Vol. 27 No. 4 (2023)

• OLJ December 2023 27(4)

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Special Conference Issue: AERA Online Teaching and Learning SIG

• Introduction to the OTL Special Issue Highlighting AERA’s Online Teaching and Learning SIG 2023

  Patrick Lowenthal, Robert L. Moore

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• The Online Teaching Motivation Scale (OTMS): Development and Validation of a Survey Instrument

  Daphne Wiles, Julie Smart, Anna Morrison, Luke Bennett, Scott Peters

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• Bridging Theory and Measurement of Student Engagement A Practical Approach

  Dr. Barbara Means, Dr. Julie Neisler

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• Course Design Approaches and Behavioral Patterns in Massive Open Online Courses for Professional Learning

  Marc Egloffstein, Muhttin Şahin, Dirk Ifenthaler

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• Deep Learning Models for Analyzing Social Construction of Knowledge Online

  Charlotte N. Gunawardena, Yan Chen, Nick Flor, Damien Sanchez

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• Measuring Faculty Engagement in Online Formative or Whole-Person Education A Revised Instrument and Item Response Theory Model

  Stanton Wortham, Katrina Borowiec, Deoksoon Kim

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• College Students, Networked Knowledge Activities, and Digital Competence Implications for Online Curricula and Workforce Preparation

  Vanessa P. Dennen, Dan He, Hui Shi, Dawn Adolfson

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• Higher Education Instructor Perception of Helpfulness of Inclusive and Equitable Online Teaching Strategies

  Florence Martin, Beth Oyarzun, Ayesha Sadaf

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• Culturally- and Linguistically-Responsive Online Teacher Learning Professional Development

  Faridah Pawan, Belle Li, Suliya Nijiati, Meika Billings Dopwell, Alyse Harris, Tiana Iruoje

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• Conceptions of Time in Educational Technology Considerations for Equity-focused Design

  Jacob Fortman, Rebecca Quintana, Jacob Aguinaga

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• Emergent Themes from Study of a Highly Flexible Hybrid Learning Program

  Mariana Castañón, Mary Rice, Traci Filiss

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• "I Sing the Body Electric": Embodied Presence in the Community of Inquiry Framework

  Crystal D. Howell

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• Instructional Strategies for Engaging Online Learners Do Learner-centeredness and Modality Matter?

  Hui Shi, Jaesung Hur, Yuen Man Tang, Vanessa P. Dennen

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• Comparing Blended and Online Learners’ Self-Efficacy, Self-Regulation, and Actual Learning in the context of Educational Technology

  Zhuo Zhang, Qian Xu, Adrie Koehler, Timothy Newby

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• Exploring Personalized Learning and Open Education Pedagogy in Multilingual Learner Teacher Preparation

  Rhonda Bondie

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• Building Open Pedagogy in Community Colleges

  Staci Ann Gilpin, Stephanie Rollag Yoon, Julie Lazzara

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• Navigating Online Learning Through “Technological Frames" A Qualitative Examination

  Merve Basdogan, Curtis Bonk

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Section II

• Introduction to OLJ Volume 27, Issue 4

  Peter Shea

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• From Online Learner Readiness to Life-long Learning Skills: A Validation of the Learning Skills Journey Tool

  Mary Ellen Dello Stritto, Naomi Aguiar, Carolyn Andrews

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• A Study on the Relationship between Domain Specific Self-Efficacy and Self-Regulation in e-Learning Contexts

  Priyanka Gupta, Dr. Umesh Bamel

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• Success Rate Disparities Between Online and On-campus Economics Courses The Roles of Campus Affiliation, Student Characteristics, and Course Level

  Melanie G. Long, Karen Gebhardt, Kelly McKenna

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• “But They’re Grad Students, They Should Know This”: Preliminary Findings from a Writing Center’s Hybrid Approach to Supporting Postgraduates in Qatar

  Mary Newsome, Mohammad Mollazehi, Mounia Zidani, Randa Sheik, Jumana Amiry

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• Humanising Online Pedagogy through Asynchronous Discussion Forums An Analysis of Student Forum Interactions at a South African University

  Fatima Vally Essa, Grant Andrews, Belinda Mendelowitz, Yvonne Reed, Ilse Fouche

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