Vol. 28 No. 3 (2024): Online Learning

• September 2024 Full Issue

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Online and Blended Learning in the Age of Generative AI

• The Untold Story of Training Students with Generative AI: Are We Preparing Students for True Learning or Just Personalization?

  Haesol Bae, Aras Bozkurt

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• The Anticipated Impact of Artificial Intelligence on US Higher Education: A National Study

  Nicole Johnson, Jeff Seaman, Julia Seaman

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• Using AI-generative tools in tertiary education: Reflections on their effectiveness in improving tertiary students’ English writing abilities

  Ching Ho Cheng

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• Integrating Generative AI in University Teaching and Learning: A Model for Balanced Guidelines

  Reynald Cacho

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• Harnessing Generative AI (GenAI) for Automated Feedback in Higher Education: A Systematic Review

  Sophia Soomin Lee, Robert L. Moore

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• Are They Literate on ChatGPT? University Language Students’ Perceptions, Benefits and Challenges in Higher Education Learning

  Sri Sarwanti, Yanti Sariasih, Laily Rahmatika, M. Monjurul Islam, Eka Mustika Riantina

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• Pre-service Teachers' Dual Perspectives on Generative AI: Benefits, Challenges, and Integrating into Teaching and Learning

  Haesol Bae, Jaesung Hur, Jaesung Park, Gi Woong Choi, Jewoong Moon

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• Exploring the Utility of ChatGPT for Self-directed Online Language Learning

  Zixi Li, Chaoran Wang, Curtis J. Bonk

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• The Use of Generative AI to Support Inclusivity and Design Deliberation for Online Instruction

  Jill Stefaniak, Stephanie Moore

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• The Role of Instructional Designers in the Integration of Generative Artificial Intelligence in Online and Blended Learning in Higher Education

  Swapna Kumar, Ariel Gunn, Robert Rose, Rhiannon Pollard, Margeaux Johnson, Albert Ritzhaupt

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2024 OLC Conference Special Issue

• Introduction to the Special Issue: Select Papers Presented at the 2023 OLC Accelerate Conference and the 2024 OLC Innovate Conference

  Patsy Moskal

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• Development and Validation of the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS)

  Luke Bennett, Julie Smart, Daphne Wiles, Anna Morrison, Zhuo Zhang, Alexander Bowman, Yukiko Maeda, Braiden Doane

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• Preparing Health Professions Educators for Online and Blended Learning Environments: A Mixed Methods Study

  Tanya Custer

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• Collaboration, Connection, & Culture: Understanding the Impact of Institutional Culture on Online Teaching in Higher Education

  Kenna Vowell

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• A Sense of Belonging in Online Post-Traditional Students: What Matters?

  Li Xu, Sheena Brown

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Section III

• Introduction to Section III

  Peter Shea

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• It Helped Push Me Through the Class’: Community College Student Perceptions of the Role of Instructor Immediacy Behaviors in Completing an Online Course

  Michelle Orcutt, Grant Jackson, Stephanie Jones

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• Student Perceptions of Effective Educators in Online Learning

  Erica Kelly, Julia Colella, Angela Sottosanti-Kusnir

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• “Never Met Them in Person, But We Help Each Other”: Black Women’s Experiences in Online Undergraduate Engineering Programs

  Minji Kim, Debalina Maitra, Meseret F. Hailu, Brooke Coley

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• The Impact of Online Learning during the Covid-19 Pandemic on Academic Outcomes for Newly-Struggling High School Students

  Kristine Webster

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• The Impact and Process of Transition from Face-to-Face to Online Teaching During a Pandemic: A Grounded Theory Approach

  Steven Busby, PhD, FNP-BC, Elena Wong Espiritu, OTD, OTR/L, BCPR, Marnie Vanden Noven, PhD, DPT, PT, ATC, CSCS, Jenny R. Mills, MSIS, MA, Julie W. Hunt, MSSW, LCSW

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• Language Teacher Development in Technology Integration: Exploration, Communication, Collaboration, and Reflection

  Jeong-Bae Son, Moonyoung Park, Mei-Hui Liu

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• Community in the Open: Supports, Challenges, and Impacts of Local Learning Communities of K-12 Adolescent MOOC Learners from Nepal

  Zixi Li, Curtis J. Bonk, Meina Zhu

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• A Meta-Analysis of Self-Regulated Learning Interventions Studies on Learning Outcomes in Online and Blended Environments

  Mochamad Guntur, Yoppy Wahyu Purnomo

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• Skills needed for success in online teaching: A qualitative study of experienced instructors

  Mary Ellen Dello Stritto, Naomi Ruth Aguiar

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