Journal of Online Learning Research
February 2018 Volume 4, Number 1
Editors
Mary Rice; Michael Barbour
Table of Contents
Number of articles: 5
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K-12 Blended and Online Competencies, Standards, Retention, and Attitudes
Jered Borup, George Mason University, United States; Leanna Archambault, Arizona State University, United States
This issue begins the fourth volume of the Journal of Online Learning Research (JOLR), and provides an opportunity to reflect on the first three years of the journal. The last three years have... More
pp. 1-3
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The University of California’s Use of the iNACOL Standards for Online Classes
Kevin Heller, Scout from University of California, United States
The iNACOL standards for online courses are widely used by educational institutions across the world, including the University of California, which uses them in its formula for granting or denying ... More
pp. 5-31
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Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching
Emily Pulham, Charles Graham & Cecil Short, Brigham Young University, United States
While there has been research to explore competencies in blended and online learning in K-12 contexts, it is less clear as to what competencies are specific to using an online or digital medium,... More
pp. 33-52
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Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover
Ingle Larkin, Anissa Lokey-Vega & Laurie Brantley-Dias, Kennesaw State University, United States
The purpose of this study was to measure and explore factors influencing K-12 online teachers’ turnover intentions, with job satisfaction and organizational commitment serving as moderating... More
pp. 53-85
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Connected Education: Teachers’ Attitudes towards Student Learning in a 1:1 Technology Middle School Environment
Tian Luo, Old Dominion University, United States; Alexander Murray, Ohio University, United States
Online and blended forms of learning has been increasingly common in K-12 settings, along with the technological advancement with always-on and connected devices. The study purports to understand... More
pp. 87-116
