Vol. 29 No. 4 (2025): Online Learning Journal (OLJ)

Published: 2025-12-01

Full Issue

Special Conference Issue: AERA Online Teaching and Learning SIG

Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2025

Patrick Lowenthal, Mary Rice, Robert L. Moore, Eric S. Belt

iii-vi
- PDF
Online assessment tools. The challenge of training pre-service teachers

Laura Sara Agrati, Loredana Perla, Viviana Vinci, Arianna Beri

1-24
- PDF
Effects of Accountability Interventions on Environmental Educators' Engagement in MOOCs

Yue Li, Rene Kizilcec, Ji Yong Cho, Marianne Krasny

25-51
- PDF
A Tale of Two Platforms: Decoding the Digital Footprints of High School Students in Bilingual Scaffolded MOOCs

Jo-Chi Hsiao, Chiung-Fang Chang, Ken-Zen Chen

52-73
- PDF
Investigating Non-Traditional Graduate Students' Social Presence in Online Collaborative Activities A Case Study

Feliza Marie Mercado, Sungwon Shin

74-108
- PDF
Evaluation of a Programme to Enhance online Teachers’ Digital Competence: TPACK and Artificial Intelligence

Carmen Romero García, Olga Buzón García, Elena Parra González

109-132
- PDF
Examining the Role of Basic Psychological Needs in Online Language Communication: A Comparison of Synchronous and Asynchronous Modes

Zilu Jiang, Kui Xie, David Stein

133-161
- PDF
Examining Differences Among K-12 Teachers’ Motivation for Online Teaching

Dr. Anna Morrison, Dr. Julie Smart, Dr. Daphne Wiles, Dr. Luke Bennett

162-173
- PDF
A Cross-Cultural Examination of the Online Self-regulated Learning Questionnaire (OSLQ) with Korean College Students

Chungsoo Na, Soojeong Jeong, Jody Clarke-Midura, Wilhelmina van Dijk

174-198
- PDF
Developing Confidence, Developing Skills: The Perceived Effect of Professional Development on Online Teaching

Michael S. Hill, Cassandra M.D. Hart, Rachel B. Baker, Di Xu, Emily Alonso, Alyssa Nguyen, Kim d'Arcy, Cheryl Bailey, Tim VanNorman, Vivian Nguyen, Jennifer Pakula

199-236
- PDF
Designing a Valid and Reliable Measure of Trauma-Informed Online Teaching Practices for Asynchronous Undergraduate Courses

Virginia Byrne, Michelle Mondrey, Adeoluwa Folami, Mariola Moeyaert, Christine Licata-Hoang

237-256
- PDF
Investigating Parental Perspectives on Young Learners’ Social Presence in Online Learning: A Mixed Methods Approach

Jing Song, Adrie Koehler , Jennifer Richardson, Zui Cheng

258-291
- PDF
Plática as a Methodology for Creating Counterspace in Online Teaching and Beyond

Magdalena Vazquez Dathe, Lou Ellis Brassington, Mary Frances Rice

292-310
- PDF

Section II

Introduction to Section II

Peter Shea

ix-xii
- PDF
Understanding EFL Students’ Adoption of Generative AI for English Learning: An Integrated UTAUT2 Model and Self-determination Theory

Sri Surachmi W, Tri Agustini Solihati, Laily Rahmatika, Musdalifah , M Monjurul Islam, Sigit Haryanto

311-340
- PDF
Student reflections on the use of 360-degree video to support pseudo-synchronous collaborative mathematical problem solving in online learning environments

Amie Albrecht, Lisa O'Keeffe, Bruce White

341-366
- PDF
EFL Learners’ Writing Performance and Perception in a Flipped Classroom Model with Self-Regulated Strategy Development Instructions

Syaiputra W.M. Diningrat, Bachtiar Sjaiful Bachri, Ixsora Gupita Cinantya

367-388
- PDF
A Critical Analysis of GAI Learning Research: From Theory to Implementation Risks

Inna Artemova

390-417
- PDF
An Examination of Teaching Presence in an Accelerated Online Bachelor of Business Administration Course

Karen Krier, Yu-Hui Ching, Patrick Lowenthal

418-447
- PDF
Do interactive technologies enhance online students’ engagement? Insights from a post-graduate Guidance and Counselling course

Eseta Tualaulelei, Seyum Getenet, Niharika Singh, Yosheen Pillay

448-466
- PDF
The Role of Social Relationships with Peers and Teachers for Undergraduate Students’ Subjective Wellbeing in the Context of University Synchronous Online Learning

Ekaterina Andronova

467-488
- PDF
“Like Throwing Darts at a Dartboard”: A Literature Synthesis of Higher Education Instructors’ Interactions in the Transition to Online Teaching

Stephanie D. Sorensen, Richard E. West

489-516
- PDF
TiLTing the Discussion Board: Rethinking the Purpose of Online Discussion in an Online GE Writing Course

Ruth Smith

517-534
- PDF
Towards a Future of Qualifications: A Systematic Review of Micro-Credentials

Hakan Yıldırım, Şeyda Kır, Aras Bozkurt

535-559
- PDF
Unraveling Factors Affecting Engineering Students’ Acceptance of Artificial Intelligence in the Context of a Blended Learning Environment

Muh. Hamkah, Heri Retnawati, Muthmainah Muthmainah , Muhammad Hakiki, Mustofa Abi Hamid, Hasruddin Hasruddin, Muhammad Dahlan, M. Agphin Ramadhan, Muhammad Nurtanto, Indra Mutiara

560-594
- PDF
Bichronous Learning in Practice: How Immigrant Students Learn Swedish Online

Rasha Al Massalmeh, Pernilla Nilsson, Jeanette Sjöberg, Marie Utterberg

595-617
- PDF
Virtual Literature Circle: Fostering Critical Reading Skill, Collaborative Learning, and Learning Outcomes for EFL Students

Laili Hibatin Wafiroh, Pratiwi Retnaningdyah, Ahmad Munir

618-638
- PDF

Vol. 29 No. 4 (2025): Online Learning Journal (OLJ)

Full Issue

Special Conference Issue: AERA Online Teaching and Learning SIG

Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2025

Online assessment tools. The challenge of training pre-service teachers

Effects of Accountability Interventions on Environmental Educators' Engagement in MOOCs

A Tale of Two Platforms: Decoding the Digital Footprints of High School Students in Bilingual Scaffolded MOOCs

Investigating Non-Traditional Graduate Students' Social Presence in Online Collaborative Activities A Case Study

Evaluation of a Programme to Enhance online Teachers’ Digital Competence: TPACK and Artificial Intelligence

Examining the Role of Basic Psychological Needs in Online Language Communication: A Comparison of Synchronous and Asynchronous Modes

Examining Differences Among K-12 Teachers’ Motivation for Online Teaching

A Cross-Cultural Examination of the Online Self-regulated Learning Questionnaire (OSLQ) with Korean College Students

Developing Confidence, Developing Skills: The Perceived Effect of Professional Development on Online Teaching

Designing a Valid and Reliable Measure of Trauma-Informed Online Teaching Practices for Asynchronous Undergraduate Courses

Investigating Parental Perspectives on Young Learners’ Social Presence in Online Learning: A Mixed Methods Approach

Plática as a Methodology for Creating Counterspace in Online Teaching and Beyond

Section II

Introduction to Section II

Understanding EFL Students’ Adoption of Generative AI for English Learning: An Integrated UTAUT2 Model and Self-determination Theory

Student reflections on the use of 360-degree video to support pseudo-synchronous collaborative mathematical problem solving in online learning environments

EFL Learners’ Writing Performance and Perception in a Flipped Classroom Model with Self-Regulated Strategy Development Instructions

A Critical Analysis of GAI Learning Research: From Theory to Implementation Risks

An Examination of Teaching Presence in an Accelerated Online Bachelor of Business Administration Course

Do interactive technologies enhance online students’ engagement? Insights from a post-graduate Guidance and Counselling course

The Role of Social Relationships with Peers and Teachers for Undergraduate Students’ Subjective Wellbeing in the Context of University Synchronous Online Learning

“Like Throwing Darts at a Dartboard”: A Literature Synthesis of Higher Education Instructors’ Interactions in the Transition to Online Teaching

TiLTing the Discussion Board: Rethinking the Purpose of Online Discussion in an Online GE Writing Course

Towards a Future of Qualifications: A Systematic Review of Micro-Credentials

Unraveling Factors Affecting Engineering Students’ Acceptance of Artificial Intelligence in the Context of a Blended Learning Environment

Bichronous Learning in Practice: How Immigrant Students Learn Swedish Online

Virtual Literature Circle: Fostering Critical Reading Skill, Collaborative Learning, and Learning Outcomes for EFL Students

scopus

DOAJ seal

OLC Membership

Information

For Peer Reviewers