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. 2 (2026): Online Learning

Published: 2026-06-01

Full Issue

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Higher Education in an AI-Transformed World

Introduction to the Special Issue: Higher Education in an AI-Transformed World

Patsy Moskal; Anthony Picciano

v-ix
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Artificial Intelligence and Digital Learning: Architecture, Hallucinations, Information, Findability, The First Rung, and The Arts of Inquiry

Gardner Campbell, Chuck Dziuban, Colm Howlin, Mark Smith

1-30
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Understanding the Generative AI Divide: Faculty and Student Perspectives in Higher Education

Christine DeStefano, Joshua Hackney; Patsy Moskal

31-48
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Graduate Teacher Education Students Evaluate Generative AI A Two-Year Comparison

Anthony G Picciano

49-62
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Asked & Answered Using AI to Nudge Student Metacognition and Responsibility for Learning

John Fritz, Josh Abrams, Sarah Bass, Suzanne Braunschweig, Tara Carpenter, Nancy McAllister, Thomas Penniston

63-81
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The Promise and Paradox of AI in Doctoral Education

Dr. Kelly Brown, Dr. Kaye Shelton

82-105
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Curriculum Mapping as a Tool for Continuous Improvement of the Business Studies (BS) Curriculum in a Digital-First University

Aldin Bellinfantie

106-129
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Predicting Online Instructional Design Students’ Intention to Use AI Tools: Value, Utility, and Self-Efficacy

Moon-Heum Cho, Ying Chen

130-152
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Graduate Students at the Frontier of GenAI: Emerging Trends from a Southwest Borderland University

Julia Lynn Parra, Suparna Chatterjee, Eche Okoye, Leanna Lucero

153-179
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Transforming Enrollment Management in the Field of Online Learning

Vickie S Cook

180-189
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Educating the Educators About AI: Strategic Initiatives in a Graduate School of Education A Case Study

Raffaella Borasi, Eric E. Fredericksen

190-217
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Section II

Editorial: June 2026

Peter Shea

xi-xiv
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Developing A Video-Based Discussion Platform With Emotion Detection Deep Learning To Increase Online Learning Engagement

Gerlan Apriandy Manu, Punaji Setyosari, Saida Ulfa, Henry Praherdhiono

218-245
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Listening to Adjunct Faculty Voices: A Case Study for Supporting Adjunct Faculty Across Career Stages at a Small Community College

Linda Neff, Leanna Archambault

246-270
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HyFlex Graduate Education: A Systematic Review

Enilda Romero-Hall, Emilie Allen, Aviann Morris, Yuexin Duan, Ashley King

271-301
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“I Get It Now”: Insights from Implementing Metacognitive Strategy Instruction through an Asynchronous Gradual Release of Responsibility Framework

Nance S Wilson, Elizabeth Y Stevens, Jennie Bauman, Tess Dussling, Brittany Adams, Linda Smetana

302-330
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Instructors’ Perceptions of Assessment Types and Strategies Used in Online Courses in Higher Education

Doris U. Bolliger, Florence Martin, Stella Kim

331-353
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Quantitative Investigation into Professional Development, Awareness of Neuromyths, General Knowledge about the Brain and Learning, and Evidence Based Practices in Higher Education

Dr. Kristen Betts, Dr. Tamara Galoyan, Dr. Michelle Miller, Dr. Brian Delaney, Dr. Alida Anderson, Dr. Mariette Fourie-Jardim, Dr. Tracey Tokuhama-Espinosa, Dr. Cynthia Borja, Dr. Kurtulus Izzetoglu, Dr. Ellana Black

354-396
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Development and Validation of a Questionnaire for Self-regulated Learning in Blended or Technology-mediated Learning Environments in Higher Education

Karla Lobos, Rubia Cobo-Rendón, jorge Gutiérrez Cuevas, Nelson Arias, Carolyn Férnandez

397-433
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Cognitive Demands and Course Pedagogical Design: Understanding Success in Online Learning Environments

Irit Sasson, Yehuda Itamar

434-458
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The Efficacy of an Online Learning and Assessment Tool for COVID-19 Recovery Intervention

Jennifer Darling, K. Jurée Capers

459-490
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Effect of online and face-to-face engagement and formative assessment score in flipped programming course outcomes and satisfaction.

Nihal Menzi Çetin

491-518
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The Mediating Effect of Academic Buoyancy on the Causal Chains of Online Learning Readiness, Academic Motivation, and Academic Performance

GLAIZA MANALOTO

519-534
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MOOC Videos in the Age of Streaming: Learners’ Preferences and Perceptions

Christopher Hughes

560-580
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Empowering the Next Generation: A Holistic Self-Care Course for Cultivating Resilience in Undergraduate Students

Rita Cola Carroll, Jackie Murphy, Melanie Henderson, Dixie Schexnaildre, Donna Fahey

581-602
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Caring School Leadership and Enabling School Structure A Predictive Study on the Psychological Capital of Online Educators

Richard S. Jensen Jr.

603-621
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Understanding the Interplay Between Self-Regulated Learning, Student Engagement, and Teaching Behaviors in Shaping Online Learning Readiness

Saeeda Khanum, Farah Tariq, Sana Younas, Siddrah Irfan

622-645
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Italian in-training teachers: What influences their acceptance of Distance Education?

Stefano Cacciamani, Sarah Buglass, Maria Beatrice Ligorio

646-667
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Integrating generative AI with open educational practices (OEP) in an online learning environment: Perceptions of College instructors, Potentials, and Challenges

Reham Salhab

668-694
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Leadership in Song Developing Collaboration, Community, and Leadership Practices through Music in an Online Course

Sheryl Croft

695-712
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Promoting and evaluating professional learning among teachers through open online discussions

Min Yang, Dr. Eileen Kennedy

713-737
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