Introduction to Online Learning issue 21:2

Authors

  • Peter J. Shea Editor-in-Chief, Online Learning (OLJ)

DOI:

https://doi.org/10.24059/olj.v21i2.1226

Keywords:

Intorduction, Online Learning, Blended Learning, MOOCs, Faculty, Student Issues

Abstract

In this issue of Online Learning we present 11 articles researching administrative and leadership perspectives, blended learning, faculty issues, Massive Open Online Courses (MOOCs), and student issues, pedagogy, and support.   These papers advance our understanding of online learning with insights from both national and international investigators using quantitative and qualitative approaches to inquiry.

References

Baldwin, Sally J. & Trespalacios, Jesús (2017). Evaluation instruments and good practices in online education. Online Learning 21 (2) doi: 10.24059/olj.v21i2.913

Berry, Sharla (2017). Building community in online doctoral classrooms: instructor practices that support community. Online Learning 21 (2) doi: 10.24059/olj.v21i2.875

Cartner, Helen C. & Hallas, Julia L. (2017). Challenging teachers' pedagogic practice and assumptions about social media. Online Learning 21 (2) doi: 10.24059/olj.v21i2.1009

Emanuel, Jeffrey P. & Lamb, Anne (2017). Open, online, and blended: transactional interactions with MOOC content by learners in three different course formats, Online Learning 21 (2) doi: 10.24059/olj.v21i2.845

Fanfarelli Joseph R. & McDaniel, Rudy (2017). Exploring digital badges in university courses: relationships between quantity, engagement, and performance. Online Learning 21 (2) doi: 10.24059/olj.v21i2.1007

Fredericksen, Eric E. (2017). A national study of online learning leaders in US higher education, Online Learning 21 (2) doi: 10.24059/olj.v21i2.1164

Kalamkarian, Hoori Santikian & Karp, Melinda Mechur (2017) Student attitudes toward technology-mediated advising systems. Online Learning 21 (2) doi: 10.24059/olj.v21i2.918

Loizzo, Jamie, Ertmer, Peggy A., Watson, William R., & Watson, Sunnie Lee (2017). Adults as self-directed and determined to set and achieve personal learning goals in MOOCs: learners’ perceptions of MOOC motivation, success, and completion. Online Learning 21 (2) doi: 10.24059/olj.v21i2.889

Parson, V. & Bignel, S. (2017). An investigation into cooperative learning in a virtual world using problem-based learning, Online Learning 21(2) doi: 10.24059/olj.v21i2.796

Pool, J, Reitsma, G. & Van den Berg, D. (2017). Revised community of inquiry: examining learning presence in a blended mode of delivery, Online Learning 21(1) doi: 10.24059/olj.v21i2.866

Wandler, J. & Imbriale, W. J. (2017) Promoting college student self-regulation in online learning environments, Online Learning 21 (2) 10.24059/olj.v21i2.881

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Published

2017-06-15

Issue

Vol. 21 No. 2 (2017)

Section

Introduction

License

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