Vol. 26 No. 4 (2022)

• 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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