Integrating Generative AI in University Teaching and Learning: A Model for Balanced Guidelines

2024-9-1

Skills needed for success in online teaching: A qualitative study of experienced instructors

2024-9-1

Language Teacher Development in Technology Integration: Exploration, Communication, Collaboration, and Reflection

2024-9-1

Student Perceptions of Effective Educators in Online Learning

2024-9-1

It Helped Push Me Through the Class’: Community College Student Perceptions of the Role of Instructor Immediacy Behaviors in Completing an Online Course

2024-9-1

The Use of Generative AI to Support Inclusivity and Design Deliberation for Online Instruction

2024-9-1

Automatic Detection of Metacognitive Language and Student Achievement in an Online STEM College Course

2024-9-1

Introduction to the Special Issue: Select Papers Presented at the 2023 OLC Accelerate Conference and the 2024 OLC Innovate Conference

2024-9-1

The Role of Instructional Designers in the Integration of Generative Artificial Intelligence in Online and Blended Learning in Higher Education

2024-9-1

A Sense of Belonging in Online Post-Traditional Students: What Matters?

2024-9-1

Harnessing Generative AI (GenAI) for Automated Feedback in Higher Education: A Systematic Review

2024-9-1

Collaboration, Connection, & Culture: Understanding the Impact of Institutional Culture on Online Teaching in Higher Education

2024-9-1

Development and Validation of the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS)

2024-9-1

Pre-service Teachers' Dual Perspectives on Generative AI: Benefits, Challenges, and Integrating into Teaching and Learning

2024-9-1

A Meta-Analysis of Self-Regulated Learning Interventions Studies on Learning Outcomes in Online and Blended Environments

2024-9-1

The Impact of Online Learning during the Covid-19 Pandemic on Academic Outcomes for Newly-Struggling High School Students

2024-9-1

“Never Met Them in Person, But We Help Each Other”: Black Women’s Experiences in Online Undergraduate Engineering Programs

2024-9-1

The Anticipated Impact of Artificial Intelligence on Higher Education

2024-9-1

Exploring the Utility of ChatGPT for Self-directed Online Language Learning

2024-9-1

The Untold Story of Training Students with Generative AI: Are We Preparing Students for True Learning or Just Personalization?

2024-9-1

Introduction to Section III

2024-9-1

Community in the Open: Supports, Challenges, and Impacts of Local Learning Communities of K-12 Adolescent MOOC Learners from Nepal

2024-9-1

September 2024 Full Issue

2024-9-1

The Impact and Process of Transition from Face-to-Face to Online Teaching During a Pandemic: A Grounded Theory Approach

2024-9-1

Are They Literate on ChatGPT? University Language Students’ Awareness, Benefits and Challenges in Higher Education Learning

2024-9-1

Using AI-generative tools in tertiary education: Reflections on their effectiveness in improving tertiary students’ English writing abilities

2024-9-1

Preparing Health Professions Educators for Online and Blended Learning Environments: A Mixed Methods Study

2024-9-1

May the Force Be With You JedAI: Balancing the Light and Dark Sides of Generative AI in the Educational Landscape

2024-6-3

Graduate Teacher Education Students Use and Evaluate ChatGPT as an Essay-Writing Tool

2024-6-1

Examining Students’ Self-Regulation Skills, Confidence to Learn Online, and Perception of Satisfaction and Usefulness of Online Classes in Three Suggested Online Learning Environments that Integrates ChatGPT

2024-6-1

Learner perceptions of the feedback process in the online component of a blended course

2024-6-1

Towards Connectivism: Exploring Student Use of Online Learning Management Systems during the Covid-19 Pandemic

2024-6-1

Evaluating Cami AI Across SMAR Stages: Students’ Achievement and Perceptions in EFL Writing Instruction

2024-6-1

Generative AI Generating Buzz: Volume, Engagement, and Content of Initial Reactions to ChatGPT in Discussions Across Education-Related Subreddits

2024-6-1

Students’ Expectations and Experiences about Engagement Strategies in Online Courses: A Mixed Methods Study

2024-6-1

The Effects of Short Online Pedagogical Courses on University Teachers' Conceptions of Learning and Engaging Students During Lectures

2024-6-1

Multifaceted challenges and opportunities: Chinese exchange students’ experiences in the U.S. transnational online learning ecology

2024-6-1

Introduction to OLJ Volume 28, Issue 2

2024-6-1

AI Literacy across Curriculum Design: Investigating College Instructor’s Perspectives

2024-6-1

Against Artificial Education: Towards an Ethical Framework for Generative Artificial Intelligence (AI) Use in Education

2024-6-1

A Case Study Investigating the Utilization of ChatGPT in Online Discussions

2024-6-1

Bichronous Online Learning: Perspectives, Best Practices, Benefits, and Challenges from Award-Winning Online Instructors

2024-6-1

systematic literature review of online academic student support in higher education

2024-6-1

Memorization and Performance During Pandemic Remote Instruction: Evidence of Shifts from an Interactive Textbook

2024-6-1

Online Learning Anxiety and their Academic Self-Efficacy During the COVID-19 Crisis

2024-6-1

A Framework for Evaluating Online Degree Programs Through Student Satisfaction

2024-6-1

Online University Students’ Perceptions of institution and Program Community and the Activities that Support Them

2024-3-2

Online Learning 28 (1) - Full Issue

2024-3-2

Comparison of on-campus and virtual self-assessment outcomes for incoming Appalachian STEM undergraduates’ first research experience

2024-3-1

Instructor Leadership in Online Learning: Predictive Relationships Between Servant Leadership and the Community of Inquiry Framework

2024-3-1