| Issue | Title | |
| Vol 23, No 3 (2019) | Introduction to the Special Issue: Select Papers Presented at the 2018 OLC Accelerate Conference and the 2019 OLC Innovate Conference | Abstract PDF |
| Patsy Moskal | ||
| Vol 24, No 3 (2020) | Introduction to the Special Issue: Select Papers Presented at the 2019 OLC Accelerate Conference and the 2020 OLC Innovate Conference | Abstract PDF |
| Patsy Moskal | ||
| Vol 25, No 3 (2021) | Introduction to the Special Issue: Select Papers Presented at the 2020 OLC Accelerate Conference and the 2021 OLC Innovate Conference | Abstract PDF |
| Patsy Moskal | ||
| Vol 17, No 3 (2013) | INTRODUCTION TO THE SPECIAL SECTION ON INTEGRATING ACCESSIBILITY INTO ONLINE LEARNING | Abstract PDF |
| Kristen Betts | ||
| Vol 24, No 1 (2020) | Introduction to Volume 24, Issue 1, March 2020 | Abstract PDF |
| Peter Shea | ||
| Vol 24, No 2 (2020) | Introduction to Volume 24, Issue 2 - June 2020 | Abstract PDF |
| Peter Shea | ||
| Vol 25, No 2 (2021) | Introduction to Volume 25, Issue 2 | Details PDF |
| Peter Shea | ||
| Vol 21, No 3 (2017) | Introduction: Sept. 2017 Conference Issue | Details PDF |
| Anthony Picciano | ||
| Vol 18, No 1 (2014) | Investigating Asynchronous Online Communication: A Connected Stance Revealed | Abstract PDF |
| Susan J Wegmann, Joyce K. McCauley | ||
| Vol 25, No 2 (2021) | Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors | Abstract PDF |
| Ali Erarslan, Meral Şeker | ||
| Vol 23, No 4 (2019) | Investigating the Impact of Online Classes on Undergraduate Degree Completion | Abstract PDF |
| Sharon Wavle, Gamze Ozogul | ||
| Vol 24, No 2 (2020) | Irrelevant, overlooked, or lost? Trends in 20 years of uncited and low cited K-12 online learning articles | Abstract PDF |
| Karen Arnesen, Shea Walters, Michael K. Barbour, Jered Borup | ||
| Vol 19, No 2 (2015) | Is It Worth the Effort? The Impact of Incorporating Synchronous Lectures into an Online Course | Abstract PDF |
| Joann S. Olson, Fawn E. McCracken | ||
| Vol 13, No 4 (2009) | IS THE WHOLE GREATER THAN THE SUM OF ITS PARTS? A COMPARISON OF SMALL GROUP AND WHOLE CLASS DISCUSSION BOARD ACTIVITY IN ONLINE COURSES | Abstract PDF |
| Catherine A. Bliss, Betty Lawrence | ||
| Vol 6, No 2 (2002) | IS “AS GOOD AS FACE-TO-FACE” AS GOOD AS IT GETS? | Abstract PDF |
| Jeannette McDonald | ||
| Vol 24, No 3 (2020) | It’s Complicated: The Relationship Between Participation in Academic Coaching and Program Completion in Online Graduate Students | Abstract PDF |
| Tara Lehan, Bethanne Shriner, Michael Shriner | ||
| Vol 20, No 3 (2016) | Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting | Abstract PDF |
| Ingle Larkin, Laurie Brantley-Dias, Anissa Lokey-Vega | ||
| Vol 25, No 1 (2021) | Jordanian University Students’ Views on Emergency Online Learning During COVID-19 | Abstract PDF |
| Saleh Al-Salman, Ahmad S Haider | ||
| Vol 17, No 3 (2013) | K-12 online learning and students with disabilities: Perspectives from state special education directors | Abstract PDF |
| Paula J. Burdette, Diana Greer, Kari L. Woods | ||
| Vol 3, No 2 (1999) | Keeping Online Asynchronous Discussions on Topic | Abstract PDF |
| Bart P. Beaudin | ||
| Vol 17, No 4 (2013) | Khan Academy: The Illusion of Understanding | Abstract PDF () |
| Marc Schwartz | ||
| Vol 11, No 3 (2007) | K–12 ONLINE LEARNING: A SURVEY OF U.S. SCHOOL DISTRICT ADMINISTRATORS | Abstract PDF |
| Anthony G. Picciano, Jeff Seaman | ||
| Vol 16, No 5 (2012) | LARGE SCALE QUALITY ENGINEERING IN DISTANCE LEARNING PROGRAMS | Abstract |
| Rita I. Herron, Cinda Holsombach-Ebner, Alice K. Shomate, Kimberly Jo Szathmary | ||
| Vol 15, No 3 (2011) | Leader Challenge: What Would You Do? | Abstract |
| Chris Miller, Nate Self, Dr. Sena Garven, COL Nate Allen | ||
| Vol 14, No 3 (2010) | Leaner Support Requirements for Online Workplace Training in the South African Furniture Industry | Abstract |
| Iain S. Macdonald, Mark Bullen, Robert A. Kozak | ||
| Vol 23, No 2 (2019) | Learner Engagement in Blended Learning Environments: A Conceptual Framework | Abstract PDF |
| Lisa R. Halverson, Charles R. Graham | ||
| Vol 25, No 2 (2021) | Learner Presence Matters: A Learner-Centered Exploration into the Community of Inquiry Framework | Abstract PDF |
| Catherine A Honig, Diane Salmon | ||
| Vol 16, No 3 (2012) | Learning Analytics Considered Harmful | Abstract |
| Laurie P Dringus | ||
| Vol 20, No 2 (2016) | Learning Analytics Methods, Benefits, and Challenges in Higher Education: A Systematic Literature Review | Abstract PDF |
| Sandra Nunn, John T. Avella, Therese Kanai, Mansureh Kebritchi | ||
| Vol 23, No 3 (2019) | Learning Analytics to Inform the Learning Design: Supporting Instructor’s Inquiry into Student Learning in Unsupervised Technology-Enhanced Platforms | Abstract PDF |
| Priya Harindranathan, James Folkestad | ||
| Vol 16, No 3 (2012) | Learning Analytics: A Case Study of the Process of Design of Visualizations | Abstract |
| Martin Olmos, Linda Corrin | ||
| Vol 18, No 4 (2014) | Learning Partnership: Students and Faculty Learning Together to Facilitate Reflection and Higher Order Thinking in a Blended Course | Abstract PDF |
| Paige McDonald, Howard Straker, Karen Schlumpf, Margaret Plack | ||
| Vol 11, No 3 (2007) | LEARNING SCIENCE ONLINE: A DESCRIPTIVE STUDY OF ONLINE SCIENCE COURSES FOR TEACHERS | Abstract PDF |
| Jodi Asbell-Clarke, Elizabeth Rowe | ||
| Vol 4, No 1 (2000) | Learning Styles and Asynchronous Learning: Comparing the LASSI Model to Class Performance | Abstract PDF |
| Kenneth D. Loomis | ||
| Vol 15, No 4 (2011) | Learning technology and organizations: transformational impact? | Abstract |
| Martin Hall, Mike Kepell, John Bourne | ||
| Vol 5, No 1 (2001) | LECTURES ON DEMAND IN ALN: ENHANCING THE ONLINE LEARNING EXPERIENCE | Abstract PDF |
| H. A. Latchman, Sheryl M. Latchman | ||
| Vol 17, No 3 (2013) | LEGAL PERSPECTIVE: Q&A WITH DANIEL F. GOLDSTEIN | Abstract PDF |
| Kristen Betts | ||
| Vol 20, No 2 (2016) | Let’s Talk Learning Analytics: A Framework for Implementation in Relation to Student Retention | Abstract PDF |
| Deborah West, David Heath, Henk Huijser | ||
| Vol 17, No 3 (2013) | Leveraging Disinhibition to Increase Student Authority in Asynchronous Online Discussion | Abstract PDF |
| Kenneth H. Martin | ||
| Vol 2, No 1 (1998) | Libraries Address The Challenges Of Asynchronous Learning | Abstract PDF |
| Joanne Eustis, Gail McMillan | ||
| Vol 21, No 4 (2017) | Live Synchronous Web Meetings in Asynchronous Online Courses: Reconceptualizing Virtual Office Hours | Abstract PDF |
| Patrick R. Lowenthal, Joanna C Dunlap, Chareen Snelson | ||
| Vol 8, No 1 (2004) | MAINSTREAMING DISTANCE LEARNING INTO THE COMMUNITY COLLEGE | Abstract PDF |
| Linda M. Thor, Carol Scarafiotti | ||
| Vol 25, No 1 (2021) | Maintaining Academic Performance and Student Satisfaction during the Remote Transition of a Nursing Obstetrics Course to Online Instruction | Abstract PDF |
| Elizabeth Riley, Natalie Capps, Nicole Ward, Leslie McCormack, Judy Staley | ||
| Vol 24, No 2 (2020) | Making Instant Adjustments in Online Journalism Education: Responding to Continuous Needs Assessments in Asynchronous Courses | Abstract PDF |
| Amanda C. Bright | ||
| Vol 20, No 2 (2016) | Massive Open Online Courses (MOOCs): Participant Activity, Demographics, and Satisfaction | Abstract PDF |
| Sara Shrader, Maryalice Wu, Dawn Owens-Nicholson, Kathleen Santa Ana | ||
| Vol 22, No 2 (2018) | Meaningful gamification and students’ motivation: A strategy for scaffolding reading material | Abstract PDF |
| Lynette Tan | ||
| Vol 4, No 1 (2000) | Measuring Learning Effectiveness: A New Look at No-Significant-Difference Findings | Abstract PDF |
| Ernest H. Joy, Federico E. Garcia | ||
| Vol 19, No 4 (2015) | Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) | Abstract PDF |
| Marcia D Dixson | ||
| Vol 14, No 2 (2010) | Measuring Success and ROI in CorporateTraining | Abstract |
| Kent Barnett, John R. Mattox | ||
| Vol 17, No 3 (2013) | MEASURING THE COMMUNITY IN ONLINE CLASSES | Abstract PDF |
| Beth Rubin | ||
| Vol 4, No 2 (2000) | Measuring the Importance of Collaborative Learning for the Effectiveness of ALN: A Multi-Measure, Multi-Method Approach | Abstract PDF |
| Starr Roxanne Hiltz, Nancy Coppola, Naomi Rotter, Murray Turoff, Raquel Benbunan-Fich | ||
| Vol 19, No 3 (2015) | Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom | Abstract PDF |
| Jennifer M. Cunningham | ||
| Vol 19, No 3 (2015) | Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom | Abstract PDF |
| Jennifer M. Cunningham | ||
| Vol 16, No 5 (2012) | MEETING ACCREDITATION REQUIREMENTS: ARE YOU SERVING DISTANCE LEARNERS? | Abstract |
| Kimberly Hardy, Katherine Meyer-Griffith | ||
| Vol 9, No 4 (2005) | MEETING THE NEEDS OF NONTRADITIONAL RESPONDERS THROUGH SUCCESSFUL ONLINE COURSES IN BIOTERRORISM RESPONSE | Abstract PDF |
| Karen Vignare, John Sener | ||
| Vol 14, No 4 (2010) | Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training | Abstract PDF |
| Helga Dorner, Andrea Kárpáti | ||
| Vol 12, No 1 (2008) | MICROFRANCHISING MICROLEARNING CENTERS: A SUSTAINABLE MODEL FOR EXPANDING THE RIGHT TO EDUCATION IN DEVELOPING COUNTRIES? | Abstract PDF |
| Tiffany Zenith Ivins | ||
| Vol 14, No 1 (2010) | MODEL-DRIVEN DESIGN: SYSTEMATICALLY BUILDING INTEGRATED BLENDED LEARNING EXPERIENCES | Abstract PDF |
| Stephen Laster | ||
| Vol 8, No 4 (2004) | MODELS OF LARGE-SCALE E-LEARNING | Abstract PDF |
| Martin Weller | ||
| Vol 25, No 2 (2021) | Moderating Relationships: Non-Designer Instructor’s Teaching Presence and Distance Learners’ Cognitive Presence | Abstract PDF |
| Laura Silva, Mary Shuttlesworth, Phil Ice | ||
| Vol 20, No 4 (2016) | "More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative | Abstract PDF |
| Aimee L. Whiteside, Amy Garrett Dikkers, Somer Lewis | ||
| Vol 25, No 1 (2021) | Motivating Students to Learn AI Through Social Networking Sites: A Case Study in Hong Kong | Abstract PDF |
| Tsz Kit Ng, Kai Wa Chu | ||
| Vol 25, No 2 (2021) | Motivations among Special Education Students and their Parents for Switching to an Online School: Survey Responses and Emergent Themes | Abstract PDF |
| DeLaina Tonks, Royce Kimmons, Stacie L. Mason | ||
| Vol 25, No 1 (2021) | Moving Assessment Online: Experiences within a School of Pharmacy | Abstract PDF |
| Kelsey Morgan, Erin Adams, Teresa Mary Elsobky, Marcia Brackbill, Amber Darr | ||
| Vol 21, No 1 (2017) | Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program | Abstract PDF |
| Ken-Zen Chen, Patrick R. Lowenthal, Christine Bauer, Allan Heaps, Crystal Nielsen | ||
| Vol 25, No 1 (2021) | Moving Hands-On Mechanical Engineering Experiences Online: Course Redesigns and Student Perspectives | Abstract PDF |
| Jaclyn E Johnson, Nancy B Barr | ||
| Vol 13, No 1 (2009) | MSU MEDICAL COLLEGES BLENDED LEARNING FOR FIRST YEAR SCIENCE COURSES: UNITING PEDAGOGY TO MAXIMIZE EXPERIENCE AND REAL WORLD LIMITATIONS | Abstract PDF |
| Kathryn Lovell | ||
| Vol 16, No 4 (2012) | Multidimensional Assessment of Blended Learning: Maximizing Program Effectiveness Based on Faculty and Student Feedback | Abstract |
| Orly Calderon, Amy Patraka Ginsberg, Liz Ciabocchi | ||
| Vol 14, No 2 (2010) | Multiple Modes in Corporate eLearning: Propelling Business IQ with Formal, Informal and Social Learning | Abstract |
| John Ambrose, Julie Olgilvie | ||
| Vol 14, No 1 (2010) | (MY) THREE PRINCIPLES OF EFFECTIVE ONLINE PEDAGOGY | Abstract PDF |
| Bill Pelz | ||
| Vol 8, No 3 (2004) | (MY) THREE PRINCIPLES OF EFFECTIVE ONLINE PEDAGOGY | Abstract PDF |
| Bill Pelz | ||
| Vol 17, No 3 (2013) | NATIONAL PERSPECTIVE: Q&A WITH NATIONAL FEDERATION OF THE BLIND & ASSOCIATION OF HIGHER EDUCATION AND DISABILITY | Abstract PDF |
| Kristen Betts | ||
| Vol 22, No 4 (2018) | Navigating assigned roles for asynchronous online discussions: Examining participants’ orientation using conversation analysis | Abstract PDF |
| Amber N. Warren | ||
| Vol 21, No 4 (2017) | Navigating Turn-Taking and Conversational Repair in an Online Synchronous Course | Abstract PDF |
| Yvonne Earnshaw | ||
| Vol 7, No 3 (2003) | NETWORK ANALYSIS OF KNOWLEDGE CONSTRUCTION IN ASYNCHRONOUS LEARNING NETWORKS | Abstract PDF |
| Reuven Aviv, Zippy Erlich, Gilad Ravid, Aviva Geva | ||
| Vol 22, No 1 (2018) | No Significant Difference - Unless you are a Jumper | Abstract PDF |
| Richard J Fendler, Craig Ruff, Milind Shrikhande | ||
| Vol 16, No 4 (2012) | No Significant Difference in Service Learninng Online | Abstract |
| Sue Y. McGorry | ||
| Vol 25, No 3 (2021) | OLJ Example Submission, 2021 | Abstract |
| Sturdy Knight | ||
| Vol 25, No 3 (2021) | OLJ September 2021 25(3) | Abstract PDF Remote |
| Mary Frances Rice | ||
| Vol 9, No 3 (2005) | ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS | Abstract PDF |
| Karen Swan, Li Fang Shih | ||
| Vol 23, No 3 (2019) | One Size Does Not Fit All: Toward an Evidence-Based Framework for Determining Online Course Enrollment Sizes in Higher Education | Abstract PDF |
| Susan H. Taft, Karen Kesten, Majeda M. El-Banna | ||
| Vol 17, No 1 (2013) | Online Advising Pilot at the Community College of Vermont | Abstract |
| Kimberly Nolan | ||
| Vol 17, No 1 (2013) | Online Advising Pilot at the Community College of Vermont | Abstract PDF |
| Kimberly Nolan | ||
| Vol 10, No 1 (2006) | ONLINE COLLABORATION PRINCIPLES | Abstract PDF |
| Randy Garrison | ||
| Vol 10, No 1 (2006) | ONLINE COLLABORATION: INTRODUCTION TO THE SPECIAL ISSUE | Abstract PDF |
| Karen Swan | ||
| Vol 21, No 4 (2017) | Online collaborative learning activities: The perspectives of minority graduate students | Abstract PDF |
| Alex Kumi-Yeboah, James Dogbey, Guangji Yuan | ||
| Vol 11, No 1 (2007) | ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES | Abstract PDF |
| D. R. Garrison | ||
| Vol 22, No 2 (2018) | Online Course Design and Development among College and University Instructors: An Analysis using Grounded Theory | Abstract PDF |
| Sally J. Baldwin, Yu-Hui Ching, Norm Friesen | ||
| Vol 20, No 4 (2016) | Online Education and Academic Performance: The Case of Online Tertiary Students in the Caribbean | Abstract |
| Ashford Atraio Kerr | ||
| Vol 4, No 2 (2000) | Online Education to Develop Complex Reasoning Skills in Organic Chemistry | Abstract PDF |
| Patricia Shapley | ||
| Vol 13, No 2 (2009) | ONLINE EDUCATION TODAY | Abstract PDF |
| Frank Mayadas, John Bourne, Paul Bacsich | ||
| Vol 9, No 1 (2005) | ONLINE ENGINEERING EDUCATION: LEARNING ANYWHERE, ANYTIME | Abstract PDF |
| John Bourne, Dale Harris, Frank Mayadas | ||
| Vol 11, No 1 (2007) | ONLINE INSTRUCTION AS LOCAL EDUCATION: CUNY'S ONLINE BACCALAUREATE | Abstract PDF |
| George Otte | ||
| Vol 20, No 4 (2016) | Online Instructors’ Experience of Formative Assessment | Abstract |
| Michael L Hoover, Janice Wong | ||
| Vol 10, No 3 (2006) | ONLINE K–12 EDUCATION: OPPORTUNITIES FOR COLLABORATION WITH HIGHER-EDUCATION | Abstract PDF |
| Melody M. Thompson | ||
| Vol 25, No 1 (2021) | Online Learning, 25(1) - Full Issue | Abstract PDF |
| Sturdy Knight | ||
| Vol 8, No 4 (2004) | ONLINE LEARNING AND TIME-ON-TASK: IMPACT OF PROCTORED VS. UN-PROCTORED TESTING | Abstract PDF |
| Gregory S. Wellman, Henryk Marcinkiewicz | ||
| Vol 21, No 1 (2017) | Online Learning Integrity Approaches: Current Practices and Future Solutions | Abstract PDF |
| Anita Lee-Post, Holly Hapke | ||
| Vol 25, No 2 (2021) | Online Learning Volume 25, Issue 2 (June 2021) | Abstract Remote |
| Sturdy Knight | ||
| Vol 10, No 2 (2006) | ONLINE LEARNING: NEW MODELS FOR LEADERSHIP AND ORGANIZATION IN HIGHER EDUCATION | Abstract PDF |
| George Otte | ||
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