Vol. 29 No. 3 (2025): Online Learning Journal (OLJ)

Published: 2025-09-01

Full Issue

2025 OLC Conference Special Issue

Introduction to the Special Issue: Select Papers Presented at Recent OLC Conferences

Patsy Moskal; Carrie Lewis Miller, Dara Tafazoli
- PDF
COLO Profiles & Competencies 2024 A National Research Project about Chief Online Learning Officers

Eric E. Fredericksen, Bethany Simunich, Julie Uranis PhD

1-38
- PDF
Utilizing Generative AI to Counter Learner Groupthink by Introducing Controversy in Collaborative Problem-Based Learning Settings

Andrew Wiss, Mary Showstark, Kyle Dobbeck, Jennifer Pattershall-Geide, Elke Zschaebitz, Dawn Joosten-Hagye, Kirsten Potter, Erin Embry

39-65
- PDF
Using a Mobile Vocabulary Application to Enhance L2 Learners’ Vocabulary Acquisition: Possibilities and Challenges

Qian Xu, Jennifer C. Richardson, Zhuo Zhang, Zui Cheng, Fengping Guo

66-102
- PDF
From Burnout to Belonging A Sequential Mixed Methods Study of Comprehensive Support Structures for Online Adjunct Faculty

Rheanna Reed, Jennifer Carriere, Laura Pipoly, Anthony Bennett

103-129
- PDF
Applying the TAM Framework to Inform Faculty Participation in Course Quality Reviews

Efren de la Mora Velasco, Roslyn Miller, Florence Williams, Aimee deNoyelles

130-157
- PDF
Insights at the Nexus of Accessibility, Instructional Design, and Student Success

Jeff Freels, Rajagopal Sankaranarayanan

158-175
- PDF
Competing hypotheses about online versus face-to-face course outcomes: Analysis leveraging the unique circumstances of the COVID-19 pandemic

Claire Wladis, Alyse C. Hachey, Catherine A. Manly, Katherine M. Conway

176-210
- PDF

Section II

Introduction to Section II of the September Issue of the Online Learning Journal

Peter Shea

viii-x
- PDF
Interaction-oriented Instructional Practices Show Promise in Enhancing Overall Performance and Narrowing Racial Achievement Gaps in College Online Courses

Di Xu, Gabe Avakian Orona, Qiujie Li

211-235
- PDF
Feedback is Integral: Using a Revised ICAP Framework to Achieve Active Learning in an Asynchronous Online Course

Vikki Pollard, Christine Armatas, Avni Pepe

236-253
- PDF
Improving Community of Inquiry-based Asynchronous Online Discussion through Improving Conceptual Knowledge by Information-Organizing Preparatory Activity with Kit-Build Concept Mapping

Lintang Matahari Hasani, Kasiyah Junus, Lia Sadita, Ayano Ohsaki, Tsukasa Hirashima, Yusuke Hayashi

256-284
- PDF
The relationships between adolescents’ academic self-regulation, motivational strategies and academic achievement in distance education process

Tuğçe Gür, Helin Yaban

285-310
- PDF
Synchronous online learning: why some students don’t actively participate

Helen Donelan, Karen Kear, Jon Rosewell, Ale Okada, Kieron Sheehy, Kevin Amor, Carol Edwards, Allan Mooney, Paige Cuffe, Tracey Elder

311-337
- PDF
Teacher-Student Relationships in an Online Graduate Program: A Phenomenological Analysis

Eric S. Belt, Norm Friesen, Patrick R. Lowenthal, Chareen Snelson

338-369
- PDF
Enhancing Online STEM Education Impacts of Pre-Released Exam Materials and Remote Proctoring

Meta Landys

370-416
- PDF
Revisiting the Interrelationships Between Social and Cognitive Presences in Asynchronous Online Courses: Insights from Epistemic Network Analysis

Liu Dong, Chi-Jia Hsieh, Sunnie Lee Watson, Ji Hyun Yu, Victoria L. Lowell

417-448
- PDF

Vol. 29 No. 3 (2025): Online Learning Journal (OLJ)

Full Issue

2025 OLC Conference Special Issue

Introduction to the Special Issue: Select Papers Presented at Recent OLC Conferences

COLO Profiles & Competencies 2024 A National Research Project about Chief Online Learning Officers

Utilizing Generative AI to Counter Learner Groupthink by Introducing Controversy in Collaborative Problem-Based Learning Settings

Using a Mobile Vocabulary Application to Enhance L2 Learners’ Vocabulary Acquisition: Possibilities and Challenges

From Burnout to Belonging A Sequential Mixed Methods Study of Comprehensive Support Structures for Online Adjunct Faculty

Applying the TAM Framework to Inform Faculty Participation in Course Quality Reviews

Insights at the Nexus of Accessibility, Instructional Design, and Student Success

Competing hypotheses about online versus face-to-face course outcomes: Analysis leveraging the unique circumstances of the COVID-19 pandemic

Section II

Introduction to Section II of the September Issue of the Online Learning Journal

Interaction-oriented Instructional Practices Show Promise in Enhancing Overall Performance and Narrowing Racial Achievement Gaps in College Online Courses

Feedback is Integral: Using a Revised ICAP Framework to Achieve Active Learning in an Asynchronous Online Course

Improving Community of Inquiry-based Asynchronous Online Discussion through Improving Conceptual Knowledge by Information-Organizing Preparatory Activity with Kit-Build Concept Mapping

The relationships between adolescents’ academic self-regulation, motivational strategies and academic achievement in distance education process

Synchronous online learning: why some students don’t actively participate

Teacher-Student Relationships in an Online Graduate Program: A Phenomenological Analysis

Enhancing Online STEM Education Impacts of Pre-Released Exam Materials and Remote Proctoring

Revisiting the Interrelationships Between Social and Cognitive Presences in Asynchronous Online Courses: Insights from Epistemic Network Analysis

scopus

DOAJ seal

OLC Membership

Information

For Peer Reviewers