Vol. 28 No. 4 (2024): Online Learning

• December 2024 Full Issue

Special Conference Issue: AERA Online Teaching and Learning SIG

• Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2024

  Patrick R. Lowenthal, Robert L. Moore, Mary F. Rice

• The impact of social media and gamification of a mobile vocabulary learning app: Self-regulation and learning persistence

  Qian Xu, Jennifer Richardson

• The Impact of Different Instructor Participation Approaches in Asynchronous Online Discussions on Student Performance

  Jiarui Xie, Mimi Adjei, Ana-Paula Correia

• Learning Online vs. Learning in Person: A Mixed-Methods Approach to Understanding How Student Preferences and Perceptions have Evolved Since the Pandemic

  Kristi Bright, Jane Vogler

• Exploring the Relationships Between Motivation and Academic Permormance Among Online and Blended Learners: A Meta-Analytic Review

  Andrew Walker, Naomi R. Aguiar, Yu-Chun Kuo

• Envisioning Hopeful Futures: Designing Racially Just Online Learning

  Nandita Gurjar

• MOOC teaching assistants’ global-engaged learning in the US and China

  Yue Li, Anne Armstrong, Marianne Krasny

• Signs of Serendipitous Universal Design for Learning in Online Courses

  Greta Underhill, Cat Turk

• Empowering Learning Networks: Insights from Social Network Analysis in Inquiry-Based Discussions

  Ayesha Sadaf, Larisa Olesova, Hajeen Choi

Section II

• Introduction to OLJ Volume 28, Issue 4, Section II

  Peter Shea

• An Agile Approach to Collaborative Online International Learning: A Case Study of Virtual Indigenous Food Sovereignty and Public Policy Internships in Aotearoa New Zealand and Ontario, Canada

  Timothy Fadgen, Tony Porter, Kiri Edge, Chelsea Gabel , Brooke Hayward, Adrianne Lickers Xavier

• Supporting Tenure-Seeking Faculty in Online Programs: A Critical Discourse Analysis

  Yvonne Earnshaw, Mary Ann Bodine Al-Sharif

• Exploring the Relationships of Learners and Instructors in Online Courses

  Sheri Conklin, Beth Oyarzun, Stella Kim, Amy Garrett Dikkers

• An Exploratory Study of Low-Income Minority Students Online Learning Experience

  Eugene Kwasi Gyekye, Julie Learned

• Instructional Designers’ Perceptions of Accessible and Inclusive Online Course Design

  Amy Lomellini, Patrick R Lowenthal, Jesús Trespalacios, Chareen Snelson

• The Effect of Video Camera, Microphone and Chat Box Use on Social Presence and Engagement in an Online Group Activity

  Shayna Minosky, Nachwa El Aini, Brandon Justus, Tanisha Bali

• COVID-19 Related Stressors, Cognitive Reappraisal, and Students’ Engagement in Online Learning: A Mediation Model

  Muhammad Ayub Buzdar, Hamid Ikram

• Student Achievement of Course Learning Goals in an Asynchronous Distance Learning Course Redesigned using Fink's Taxonomy of Significant Learning

  Molly Downing, Cynthia H. Canan, T'Bony M. Jewell, Diana D. Kang

• Quantifying social presence in online-based learning: a statistical and didactical analysis of indicators from social network analysis

  Lisa-Maria Norz, Éva Kaczkó, Michael Netzer, Elske Ammenwerth