Vol. 25 No. 4 (2021)

• OLJ December 2021 25(4)

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Special Conference Issue: AERA Online Teaching and Learning SIG

• In Memorium: Dr. Karen Swan

  Peter Shea

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• Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2021

  Daniela Castellanos-Reyes, Jennifer C Richardson, Karen Swan

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• What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

  Rebecca M. Quintana, Juan D. Pinto, Yuanru Tan

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• A Case Study of Learners’ Engagement in Mobile Learning Applications

  Chenxi Liu, Ana-Paula Correia

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• Learning Presence and the Reconceptualization of Language and Literacy Teachers’ Online Professional Development

  Faridah Pawan, Rajagopal Sankaranarayanan, Rodney Myers, Xinqing Dorcas Miao

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• Faculty Perceptions of Using Synchronous Video-based Communication Technology

  Patrick R. Lowenthal, Richard E. West, Leanna Archambault, Jered Borup, Eric Belt

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• Coaching from a Distance: Exploring Video-based Online Coaching

  Cynthia D Carson, Jeffrey Choppin, Jeffrey Choppin

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• Supporting Holistic Student Development Through Online Community Building

  Katrina Borowiec, Deoksoon Kim, Lizhou Wang, Julie Kim, Stanton Wortham

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• Teaching Presence in Online Courses: Similar Perceptions but Different Experiences from Multiple Instructor Perspectives

  Murat Turk, Ali Ceyhun Muftuoglu, Sinem Toraman

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• Exploring Online Pedagogical Practices for Enhancing Transfer of Learning in Higher Education

  Tamara Galoyan, Kristen Betts, Brian Delaney, Mariette Fourie

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• An Exploratory Examination of Student-Led, Asynchronous Collaborative Online Discussions in Fostering Higher-Order Cognitive Skills and Ethical Leadership Learning

  Graziella Pagliarulo McCarron, Larisa Olesova, Brianna Calkins

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• Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation

  Yishi Long, Adrie A. Koehler

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Section II

• Introduction to Section II

  Mary Frances Rice

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• Examination of the Hexad User Types and their Relationships with Gender, Game Mode, and Gamification Experience in the Context of Open and Distance Learning

  Dilek Şenocak, Köksal Büyük, Aras Bozkurt

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• Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching

  Florence Martin, Swapna Kumar, Liane She

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• Using Academic Social Networks to Enhance the Student Experience in Online Education

  Tiffani Bateman

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• Understanding the Roles of Personalization and Social Learning in a Language MOOC Through Learning Analytics

  Napat Jitpaisarnwattana, Hayo Reinders, Pornapit Darasawang

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• “An Overwhelming Cloud of Inertia”: Evaluating the Impact of Course Design Changes Following the COVID-19 Pandemic

  Joann S. Olson, Rita Kenahan

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• Comparing the Outcomes of the Different Teaching Modes: All-in-Person, Hybrid, and Online, for Different Student Demographic Groups in a Business School

  Douglas Rome Moodie

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• “We Overwhelm Them with Hope”: How Online Mentors Can Support Online Learners

  Camey L. Andersen, Richard E. West

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• Advancing Sociotechnical-Pedagogical Heuristics for the Usability Evaluation of Online Courses for Adult Learners

  Isa Jahnke, Nathan Riedel, Kanupriya Singh, Joi Moore

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• The Scale of Online Course Anxiety: Assessing College Students’ Anxiety in Online Courses

  Xinyang Li, William Lan, Amanda Williams

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• Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

  Burhan Ozfidan, Hala Ismail, Orchida Fayez

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• Reflecting on Best Practices for Online Learning in a Post-COVID-19 World

  Nathan Schrenk, Kelly Alves, Brianne Schrenk, Drew Van Dam

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