Vol. 23 No. 4 (2019)

Published: 2019-12-01

Full Issue

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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, Jacqueline Stephen
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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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Vol. 23 No. 4 (2019)

Full Issue

Special Conference Issue: AERA Online Teaching and Learning SIG

Introduction to the Special Issue: Highlighting the Best Papers from the OTL SIG AERA 2019

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

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

Evaluating Online Learning Orientation Design With a Readiness Scale

Characterizing MOOC Pedagogies: Exploring Tools and Methods for Learning Designers and Researchers

Instructional Quality of Business MOOCs: Indicators and Initial Findings

Designing MOOCs to Facilitate Participant Self-monitoring for Self-directed Learning

Instructor Perceptions of Quality Learning in MOOCs They Teach

Award-winning faculty online teaching practices: Elements of award-winning courses

Comparing and Contrasting the Perspectives of Online Students and Faculty

The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses

Student Perceptions of the Impact of “Quality Matters” Certified Online Courses on their Learning and Engagement

Section II

Introduction to Section II

An Examination of Instructional Approaches in Online Technical Education in Community Colleges

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Investigating the Impact of Online Classes on Undergraduate Degree Completion

Educational Leadership Doctoral Students’ Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course

Identifying Significant Personal and Program Factors that Predict Online EdD Students’ Program Integration

A professional learning program for novice online teachers: Application of professional development guidelines using threshold concepts and online learning perceptions

A Cross-institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success?

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