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Journal of Online Learning Research (JOLR) - AACE

Journal of Online Learning Research (JOLR)

About JOLR

ISSN# 2374-1473

JOLR_000

The Journal of Online Learning Research (JOLR) is a peer-reviewed journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on pedagogy and policy in primary and secondary (K-12) online and blended environments.  

Three issues are published annually. Each submitted manuscript goes through a rigorous blind peer review process. If accepted, article is then published in either the general research or international section. Additional information for each section is found below. 

JOLR is Open Access, free-of-charge and distributed by LearnTechLib-The Learning and Technology Library. It is the official journal of the Association for the Advancement of Computing in Education (AACE).  All have free, online access to all back issues via LearnTechLib–The Learning & Technology Library.

Types of Articles

Research Section

Articles focus on research related to K-12 online and blended learning. Research articles can:

  • Address online learning, catering particularly to the educators who research, practice, design, and/or administer in primary and secondary schooling in online settings. However, the journal also serves those educators who have chosen to blend online learning tools and strategies in their face-to-face classroom.
  • Include qualitative, quantitative, and mixed methods research from multiple fields and disciplines that have a shared goal of improving primary and secondary education worldwide.

Research should be both theoretical and practical with implications for research, policy, and practice. Each research article is critically-reviewed by the editors and then undergoes a double blind-peer review process to ensure publication of rigorous and thoughtful research. 

Inquiries should be sent to Leanna Archambault (leanna.archambault@asu.edu)

International Section

Articles focus on research related to online and blended learning with primary and secondary students in international contexts. Articles can include: 

  • State-of-a-nation reports that shares trends related to policy, growth, pedagogy, promises, and challenges in areas related to primary and secondary (K-12) distance, online and blended environments.
  • Original, empirical research using qualitative, quantitative, or mixed methods research that features participants from outside the United States.   

Research should focus discussion on cross cultural connections and that may have implications for global educational settings. Each article is critically reviewed by the editors. It then undergoes a double blind-peer review process with reviewers who have international experience or background to ensure publication of rigorous and thoughtful research.

Inquiries should be sent to Leanna Archambault (leanna.archambault@asu.edu)  


Special Issue: Reimagining Online Educational Settings As Accessible, Inclusive Spaces

Children who qualify for special education services under the Individuals with Disabilities in Education Act (IDEA, 2004) have been one of the largest growing populations of full-time online learners (Molnar, Huerta, Shafer, Barbour, Miron, & Gulosino, 2015). As these students enroll, it is important for schools to prepare for learners with critical challenges and intersecting diversities.

The purpose of this special issue is to showcase studies grounded in conceptualizations of students with disabilities or other students who may need special attention or services that extend beyond what we already know and provide new insights into how disability and other challenges students face are understood, identified, and supported in online and blended learning environments.

CALL FOR MANUSCRIPT SUBMISSIONS: August 1, 2020

View the full call PDF here.


K-12 Online and Blended Learning Promising Scholar Award

 

Indexed in leading indices including: ERIC, LearnTechLib-The Learning and Technology Library, Index Copernicus, GetCited, Google Scholar, and several others.