Dear colleagues,
Vol. 10, No. 1 of the MERLOT Journal of Online Learning and Teaching (JOLT at
http://jolt.merlot.org/) is now available online. The contents of the issue are listed below. In this issue you will find 12 peer-reviewed scholarly articles, five of which comprise a Special Section on Massive Open Online Courses (MOOCs) that also includes an opening piece by open education pioneer, luminary, and JOLT Editorial Board member Sir John Daniel.
The release of this special section follows the success of JOLT’s full Special Issue on MOOCs, guest edited by George Siemens, Valerie Irvine, and Jillianne Code, which was published last year as JOLT Vol. 9, No. 2.
I hope you will find several articles in the current issue to be of interest, and that you will take the time to forward this notice to colleagues who might also be interested in JOLT. (If they, too, would like to register to receive notification of newly published JOLT issues, they may do so here:
http://grapevine.merlot.org/joltnews/joltlistserv.php?action=add .)
Kind regards,
Mark J. W. Lee
Editor-in-Chief, MERLOT Journal of Online Learning and Teaching
*** CONTENTS – Vol. 10, No. 1 ***
** SPECIAL SECTION ON MASSIVE OPEN ONLINE COURSES **
Foreword to the Special Section: MOOCs – Evolution or Revolution?
Sir John Daniel
i-iv
* Research Papers *
Challenges to Research in MOOCs
Helene Fournier, Rita Kop, and Guillaume Durand
1-15
Participants' Perceptions of Learning and Networking in Connectivist MOOCs
Mohsen Saadatmand and Kristiina Kumpulainen
16-30
* Case Study *
MOOCs: Striking the Right Balance between Facilitation and Self-Determination
Tita Beaven, Mirjam Hauck, Anna Comas-Quinn, Tim Lewis, and Beatriz de los Arcos
31-43
* Position Papers *
MOOC Pedagogy: Gleaning Good Practice from Existing MOOCs
Maha Bali
44-56
Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy
Jen Ross, Christine Sinclair, Jeremy Knox, Siân Bayne, and Hamish Macleod
57-69
** REGULAR PAPERS **
* Research Papers *
Online and Face-to-Face Teaching: How Do Student Ratings Differ?
Suzanne Young and Heather E. Duncan
70-79
Questions that Get Answered: The Construction of Instructional Conversations on Online Asynchronous Discussion Boards
Dorothy J. Della Noce, Debora L. Scheffel, and May Lowry
80-96
Task Value, Self-Regulated Learning, and Performance in a Web-Intensive Undergraduate Engineering Course: How Are They Related?
Oenardi Lawanto, Harry B. Santoso, Wade Goodridge, and Kevin N. Lawanto
97-111
Testing the Effect of Hybrid Lecture Delivery on Learning Outcomes
Oskar R. Harmon, William T. Alpert, and James Lambrinos
112-121
Audio Feedback versus Written Feedback: Instructors' and Students' Perspectives
Andrew J. Cavanaugh and Liyan Song
122-138
Facilitating Group Discussions in Second Life
Charles Xiaoxue Wang, Scott Anstadt, Jamie Goldman, and Mary L. M. Lefaiver
139-152
* Position Paper *
Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions
Aimee deNoyelles, Janet Zydney, and Baiyun Chen
153-165