Journal of Online Learning Research (JOLR) About JOLR The Journal of Online Learning Research (JOLR) is a peer-reviewed, international journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary pedagogy and policy in primary and secondary (K-12) online and blended environments. This new quarterly journal is Open Access, free-of-charge and distributed by the LearnTechLib-The Learning and Technology Library, as well as available in print by subscription for libraries/institutions. JOLR is the official journal of the 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. Contents: Current Issue Contents & Abstracts Subscribe: Individual or Library/Institution Submit: Author Guidelines Review: Review Policies, Reviewer Application Editors in Chief: Leanna Archambault, Arizona State University, United States; Jered Borup, George Mason University, United States Alert: Sign-up for New Issue Alerts Types of Articles Research Section Research articles focus on research related to K-12 online and blended learning. Research articles: Are manuscripts that 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 interdisciplinary, publishing qualitative, quantitative, and mixed methods research from multiple fields and disciplines that have a shared goal of improving primary and secondary education worldwide. Can be both theoretical and practical. Each research article is critically-reviewed to ensure publication of rigorous and thoughtful research. However, each publication must also contain pragmatic implications for research, policy, and practice. Inquiries should be sent to Leanna Archambault (email@example.com) International Section* Articles for this section need not fit within the customary editorial constraints of JOLR’s research section. Besides formal reports of completed research, reports of research in progress would be of interest. Discussions of general methodological issues would be welcomed, as would state-of-the-art assessments, commentaries on or critiques of trends in the field, or even decision-oriented studies such as project evaluations, as long as the findings are potentially generalizable to other settings. The two major criteria for acceptance are the generalizability of the information and its “international” character. Qualities that contribute to internationality and generalizability are strongly encouraged and may include the following: authorship by international scholars outside the United States content based on an activity outside the United States or the North American cultural mainstream, discussion based on sources that cut across cultural or national boundaries, or findings of potential value beyond the original political or cultural setting. The subject matter scope will parallel that of JOLR – the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary pedagogy and policy in primary and secondary (K-12) distance, online and blended environments. Inquiries should be sent to Leanna Archambault (firstname.lastname@example.org) *Adapted from Molenda, M. (1982). International review. Educational Communication and Technology Journal, 30(1), 41-42. Calls For Special Issues Instructional Design in K-12 Online and Blended Learning Environments Guest Co-Editors: Christopher P. Rozitis (email@example.com), Khendum Gyabak, Krista Tomaselli Manuscripts Due: April 20, 2018 Indexed in leading indices including: Educational Research Abstracts, ERIC, LearnTechLib-The Learning and Technology Library, Index Copernicus, GetCited, Google Scholar, Journal Seek, Microsoft Academic Search, Bacon’s Media Directory, Cabell’s, Ulrich, and several others.