[OLJ] Announcing Release of OLJ Special Issue on AERA Online Teaching and Learning SIG

Note this special issue.

Announcing Release of OLJ Special Issue on AERA Online Teaching and Learning SIG

The Online Learning Journal December 2023 Special Issue includes research papers from members of the Online Teaching and Learning (OTL) Special Interest Group (SIG) of the American Educational Research Association (AERA). This influential SIG of AERA provides 200-plus members an informative platform to discuss and disseminate challenges and possibilities relating to online learning and teaching. The 16 papers selected for this issue represent innovative and diverse topics using various research methods. Dr. Patrick Lowenthal of Boise State University and Dr. Robert Moore of the University of Florida served as guest editor for this special issue and have grouped articles into five themes: 1. Measurement and analysis; 2. Equity, Inclusion, Advocacy, Embodiment; 3. Modality; 4. Openness; and 5. Philosophy & Theory.

In addition to the special issue from the AERA Online Teaching and Learning SIG, the December issue of the OLJ includes five articles from our regular submission process. These articles cover a broad range of topics including the evolving role of writing centers in support of online learners, humanizing online pedagogy, learner readiness in online and other digital contexts, and an intriguing investigation of online and classroom student outcomes.

Many thanks to Patrick Lowenthal and Rob Moore for their work on the special issue of the journal.  Many hours were devoted to curating, communicating, and editing this extensive issue and we are grateful for all of their efforts.  Also a huge thank you to our other editors, authors, reviewers, copyeditors and the staff at OLC for their many contributions to support the success of the journal.

Visit our website to read the full announcement.
________________________________________________________________________
Online Learning (OLJ) http://olj.onlinelearningconsortium.org/index.php/olj

The full table of contents included:

Vol. 27 No. 4 (2023)

PUBLISHED: 2023-12-01

Special Conference Issue: AERA Online Teaching and Learning SIG

• Introduction to the OTL Special IssueHighlighting AERA’s Online Teaching and Learning SIG 2023

  Patrick Lowenthal, Robert L. Moore

• The Online Teaching Motivation Scale (OTMS): Development and Validation of a Survey Instrument

  Daphne Wiles, Julie Smart, Anna Morrison, Luke Bennett, Scott Peters

• Bridging Theory and Measurement of Student EngagementA Practical Approach

  Dr. Barbara Means, Dr. Julie Neisler

• Course Design Approaches and Behavioral Patterns in Massive Open Online Courses for Professional Learning

  Marc Egloffstein, Muhttin Şahin, Dirk Ifenthaler

• Deep Learning Models for Analyzing Social Construction of Knowledge Online

  Charlotte N. Gunawardena, Yan Chen, Flor Nick, Sanchez Damien

• Measuring Faculty Engagement in Online Formative or Whole-Person EducationA Revised Instrument and Item Response Theory Model

  Stanton Wortham, Katrina Borowiec, Deoksoon Kim

• College Students, Networked Knowledge Activities, and Digital CompetenceImplications for Online Curricula and Workforce Preparation

  Vanessa P. Dennen, Dan He, Hui Shi, Dawn Adolfson

• Higher Education Instructor Perception of Helpfulness of Inclusive and Equitable Online Teaching Strategies

  Florence Martin, Beth Oyarzun, Ayesha Sadaf

• Culturally- and Linguistically-Responsive Online Teacher Learning Professional Development

  Faridah Pawan, Belle Li, Suliya Nijiati, Meika Billings Dopwell, Alyse Harris, Tiana Iruoje

• Conceptions of Time in Educational TechnologyConsiderations for Equity-focused Design

  Jacob Fortman, Rebecca Quintana, Jacob Aguinaga

• Emergent Themes from Study of a Highly Flexible Hybrid Learning Program

  Mariana Castañón, Mary Rice, Traci Filiss

• “I Sing the Body Electric”: Embodied Presence in the Community of Inquiry Framework

  Crystal D. Howell

• Instructional Strategies for Engaging Online LearnersDo Learner-centeredness and Modality Matter?

  Hui Shi, Jaesung Hur, Yuen Man Tang, Vanessa P. Dennen

• Comparing Blended and Online Learners’ Self-Efficacy, Self-Regulation, and Actual Learning in the context of Educational Technology

  Zhuo Zhang, Qian Xu, Adrie Koehler, Timothy Newby

• Exploring Personalized Learning and Open Education Pedagogy in Multilingual Learner Teacher Preparation

  Rhonda Bondie

• Building Open Pedagogy in Community Colleges

  Staci Ann Gilpin, Stephanie Rollag Yoon, Julie Lazzara

• Navigating Online Learning Through “Technological Frames”A Qualitative Examination

  Merve Basdogan, Curtis Bonk

Section II

• Introduction to OLJ Volume 27, Issue 4

  Peter Shea

• From Online Learner Readiness to Life-long Learning Skills: A Validation of the Learning Skills Journey Tool

  Mary Ellen Dello Stritto, Naomi Aguiar, Carolyn Andrews

• A Study on the Relationship between Domain Specific Self-Efficacy and Self-Regulation in e-Learning Contexts

  Priyanka Gupta, Dr. Umesh Bamel

• Success Rate Disparities Between Online and On-campus Economics CoursesThe Roles of Campus Affiliation, Student Characteristics, and Course Level

  Melanie G. Long, Karen Gebhardt, Kelly McKenna

• “But They’re Grad Students, They Should Know This”: Preliminary Findings from a Writing Center’s Hybrid Approach to Supporting Postgraduates in Qatar

  Mary Newsome, Mohammad Mollazehi, Mounia Zidani, Randa Sheik, Jumana Amiry

• Humanising Online Pedagogy through Asynchronous Discussion ForumsAn Analysis of Student Forum Interactions at a South African University

  Fatima Vally Essa, Grant Andrews, Belinda Mendelowitz, Yvonne Reed, Ilse Fouche