Call for Chapter Proposals: Quality in Online Programs: Approaches and Practices in Higher Education

Quality in Online Programs: Approaches and Practices in Higher Education

Swapna Kumar & Patricia Arnold, Editors

A Book in the Series “Leadership and Best Practices in Educational Technology Management” (Brill/AECT) – Christopher Miller and Anthony Piña, Series Editors

The book will focus on approaches and practices adopted for quality assurance, measurement, and management in online programs within higher education. There is an abundance of literature on online course design, facilitation, and quality, but fewer resources for those looking to create, improve, and evaluate online programs in higher education. Chapters in this book will provide cases about how leaders, programs or institutions implemented, measured, and sustained quality in online programs, and will end with specific resources and recommendations for others.

We welcome chapter proposals that address the following topics related to quality in online programs:

–       Educational technology and instructional design support

–       Quality assurance and continuous improvement procedures

–       Program outcomes, student retention, student professional growth, etc.

–       Curriculum quality and learning effectiveness

–       Online student support and satisfaction

–       Accessibility and diversity

–       Online student advising and mentoring

–       Online community-building

–       Faculty development and support

–       Faculty engagement and satisfaction

–       Support and professional development for leaders/administrators

–       Quality of internships/practicum/projects

–       Quality in online program processes (e.g. admissions, orientations, library/career services)

–       Institutional policies and strategy

We also welcome proposals on other topics that are not included in the list above, but that focus on online program quality.


Chapters will be under 6000 words and include:

  •     the context (of the online program or online programs at an institutional level)
  •     the implementation of quality assurance and measurement procedures, with provision of background or rationale for the decisions made
  •     the processes, instruments or methods used
  •     lessons learned, and outcomes/impact
  •     best practice recommendations for program leaders/other institutions.


We request brief proposals by September 5, 2020 that will include:

  •     The title of the chapter
  •     Details of author(s) and contact information
  •     Description (under 1000 words) of the proposed focus of the chapter, including the implementation context (institution/online program), quality assurance procedures or methods, and lessons learned/impact. 

Proposals can be submitted at


Timeline and Deadlines

Proposal Abstract Submission: September 5, 2020

Decisions to Authors: September 20, 2020

Full Submission of chapters: December 5, 2020

Peer Review process: December 10-February 1, 2021

Authors notified of peer-review feedback: February 15, 2021

Revised book chapters due: March 25, 2021

Final feedback: April 20, 2021

Final chapters due from authors: May 20, 2021


Please direct questions and inquiries to:


Dr. Swapna Kumar, University of Florida,

Dr. Patricia Arnold, Munich University of Applied Sciences,


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Journal of Applied Instructional Design Special Issue 2020 – Call for Proposals

Attending to Issues of Social Justice through Learning Design

Special Issue Editors 

Dr. Theodore J. (TJ) Kopcha, Associate Professor of Learning, Design, and Technology, Dept. of Career and Information Studies, University of Georgia.

Dr. Tutaleni I. Asino, Associate Professor of Educational Technology and Director, Emerging Technologies and Creativity Research Lab, Oklahoma State University.  

Dr. Lisa A. Giacumo, Assistant Professor of Organizational Performance and Workplace Learning, Director, Marginalized and Cross-Cultural Research & Design (MarCC R&D) Learning Tech Group Lab, College of Engineering, Boise State University.  

Ms. Katherine Walters, Doctoral Student of Learning, Design, and Technology, Dept. of Career and Information Studies, University of Georgia.


Across the globe, recent events have brought the reality and consequence of inequality and oppression to the forefront of our awareness. Economic and racial disparities in healthcare exposed by COVID-19 intersect with outrage over a neglect for basic human rights, creating an urgent and pressing need to address the systemic nature of such issues. As the educational community moves into conversation and action around these systemic inequalities, many are asking, “What can I do?” 

At first glance, the field of learning, design, and technology seems an unlikely context for taking up such issues. Scholars in our field have a rich history of studying the ways that technology improves learning and performance in various educational contexts. While this perspective is an undeniable part of our field’s identity, it is also arguably a narrow one. It ignores a growing interest and focus on learning design and the role that technology can play in addressing ongoing and longstanding issues of systemic injustice and oppression.

The reality is that our field is not merely a collection of tech-savvy scholars. We are a diverse, interdisciplinary group of educators who engage in learning design in very complex and creative ways. Broadly speaking, our work explores how the purposeful analysis and design of learning environments can address persistent problems in a variety of educational and organizational settings (e.g., McKenney & Reeves, 2017). We care deeply about the learner and the learner’s experience, and how to support that experience best in a given context. To achieve this goal, we blend theory and technology in new and novel ways to develop, implement, and evaluate the efficacy of both instructional and non-instructional interventions. For many of us, this entails working in and pushing back against systems that promote or perpetuate injustice and inequality. 

Whether we have consistently engaged in this work, or are brand new to these considerations, now is an opportune time to reflect on the role of our field in enacting social change. In this special issue, we therefore explore the following questions: 

How can learning design be applied and leveraged to promote social, political, and economic change? And what role can we, as designers, play in that work? 

Article Types

We specifically seek contributions from K-12, higher education, and other organizational or workplace contexts (e.g., non-profit organizations, government, corporate) that focus on how learning design can serve as a tool for pushing back against and/or changing systems that often promote or perpetuate injustice and inequality. Such work will likely deviate from more traditional instructional design and performance improvement approaches or improve upon them in some way to address topics that include but are not limited to:

  • Culturally-situated and cross-cultural approaches to instructional design and research 
  • Improving performance in the context of workplace inequity 
  • Participatory models of learning (e.g., Youth-led Participatory Action Research)
  • Long-term projects that address disparity issues regarding access to technologies and resources (e.g., digital and pedagogical divide)
  • Applications of critical theory in learning design
  • Ethical and responsible (i.e., humanizing) concerns regarding the collection, analysis, and presentation of data and findings

Potential contributions will be evaluated first and foremost for their attention to specific social and political issues, such as: inequities in access and/or instruction based on race, culture, ethnicity, gender identity, etc.; power dynamics that create or sustain an environment of unequal opportunities or expectations; disparities in identifying/designing opportunities for learning based on race, culture, or dis/abilty. Examples of such work includes:

  • Asino, T., Giacumo, L., & Chen, V. (2017). Culture as a design “next”: Theoretical frameworks to guide new design, development, and research of learning environments, The Design Journal, 20(1), 875-885. 
  • Bradshaw, A. (2018). Reconsidering the instructional design and technology timeline through a lens of social justice. TechTrends, 62, 336-344.
  • Hackman, H. & Rauscher, L. (2004). A pathway to access for all: Exploring the connections between universal instructional design and social justice education, Equity & Excellence in Education, 37(2), 114-123.
  • Lawton, C., Kopcha, T., Walters, K., & Ocak, C. (2019). Digital, experiential, and embodied: Reckoning with the past in Putnam County, Georgia. ILCEA, 39,
  • Peters, D. J. T., & Giacumo, L. A. (2020). Ethical and Responsible Cross?Cultural Interviewing: Theory to Practice Guidance for Human Performance and Workplace Learning Professionals. Performance Improvement, 59(1), 26-34.  
  • Snow, K. (2016). Social justice or status quo? Blended learning in a Western Canadian teacher education program. Canadian Journal of Learning and Technology, 42(3), 1-17.
  • Souto-Manning, M., & Rabadi-Raol, A. (2018). (Re)Centering quality in early childhood education: Toward intersectional justice for minoritized children. Review of Research in Education, 42(1), 203–225.
  • Vakil, S. (2018). Ethics, identity, and political vision: Toward a justice-centered approach to equity in computer science education. Harvard Educational Review., 88(1), 26-52.

In addition, we recognize that concepts like justice, equality, and change are complex and multifaceted. Issues of social justice tend to be intersectional in nature, meaning 

that understanding the relationship among the factors involved is often more important than isolating and studying any single factor on its own. We therefore seek contributions that acknowledge and uphold those complexities rather than isolating or addressing them in a reductive manner. We believe that doing so will help promote the unique and innovative nature of learning design and organizational systems changes in addressing what have become long-standing issues in learning, education, organizational performance improvement, and change. 

JAID Article Types

In line with JAID standards, submitted articles must fall under one of the following three types: 

  • Instructional Design Practice. This is an applied journal serving a practicing community. Our focus is on what practitioners are doing in authentic contexts and their observed results. These articles cover topics of broad concern to instructional design practitioners. The articles should represent issues of practical importance to working designers.
  • Research Studies on Applied Instructional Design. JAID is interested in publishing empirical studies exploring the application of instructional design principles in applied settings.  Quantitative and qualitative studies are welcome.
  • Instructional Design/Performance Design Position Papers. JAID also accepts position papers that attempt to bridge theory and practice.  Examples may include conceptual frameworks and new ideas facing the instructional design community.  The paper must also provide enough information to allow the replication of the innovation or continuation of the research in other settings.  Position papers must be based in the context of a theoretical framework.  Efficacy data is strongly preferred, but not always required, contingent upon the potential generalizability or value of the innovation.


Important Dates

Sept 1, 2020 Announce CFP

Oct 16, 2020 Interested authors should submit contact information and a brief abstract (500 words) for initial review. Information will be collected using a Google Form:

Nov 16, 2020 Invitation to submit full manuscript sent to authors

Jan 1, 2020 Deadline for submission of full manuscripts; peer review begins

April 1, 2021 Decisions on initially submitted papers sent to authors

June 1, 2021 Revised manuscripts due

July 1, 2021 Final decisions and feedback on revised manuscripts Aug 1, 2021 Final manuscripts due by authors

Sept-Oct, 2021 Publication in 2021 Special Issue

*Authors may contact the editorial team to discuss relevance and fit prior to submitting their initial paper. 


Submission Process

Please prepare submissions according to the JAID guidelines:


The Journal of Applied Instructional Design (JAID) is a peer-reviewed journal sponsored by the Association for Educational Communications and Technology (AECT). 


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Call for Papers: Education in the Time of Pandemic

AERA Open Special Topic Call for Papers

Education in the Time of Pandemic

Special Topic Editors: Jacquelynne Eccles and John Yun

Local and global crises, whether the results of natural disasters, war, or mass recessions, have a huge impact on educational systems. This has rarely been more evident than during the current global pandemic, which is shutting down schools, throwing people out of work, and bringing death and disease to millions around the world. What’s more, in the United States and around the world, the harshest impact has been on the poor and marginalized, thus exacerbating educational and social injustice and inequity.

In response to this crisis, AERA Open is launching a special topic, “Education in the Time of Pandemic.” The purpose of the special topic will be to learn and share as many lessons as possible, so that we are better prepared for systemic shocks in the future. We welcome papers on a wide range of issues related to this topic, such as the rapid transition to remote learning, the effect of psychological and medical trauma on educational processes and outcomes, and the sociology of educational responses to the pandemic. We welcome theoretical and empirical (qualitative and quantitative) work across a range of disciplines, and considering issues from preschool to higher/adult education, in the United States, in other countries, or internationally. We also encourage multi-disciplinary perspectives that encompass learning and teaching, administration, public health and medicine, sociology, and economics. And we strongly encourage submissions that address issues of equity and diversity.

Interested authors should submit an abstract (no more than 500 words) describing their proposed manuscript. Editors will review and invite selected authors to submit full manuscripts for possible inclusion in the special topic. All manuscript submissions will go through peer review and must meet the publication standards of AERA Open. An invitation to submit a full manuscript is not a guarantee of acceptance.

Publication Timeline:

Abstracts and manuscripts will be reviewed on a rolling basis as they are submitted. Abstracts can be submitted any time between May 15, 2020 and September 1, 2020 to Special Topic Editors will review abstracts and provide feedback to authors. Manuscripts may then be submitted anytime by April 1, 2021. Articles will be published on a rolling basis following review.

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Special Issue: COVID-19 and teaching and learning in the professoriate

Special Issue (Spring 2021) The editorial team at the Journal of the Professoriate would like to invite you to submit a scholarly paper related to COVID-19 and teaching and learning in the professoriate. In response to COVID-19, we have witnessed higher education institutions change teaching modalities, increase students in sections, eliminate sections, increase teaching loads, examine tenure clock countdown, and the list goes on. As faculty worry about issues related to teaching and learning on their campuses, we are driven to explore critical analysis among scholars and policymakers on issues affecting all college and university faculty in America and abroad. The need for critical scholarly work centering around these issues is needed. We welcome papers grounded in theory or emerging ideas, as well as research and theoretical papers.

For this special issue of the Journal of the Professoriate, Spring 2021, we would like to publish a special issue that focuses on matters related to issues that have arisen during the COVID-19 Pandemic. In order to be considered for the special issue, manuscripts must be submitted by October 15. All submissions are subject to peer review. Notifications will be sent out by January 15. The Issue is slated to be published in April, 2021.

About the Journal The Journal of the Professoriate is a peer-reviewed journal that promotes critical analysis among scholars and policymakers on issues affecting all college and university faculty in America and abroad. The mission of the Journal of the Professoriate is to provide an outlet for research and scholarship on issues pertaining to the pathways leading to the professoriate as well as all issues about and relevant to college and university faculty within academe and the global society.

Manuscript Submission Instructions All submitted manuscripts should be prepared in accordance with the guidelines outlined in the Publication Manual of the American Psychological Association (6th Edition). Authors’ manuscript submission certifies that none of the contents are copyrighted, published, accepted for publication by another journal, under review by another journal, or submitted to another journal while under review by the Journal of the Professoriate.

All manuscripts should be submitted via the online submission process (see link below) and typed in Times New Roman (12 pt.), double-spaced on 8½ x 11 size paper, and accompanied by an abstract that does not exceed 120 words. Figures and Graphs must be camera-ready art and should be placed in the Appendices.

To protect anonymity during the review process, the title page should be the only place in the manuscript that includes the author(s) name(s) and institutional affiliation(s). This needs to be uploaded as a seperate page and SHOULD NOT be included with the manuscript. All other identifying references and notes should be removed from the manuscript before it is submitted for publication consideration.

We recommend the following: (1) Title page (name, affiliation, contact information); (2) Manuscript (body of the text; no personal identifying information included). This may include abstract, body, references, appendices with tables and figures. (3) Cover letter (introduce your manuscript to editors; note any special circumstances you wish to be considered.)

Submitted manuscripts should not exceed 7,500 words. The manuscript review process takes 3-6 months (depending on the volume of submissions and pace of reviews).

The Journal of the Professoriate does not allow the use of footnotes or endnotes. References should be listed alphabetically by author at the end of the manuscript and referred to in the body of the text in accordance with the Publication Manual of the American Psychological Association (6th Edition). If the manuscript is accepted for publication, the author(s) will be asked to submit a copy of the final post-review version of the manuscript.

Manuscripts accepted for publication are subject to copyediting. Manuscript submission indicates the author’s commitment to publish in the Journal of the Professoriate and to give the journal first publication rights. No manuscript known to be under consideration by another journal will be reviewed.

Upon publication, the Center for African American Research and Policy owns all rights including subsidiary rights. Our policy is to require the assignment of copyright on all published manuscripts. We understand that in return for publication, the journal has the nonexclusive rights to publish the contribution and the continuing unlimited right to include the contribution as part of any issue and/or volume reprint of the journal in which the contribution first appeared by any means and in any format.

Publication Schedule Fall and Spring

Circulation: CAARP

Indexed: Academic Search Alumni Edition, 12/1/2010- Academic Search Complete, 12/1/2010- Academic Search Elite, 12/1/2010- Academic Search Premiere, 12/1/2010- TOC Premier (Table of Contents), 12/1/2010-

Review Process: All submissions are refereed using a blind review system. Evaluative criteria include the following items that are rated on a 0-4 scale (0 which means poor while 4 means excellent): Importance of topic
Literature review Purpose of the study Appropriateness of conceptual/theoretical framework Research design/methods Results
Conclusions and implications Organization of ideas
Control for threats to validity and reliability Adherence to APA (6th Edition) guidelines

Notification of the status of all manuscripts will be made by the editor. The following decisions will be communicated to the author: • Accept • Revise and resubmit • Reject

All accepted manuscripts will receive copyediting. The editor reserves the right to edit accepted articles to meet the journal’s standards and formatting guidelines.

Revise and Resubmit: When you revise your manuscript please highlight the changes you make in the manuscript by using the track changes mode in MS Word. Please DO NOT simply bold or highlight your revisions. You will need to upload two versions of your revised article following the same procedure as for submitting your initial version (anonymous):

• A version with track changes visible should be resubmitted and titled “track changes.” • A “clean” version should be resubmitted and titled “manuscript for review purposes.”

Additionally, please submit a file named “Author’s Response to Decision” to detail the changes you have made and in response to which reviewer comments. Please do not identify yourself (and your co-authors, if applicable). The text entered here is potentially sent to reviewers and the author(s) must be anonymous.

Editorial Correspondence: Direct all manuscript submissions, queries, and inquiries to:

Henrietta Williams Pichon and Monica Burke, Journal of the Professoriate, Co-editors-in-Chief at

Publisher: The Center for African American Research and Policy (CAARP) at

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Call for Chapters: Utilizing Visual Representation in Educational Research

Edited by: Harriet J. BessetteKennesaw State University
Camille Sutton-BrownKennesaw State University

Announcing a call for book chapter proposals for a forthcoming edited volume focused on visual and image-based methodologies that can be used to expand how educators approach, design, and innovate research for the purpose of informing and improving teaching and learning.

Exploring how data can be utilized, collected, and rendered useful in the education arena is of utmost importance to those most closely involved in the generation of research for improving educational practice. Innovative methodologies are important for preparing future researchers/scholars and teachers in developing and sustaining professional knowledge. To date, while visual methodologies are explored in various volumes related to general areas of social science, few texts exist where visual methodologies are explained or well-understood in the field of education, specifically.

This work will focus on the functions, cultures, and outcomes of teaching and learning using visual data (i.e., participant-generated drawings, photo-elicitation, film, etc.) and the methods that frame this approach. It is intended for teachers, researchers, and teacher-researchers – in higher education as well as at PK-12 levels – who are ready to engage with innovative, and often compelling, research methods that make data collection across data sources both accessible and equitable. We would like to know more about how our colleagues in education have conceptualized, generated, and executed research utilizing visual data in their own schools, classrooms, and/or districts, and what they learned from these investigations.

We invite manuscripts from emerging scholars, practitioners, researchers, and thinkers from academia, that address a wide variety of timely issues, including those that arise in higher education and PK-12 settings. Chapters within each section will focus on some of today’s key educational practices and the ways in which visual methodologies can provide innovation in the design of educational research. In all instances, each chapter within the volume will reflect the importance of using credible, confirmable, reliable, and triangulated interpretations as a foundation for any claims, findings, or assertions related to pedagogical innovation, student mindfulness, and critical pedagogy.

We are soliciting chapters that highlight practical, yet compelling, examples of engagement with visual data and methodologies in four broad strands: (a) the nature of visual methodology; (b) pedagogical innovation; (c) student engagement, self-determination, metacognition, and mindfulness; and (d) critical pedagogies, critical race theory, and exploration of issues of social justice among historically denied and underserved participants. We expect that each chapter will be accompanied by visual representations, such as subject-generated drawings, sketches, collages, and photographs, as well as analysis.

This volume is expected to be published December 2022.

Submission Process

Please submit a 500-1000 word (including references) synopsis/proposal of your chapter by September 15, 2020 to Harriet J. Bessette ( and Camille Sutton-Brown ( for consideration. You will be informed if your proposal is accepted by December 15, 2020. You will be required to submit an electronic copy of your full chapter draft (approximately 5,000-6,000 words-exclusive of tables, figures, and references) by April 15, 2021. Feedback to authors will be given by October, 2021. Final drafts are due by March 15, 2022 and submission of your complete manuscript to IAP is due by July 15, 2022.

Tentative Schedule for Publication:
Chapter Proposals:
September 15, 2020

Notification of Invitation to Contribute Chapter:
December 15, 2020

Submission of Draft chapters for Blind Peer Review:
April 15, 2021

Return of Blind Peer Reviewed Chapters to Authors:
October 2021

Final Drafts Due:
March 15, 2022

Submission of Final Chapters to IAP:
July 15, 2022

Anticipated Publication:
Winter 2022

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Make Super Simple Videos

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The New Educator: Call for Manuscripts Themed Issue: Teacher Education in the Online Environment

Online education–whether in the P-12 or teacher education context–necessitates the routine use of educational technology.  Researchers in the field of educational technology have cautioned us to not just focus on the technological tools, but to consider how these tools are used to support learning goals and larger essential questions. Building on Schulman’s work in Pedagogical Content Knowledge (PCK), Punya Mishra and Matthew J. Koehler argue that intentional, thoughtful teaching with technology is a complex additional form of knowledge they call “Technological Pedagogical Content Knowledge” (TCPK).  In this issue we seek to build knowledge in TCPK not for teaching P-12 students, but as teacher educators providing online education to pre- and in-service teacher candidates.

For this themed issue, we are seeking articles that go beyond the technology tools and provide insight and advance our thinking as teacher educators in challenging areas such as:

  • Creating meaningful fieldwork/clinical experiences for teacher candidates when P-12 in-person schools are not available
  • Observing student teachers when they are teaching synchronously and asynchronously
  • Designing methods courses, with their associated embodied, enacted practices, in the online environment
  • Providing anti-racist curriculum and addressing equity in the design and implementation of online teacher education
  • Considering how to mirror in teacher education those technological platforms used in P-12 settings
  • Modeling online teaching practices that P-12 teachers may find hard to implement due to lack of access in schools and districts
  • Using technology to foster the professional development of teacher educators through, for example, peer faculty observations, and virtual seminars to support faculty learning. 

While these issues have in some contexts been forced upon us because of the coronavirus pandemic, we invite authors to draw on their studies, experiences, and perspectives that may have preceded the crisis as well as those that emerged in more recent months.  

The New Educator is a quarterly peer-reviewed journal that serves as a forum on issues that teacher educators, teacher education programs, and school systems encounter in the preparation, recruitment, induction, retention, and ongoing support of educators. Defining “educator” broadly to include classroom teachers, administrators, counselors, support staff, teacher educators, and those who educate outside of school settings, the journal is particularly interested in work that links theory with practice, is generated through practice, is useful and accessible to the field, and reflects the needs and perspectives of the diverse communities served by educational institutions in this new century.

Submission Deadline:  March 1, 2021


  • Full research manuscripts that should not exceed 6500 words, and please see other manuscript guidelines here .
  • Article should be in consonant with the scope and aims of The New Educator.  See full description here .
  • The New Educator receives all manuscript submissions electronically via its ScholarOne Manuscripts site located here.  

For more information contact Laura Baecher ( and Julie Horwitz (

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Call for Papers: Special Edition will showcase lessons learned from responses to closure of campuses

The recent closure of school and university campuses impacted the learning of an estimated 1,2 billion learners. Learners, parents, teachers and administrators needed to find alternative ways to support continuity of learning without requiring teachers and learners to be in the same place at the same time. At this juncture, open, distance and e-Learning approaches were required/ thought necessary, but education systems were not all geared to using these approaches, despite campus closures in the past due to pandemics like SARS and other events such as earthquakes, storms, floods and teacher strikes. This special edition will showcase lessons learned from responses to closure of campuses and training establishments that could be used to build more resilient educational systems. The special issue will be published in November 2020.

Draft papers will need to be submitted by mid August to allow time for the necessary review process.

Journal of Learning for Development

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The Administration of Online Programs in Statewide Systems: A Case Study of The University System of New Hampshire

Chris L. LaBelle
Colorado State University

Patrick R. Lowenthal
Boise State University

Kerry Rice
Boise State University


As enrollments in postsecondary online programs have grown, many institutions have pursued a more centralized business model that consolidates their online programming under a single executive leader, a statewide system office, or a coalition of institutions that have merged operations and assets. In this study, the researchers used an exploratory case study design–using both surveys and interviews–to investigate how online programs are administered at four institutions in the University System of New Hampshire (USNH). Several findings emerged from the data. First, participants struggled finding a common vocabulary when talking about online programs and the potential benefits of system-level collaboration; second, administrators frequently prioritized their local program tasks over system-wide collaboration; and third, although there was not a strategic plan in place to help institutions collaborate, participants agreed that such a plan would be valuable.

Full Article

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Call for Articles on COVID-19 – Special Issue of Online Learning

The Editors of the Online Learning journal wish to invite researchers to publish in a special issue devoted to the lessons learned about online learning from the COVD-19 crisis, including the challenges faced by teachers and students in the unexpected transition to distance learning, institutional or community supports which helped teachers and students successfully adapt to online learning, and insights to apply as educators move forward with online learning (in both “emergency” and “business as usual” contexts).

Online Learning (OLJ) is the Online Learning Consortium’s (OLC) scholarly journal providing readers with rigorous peer-reviewed research in a variety of educational contexts from K-12 to higher education in the United States and internationally. The journal is currently engaged in an extended effort to further develop quality and rigor in systematic inquiry in online learning in support of the larger mission of the Online Learning Consortium.  OLC is the leading professional organization devoted to advancing quality online learning by providing professional development, instruction, best practice publications, and guidance to educators, online learning professionals, and organizations around the world.

About the Special Issue: Topics for the special issue include but are not limited to research on:

  • Instructor or learner readiness for emergency transition
  • Teacher education or professional development to support emergency transition
  • Assessing challenges and successes of the transition
  • Technologies that impacted the success of transition
  • Non-academic factors that impacted the success of transition
  • Maintaining social, teaching, or cognitive presence in a time of emergency
  • Learner achievement, satisfaction, and retention in a time of emergency
  • Designing for culturally-diverse learners in a time of emergency
  • The distinction between planned versus emergency-transition online courses
  • How emergencies provide lessons for “business as usual” online learning
  • How “business as usual” online learning best practices can inform planning and preparation for future emergencies

Qualitative, quantitative, and mixed methods research articles (including systematic reviews) are welcome.

Submission Guidelines
To notify us of your intent to submit, please send your abstract for review to Shanna Jaggars, jaggars.2 at

Invited authors will submit full manuscripts through the Open Journal System (OJS), the OLC journal system. When submitting be sure you select section corresponding to the Special Issue on COVID-19

Author Guidelines include general APA Style 6th or 7th edition except for the single-spacing requirement. Papers should be about 6,000-8,000 words. The Guide for Authors can be found here:

For detailed assistance with APA style, refer to Purdue Online Writing Lab:

Please note that contributors will also be requested to serve as reviewers for this project.

Preliminary Timeline:

  • Indicate intention to submit to Special Issue by July 10th (Send author information, contact details, and abstract to Shanna Jaggars)
  • Invited authors notified by July 24th
  • Submit full manuscript through the OLC journal system by September 18th
  • Manuscripts sent out for review between September 21-23rd
  • Return reviews to editors on October 9th
  • Feedback from special issue editors by October 23rd
  • Return revised articles to editors by November 20th
  • Additional revisions as requested (date TBD)
  • Send manuscripts for copyediting on December 18th (absolute last day to be included)
  • Special Issue published March 2021 (anticipated)

 *Final acceptance notifications will not be delivered until after revised manuscripts have been submitted.

Special Issue Editors
Dr. Shanna Jaggars

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