Vol 23, No 4 (2019)

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Table of Contents

Special Conference Issue: AERA Online Teaching and Learning SIG

Introduction to the Special Issue: Highlighting the Best Papers from the OTL SIG AERA 2019 Karen Swan, Jennifer Richardson, Tadd Farmer

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Effects of Online Course Load on Degree Completion, Transfer, and Dropout among Community College Students of the State University of New York Peter Shea, Temi Bidjerano

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How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors Yu-Chen Yeh, Oi-Man Kwok, Hsiang-Yu Chien, Noelle Wall Sweany, Eunkyeng Baek, William McIntosh

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Evaluating Online Learning Orientation Design With a Readiness Scale Juhong Christie Liu

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Characterizing MOOC Pedagogies: Exploring Tools and Methods for Learning Designers and Researchers Rebecca Mary Quintana, Yuanru Tan

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Instructional Quality of Business MOOCs: Indicators and Initial Findings Marc Egloffstein, Kristina Koegler, Dirk Ifenthaler

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Designing MOOCs to Facilitate Participant Self-monitoring for Self-directed Learning Meina Zhu, Curtis J. Bonk

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Instructor Perceptions of Quality Learning in MOOCs They Teach Jacob H. Askeroth, Jennifer C. Richardson

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Award-winning faculty online teaching practices: Elements of award-winning courses Swapna Kumar, Florence Martin, Kiran Budhrani, Albert Ritzhaupt

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Comparing and Contrasting the Perspectives of Online Students and Faculty Sharla Berry

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The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses Larisa Olesova, Susan Campbell

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Student Perceptions of the Impact of “Quality Matters” Certified Online Courses on their Learning and Engagement Ayesha Sadaf, Florence Martin, Lynn Ahlgrim-Delzell

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Section II

Introduction to Section II Peter Shea

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An Examination of Instructional Approaches in Online Technical Education in Community Colleges Brian Samuel Horvitz, Lisa R Garcia, Regina Garza Mitchell, Cheryl D Calhoun

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Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses Jered Borup, Chawanna B. Chambers, Rebecca Stimson

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Investigating the Impact of Online Classes on Undergraduate Degree Completion Sharon Wavle, Gamze Ozogul

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Educational Leadership Doctoral Students’ Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course Mei Jiang, Julia Ballenger, William Holt

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Identifying Significant Personal and Program Factors that Predict Online EdD Students’ Program Integration Amanda Rockinson-Szapkiw, Joe Holmes, Jacquiline Stephens

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A professional learning program for novice online teachers: Application of professional development guidelines using threshold concepts and online learning perceptions Maria Northcote, Kevin P Gosselin, Peter Kilgour, Daniel Reynaud, Catherine McLoughlin

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A Cross-institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? Tanya Joosten, Rachel Cusatis, Lindsey Harness

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