Vol 26, No 4 (2022)

Table of Contents

OLJ December 2022 26(4)

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Special Conference Issue: AERA Online Teaching and Learning SIG

AERA OTL 2022 Special Issue Introduction Qian Xu, Jennifer Richardson, Patrick Lowenthal

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Teachers’ Self-Directed Online Learning Strategies and Experiences: A Longitudinal Study Pamela Beach, Alexandra Minuk, Elena Favret

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Scaffolding a Culminating Assignment Within a Community and Task-based MOOC Rebecca M. Quintana, Jacob M. Aguinaga

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Classroom Community and Time: Comparing Student Perceptions in Traditional vs. Accelerated Online Courses Patrick R. Lowenthal, Jesús Trespalacios

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Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course Ayesha Sadaf, Stella Yun Kim, Larisa Olesova

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The Use of Community of Inquiry Framework-Informed Facebook Discussion Activities on Student Speaking Performances in a Blended EFL Class Mohammad Shams Ud Duha, Jennifer C. Richardson, Zohur Ahmed, Fahmida Yeasmin

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The Impact of Multimodal Communication on Learners’ Experience in a Synchronous Online Environment: A Mixed-Methods Study Ying Cai, Zilong Pan, Songhee Han, Peixia Shao, Min Liu

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Comparisons of Synchronous and Asynchronous Discussions in an Online Roleplaying Simulation to Teach Middle School Written Argumentation Skills Jeremy Riel, Kimberly A. Lawless, James B. Oren

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Student Webcam Behaviors and Beliefs: Emergent Norms, Student Performance, and Cultural Differences Vanessa P. Dennen, Yasin Yalcin, Jaesung Hur, Bruce Screws

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How Online Learning Readiness Can Predict Online Learning Emotional States and Expected Academic Outcomes: Testing a Theoretically Based Mediation Model Hsiang-yu Chien, Yu-Chen Yeh, Oi-Man Kwok

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What Does It Mean To Take Online Classes As An International Student During COVID-19? Katie K Koo, Mei Jiang

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Section II

INTRODUCTION TO SECTION II - VOLUME 26, ISSUE 4 Peter Shea

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Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic Pablo Antonio Archila, Anne-Marie Truscott de Mejía, Silvia Restrepo

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The Community of Inquiry Perspective on Teachers’ Role and Students’ Evaluations of Online Project-Based Learning Pengyue Guo, Nadira Saab, Danli Ren, Wilfried Admiraal

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Faculty as Designers of Authentic Learning Projects in Online Courses Victoria Abramenka-Lachheb, Gamze Ozogul

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Making Sense of Crisis: Instructional Designers’ Experiences with Emergency Remote Teaching Rhia Moreno, Lee D. Flood, Meredith A Rausch, Arthur Takahashi, Stacy L Kluge

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College Students’ Belonging and Loneliness in the Context of Remote Online Classes during the COVID-19 Pandemic Ashley Hansen-Brown, Sean Sullivan, Brianna Jacobson, Blake Holt, Shaelyn Donovan

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First-Time Chinese Online Students’ Expectations of Their Instructors in Fully Online Learning Environments Xi Lin

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The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review Jason D Stemp, Debannita Ghosh, Urooj R Khan, James H Boyd

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Using LMS Log Data to Explore Student Engagement with Coursework Videos Suzanne Maloney, Megan Axelsen, Linda Galligan, Joanna Turner, Petrea Redmond, Alice Brown, Marita Basson, Jill Lawrence

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Student Perceptions of Hybrid Courses in Higher Education Sanne Unger, Carrie Simpson, Alanna Lecher, Shara B. Goudreau

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Systematic Mapping of the Social Construction of Learning (2015-2020): Challenges for Online Learning Environments Ruth-Elizabeth Minga-Vallejo, María-Soledad Ramírez-Montoya

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The Role of Prior Online Learning Experience on Student Community of Inquiry, Engagement, and Satisfaction Scores Mohammad Shams Ud Duha, Jennifer C. Richardson, Yukiko Maeda, Sevda Kucuk

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Learning How to Teach Languages Online: Voices from the Field Carla Meskill, Natasha Anthony, Gulnara Sadykova

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