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Journal of Online Learning Research

2022 Volume 8, Number 1

Editors

Mary Rice; Michael Barbour

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Table of Contents

Number of articles: 5

  1. The Worst We Have Seen: Leveraging Social/Emotional Learning in K-12 Online & Blended Environments amid a Well-Being Crisis

    Karyn Miller, Texas A&M University-Commerce, United States; Mariana Castañon, University of New Mexico, United States; Traci Filiss, Taos Academy, United States

    Amid the pandemic, schools worked to enhance students’ emotional or affective engagement with online learning through daily motivational videos posted by administrators, teacher-student... More

    pp. 1-6

  2. A Toolbox of Adaptations for Online Delivery of SEL Programming

    Cailin Currie, Poojashree Rajanbabu & Danara King, Committee for Children, United States

    The COVID-19 pandemic exposed students to increased social-emotional stressors and instigated an emergency pivot to online teaching and learning. In doing so, it highlighted the need for effective ... More

    pp. 7-35

  3. Teachers’ Reflections on Supporting Social and Emotional Learning: Desires, Practices, and Tensions in Fostering Family-School Ties

    Karyn Miller, Texas A&M University-Commerce, United States

    This study explores how schools communicated and engaged with families in online/blended learning environments to support students’ social-emotional well-being. In the form of reflective learning... More

    pp. 37-65

  4. The Collaborative Model for Teaching o-SEL: Preparing Educators to Design Online Environments for Social-Emotional Learning

    Rachel Louise Geesa, Kirsten Robbins & Kate Shively, Ball State University, United States

    In this study, we sought to develop a model to provide educators with training and resources to effectively support and guide social-emotional learning (SEL) in PK-12 online environments, which we ... More

    pp. 67-100

  5. “We Felt Like Pioneers”: Exploring the Social and Emotional Dimensions of Teachers’ Learning During Online Professional Development

    Brady Nash, The University of Texas at Austin, United States

    During the 2020-2021 academic year, teachers worked to adapt to newly virtual environments as the COVID-19 pandemic closed schools and moved both classrooms and professional development activity... More

    pp. 101-125