaz, Eka Mustika Riantina

452-481
- PDF
Effects of a project management MOOC on employability skills and career self-perception: Comparing academic cohorts and free auditors in a pre-test/post-test design

Rawad Chaker

482-508
- PDF
Competencies for online teaching assistants: Integrating technology, pedagogy, and communication skills

Zeinab Mostafavi; Laurie Shanderson Shanderson

509-531
- PDF
Discord connects: Fostering social presence in higher education

Colleen Stieler-Hunt, Margaret Marshman, Sandra Elsom, Joel Bennett, Alexander Muscat, Craig Hargraves

532-560
- PDF
Reducing learner disorientation in MOOC learning paths: Evidence from a hybrid recommender system

Nur W. Rahayu, Irwan N. Kurniawan, Indriana Hidayah, Ridi Ferdiana, Sri S. Kusumawardani

561-600
- PDF
Empowering educators: A pilot study on AI literacy in K–12 professional development

Katelyn Stalboerger , Shuqi Du, David Marshall, Shawndra Bowers, Asim Ali

599-629
- PDF

View All Issues

Online Learning

About the Journal

Current Issue

Full Issue

Introduction

Editorial: AI, ghosts in the machine, and AINT

Section II

Teacher perspectives on challenges and opportunities for immersive virtual reality learning integration in Australian schools

Student-content interaction and learning outcomes in MOOCs: The moderating role of self-efficacy

Online teaching in successive crisis contexts: Arab teachers’ perceptions in two emergency periods

Beyond the screen: Students’ voices on synchronous online learning in higher education

Is open, distance, and digital education (ODDE) good for the environment? A systematic review of carbon footprint studies

Exploring EFL students’ use of generative AI for academic writing: An extension of the UTAUT2 model

The role of schemata in the Information Systems Success Model in bridging online learning equity

Exploring the relationship between teaching presence, self-regulation, and co-regulation in online courses

Gamification in asynchronous online learning: A meta-analysis of its positive effects on motivation and academic achievement

Analysis of the pedagogical factors influencing the use and effectiveness of a game-based learning app from teachers’ perspectives

Exploring the relation between cognitive presence, self-regulated learning, and learning transfer: Insights from medical sonography postgraduates

Evaluating TAM validity and reliability in mobile learning for students with disabilities in South African distance education

Culturally inclusive practices in online learning: A systematic review of empirical literature

A predictive model to explain student persistence in blended and online courses in higher education

Online strategies instructors employ to support and enhance student engagement and learning in higher education

Enhancing deep learning in blended learning environments by investigating the interplay of self-regulated learning, social presence, cognitive load, and learning outcomes among pre-service teachers

Disconnected in the digital age: Barriers to flow in online learning

What drives Generation Z pre-service teachers’ acceptance of ChatGPT-assisted teaching practicum? The roles of enjoyment and trust

Effects of a project management MOOC on employability skills and career self-perception: Comparing academic cohorts and free auditors in a pre-test/post-test design

Competencies for online teaching assistants: Integrating technology, pedagogy, and communication skills

Discord connects: Fostering social presence in higher education

Reducing learner disorientation in MOOC learning paths: Evidence from a hybrid recommender system

Empowering educators: A pilot study on AI literacy in K–12 professional development

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