Online Learning Journal new issue – Volume 22 Issue 1.

Recently Online Learning published a new issue – Volume 22 Issue 1.

We invite you to review the issue here:

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Thank you for your ongoing interest in Online Learning.

Best regards,

pshea-circle.png Peter Shea, PhD
Editor: Online Learning
Associate Provost for Online Education & Associate Professor, Educational Theory and Practice and Informatics
University at Albany, State University of New York

Vol 22, No 1 (2018)
Full Issue
View or download the full issue (PDF)

Table of Contents

Introduction to Online Learning Volume 22 Issue 1

Peter Shea


Massive Open Online Course (MOOC) Research

Comparing the Factors That Predict Completion and Grades Among For-Credit and Open/MOOC Students in Online Learning

Ma. Victoria Almeda, Joshua Zuech, Ryan S. Baker, Chris Utz, Greg Higgins, Rob Reynolds

Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Matt Crosslin, Justin T. Dellinger, Srecko Joksimovic, Vitomir Kovanovic, Dragan Gasevic

Empirical Studies

No Significant Difference – Unless you are a Jumper

Richard J Fendler, Craig Ruff, Milind Shrikhande

Breaking Barriers Through Edmodo: A Qualitative Approach on the Perceptions of University of Malaya Undergraduates


Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Laurie A. Sharp, Marc Hamil

Computer Science Students’ Attitudes Towards the Use of Structured and Unstructured Discussion Forums in Fully Online Courses

Moanes Hani Tibi

The Relationship between Instructor Servant Leadership Behaviors and Satisfaction With Instructors in an Online Setting

Faris George Sahawneh, Lorraine T Benuto

Comparing Student Performance on Proctored and Non-Proctored Exams in Online Psychology Courses

Lee William Daffin Jr., Ashley Anne Jones

Examining the Reliability and Validity of a Turkish Version of the Community of Inquiry Survey


The (Lack of) Influence of Age and Class Standing on Preferred Teaching Behaviors for Online Students

Shannon Kennan

Learner Engagement

An Online Engagement Framework for Higher Education

Petrea Redmond, Amanda Heffernan, Lindy Abawi, Alice Brown, Robyn Henderson

Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment

Florence Martin, Doris U Bolliger

Online Student Use of a Proximate Community of Engagement at an Independent Study Program

Darin R Oviatt, Charles R. Graham, Jered Borup, Randall S Davies


International Journal of Advanced Research in Computer Science (IJARCS Volume 9 Issue 2, 2018) (Free DOI to all papers)

International Journal of Advanced Research in Computer Science (IJARCS) is a UGC Approved, CROSSREF indexed, scholarly online, open access, peer-reviewed, interdisciplinary, bimonthly, and fully refereed online journal focusing on theories, methods and applications in computer science and relevant fields. It is an international scientific journal that aims to contribute to the constant scientific research and training, so as to promote research in the field of computer science.
The journal covers all areas of computer science, like computer engineering, computer security, biometrics and bioinformatics, database management system Artificial Intelligence, Software Engineering, information technology, computational mathematics, and other relevant fields. We publish original research papers, review articles, case studies, survey reports and technical notes.


Journal Highlights

  • More than 4000 authors and 10,000 readers associated with IJARCS in past 8 years (Estd. in 2010)
  • Index Copernicus Value ICV: 81.45
  • ISRA Journal Impact Factor ISRAJIF: 3.727
  • Global Impact Factor GIF: 0.765 
  • Scientific Journal Impact Factor SJIF: 7.234
  • Indexed in CROSSREF (DOI Prefix: 10.26483; all papers published with DOI; July 2017 onwards)


For more indexing and impact factors, please visit our website


Please find below the schedule for the launch of Next Issue.

Volume- 9, Issue- 2, March-April 2018

Last date of paper submission 15th April 2018
Author notification Within 3 days after submission
Launch of issue 20th April-2018
Distribution of certificates 30th April- 2018


  • Authors can use IJARCS Sample paper template available online at
  • Authors can submit manuscript through online submission procedure, available at our website.
  • If you are not comfortable with online submission system you can directly mail us your manuscript at
  • We also provide manuscript preparation support. If you are preparing manuscript first time then you can submit your raw paper to us, we will help you in paper formatting.

Source of UGC Approval: List of UGC Approved Journals (Search by Journal Title)


CIDER session: Breaking Barriers in Home Study Science: Home Labs and Science Distance Education

We invite you to an upcoming session in the 2017-18 CIDER Sessions series on March 21, 2018. This free, online session will feature Dr. Martin Connors and Dr. Farook Al-Shamali of the Centre for Science at Athabasca University.

Title: Breaking Barriers in Home Study Science: Home Labs and Science Distance Education

Home labs have had fundamental practical impact on science distance education, yet may not well known to distance education researchers as it has mainly been of a practical nature. This session will examine how the traditional requirement that science freshman courses have an experimental component was met through home labs and other innovations in distance education.

When: Wednesday, March 21, 2018 – 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:

Registration is not required; all are welcome. CIDER Sessions are recorded and archived for later viewing through the CIDER website. For more information on CIDER and our Sessions, please visit us at:

Please note that it is important to set up your system prior to the event. Make sure your Mac or PC is equipped with a microphone and speakers, so that you can use the audio functionality built into the conferencing software. The Adobe Connect platform may require an update to your Flash Player; allow time for this update by joining the session 10 minutes prior to the scheduled presentation.


CIDER sessions are brought to you by the International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education, Athabasca University: Canada’s Open University and leader in professional online education. The Sessions and their recordings are open and available to all, licensed under a Creative Commons Attribution 4.0 International License.