INTRODUCTION TO SECTION II - VOLUME 27, ISSUE 1

Authors

  • Peter Shea University at Albany, State University of New York

DOI:

https://doi.org/10.24059/olj.v27i1.3879

Abstract

In addition to the special issue papers, this first issue of 2023 also includes ten articles from our regular submission process.  Topic include access, inclusion, synchronous online learning, student satisfaction, student evaluation of online faculty, student perspectives on engagement, faculty adoption of online teaching and more.

Author Biography

Peter Shea, University at Albany, State University of New York

Dr. Peter Shea is a professor at the University at Albany, State University of New York with joint appointments in the Department of Educational Theory and Practice and the Department of Informatics. His research focuses on the development of communities of learners in higher education online environments. Dr. Shea has a long history of publications on the topic of online learning in journals such as Online Learning, Computers and Education, The Internet and Higher Education, IRRODL, and is co-author of the book, The Successful Distance Learning Student. He directs a program of research on online learning that has attracted significant external funding from organizations such as the Alfred P. Sloan Foundation and the US Department of Education. He is the recipient or co-recipient of four national awards including the EDUCAUSE Award for Systemic Improvement in Teaching and Learning and awards from the Sloan Consortium for online and faculty development programs. He is a Sloan-C Fellow in research on online learning and a member of their board of directors. Prior to joining the University at Albany, he was Director of the SUNY Learning Network, one of the largest online higher education systems in the United States with annual student enrollments of more than 100,000.

Downloads

Published

2023-03-01

Issue

Vol. 27 No. 1 (2023)

Section

Section II

License

As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.

This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.

Author(s) hold copyright in their work, and retain publishing rights without restrictions