MERLOT Journal of Online Learning and Teaching
Vol. 9, No. 4, December 2013


Abstracts of papers in this issue



Research Papers


A Longitudinal Comparison of Course Delivery Modes of an Introductory Information Systems Course and the Subsequent Information Systems Course
Kathleen Burns, Mary "Mimi" Duncan, Donald C. Sweeney II, Jeremy W. North, and William A. Ellegood


Students' Perceptions of Social Presence: Rhetorical and Relational Goals Across Three Mediated Instructional Designs
Brandi N. Frisby, Anthony M. Limperos, Rachael A. Record, Edward P. Downs, and Sarah E. Kercsmar


Perceptions of Gender-Based Barriers for Men in an Online Nursing Completion Program Compared to Traditional On-Campus Nursing Programs
John R. Kirk, Chad E. O’Lynn, and Michael K. Ponton


Listening to the Learner: Graduate Teacher Education Students' Preferences for Asynchronous Content Delivery
Douglas W. Smith


Teaching Social Studies Online: An Exemplar for Examining the Broader Implications of Online Methods Courses in Teacher Education
Christina M. Tschida and Brian Sevier


Foreign Language Learners' Use and Perception of Online Dictionaries: A Survey Study
Li Jin and Elizabeth Deifell


It Can Be Taught: Explorations into Teaching the Foundations for Multicultural Effectiveness
Randall E. Osborne, Paul Kriese, and John M. Davis


Case Studies

Changing the Conversation: Facebook as a Venue for Online Class Discussion in Higher Education
Mike Kent


Integrating Social Media in an Online Graduate Youth Development Course
Kimberly Allen and Dede Nelson


Incorporating the Experiential Learning Cycle into Online Classes
Undrahbuyan Baasanjav


Position Paper

Instructional Design Interventions for Supporting Self-Regulated Learning: Enhancing Academic Outcomes in Postsecondary E-Learning Environments
Frances A. Rowe and Jennifer A. Rafferty

Digital Critical Dialogue: A Process for Implementing Transformative Discussion Practices within Online Courses in Higher Education
Jason T. Hilton

Call for Papers

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