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• Disconnected Data: The Challenge of Matching Activities to Outcomes for Students with Disabilities in Online Learning

  Connell, M.W., Johnston, S.C., Hall, T.E. & Stahl, W. (2017). Disconnected Data: The Challenge of Matching Activities to Outcomes for Students with Disabilities in Online Learning. Journal of Online Learning Research, 3(1), 31-54. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Attitudes and Achievement in a Self-Paced Blended Mathematics Course

  Balentyne, P. & Varga, M.A. (2017). Attitudes and Achievement in a Self-Paced Blended Mathematics Course. Journal of Online Learning Research, 3(1), 55-72. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Understanding a Brazilian High School Blended Learning Environment from the Perspective of Complex Systems

  Magalhães de Barros, A.P.R., Simmt, E. & Maltempi, M.V. (2017). Understanding a Brazilian High School Blended Learning Environment from the Perspective of Complex Systems. Journal of Online Learning Research, 3(1), 73-101. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Using Blended Teaching to Teach Blended Learning: Lessons Learned from Pre-Service Teachers in an Instructional Methods Course

  Shand, K. & Glassett Farrelly, S. (2017). Using Blended Teaching to Teach Blended Learning: Lessons Learned from Pre-Service Teachers in an Instructional Methods Course. Journal of Online Learning Research, 3(1), 5-30. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Special Issue: Connecting Research and Practice to Understand Efficacy in K-12 Blended Learning

  Mohammed, S. (2017). Special Issue: Connecting Research and Practice to Understand Efficacy in K-12 Blended Learning. Journal of Online Learning Research, 3(1), 1-4. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Usage Data as Indicators of STEM OER Utility

  Mardis, M. & Ambavapuru, C. (2017). Usage Data as Indicators of STEM OER Utility. Journal of Online Learning Research, 3(2), 197-221. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Supporting School Leaders in Blended Learning with Blended Learning

  Acree, L., Gibson, T., Mangum, N., Wolf, M.A., Kellogg, S. & Branon, S. (2017). Supporting School Leaders in Blended Learning with Blended Learning. Journal of Online Learning Research, 3(2), 105-143. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Mastering the Blend: A Professional Development Program for K-12 Teachers

  Moore, M., Robinson, H., Sheffield, A. & Phillips, A. (2017). Mastering the Blend: A Professional Development Program for K-12 Teachers. Journal of Online Learning Research, 3(2), 145-173. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Flipped Instruction with English Language Learners at a Newcomer High School

  Graziano, K.J. & Hall, J.D. (2017). Flipped Instruction with English Language Learners at a Newcomer High School. Journal of Online Learning Research, 3(2), 175-196. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Delving Further into Blended Learning: Examining Professional Development Models, a Flipped Learning Approach, and Open Educational Resources

  Archambault, L. & Borup, J. (2017). Delving Further into Blended Learning: Examining Professional Development Models, a Flipped Learning Approach, and Open Educational Resources. Journal of Online Learning Research, 3(2), 103-104. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Connected Education: Teachers’ Attitudes towards Student Learning in a 1:1 Technology Middle School Environment

  Luo, T. & Murray, A. (2018). Connected Education: Teachers’ Attitudes towards Student Learning in a 1:1 Technology Middle School Environment. Journal of Online Learning Research, 4(1), 87-116. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover

  Larkin, I., Lokey-Vega, A. & Brantley-Dias, L. (2018). Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover. Journal of Online Learning Research, 4(1), 53-85. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching

  Pulham, E., Graham, C. & Short, C. (2018). Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching. Journal of Online Learning Research, 4(1), 33-52. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• The University of California’s Use of the iNACOL Standards for Online Classes

  Heller, K. (2018). The University of California’s Use of the iNACOL Standards for Online Classes. Journal of Online Learning Research, 4(1), 5-31. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• K-12 Blended and Online Competencies, Standards, Retention, and Attitudes

  Borup, J. & Archambault, L. (2018). K-12 Blended and Online Competencies, Standards, Retention, and Attitudes. Journal of Online Learning Research, 4(1), 1-3. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Blended Learning in Indian Elementary Education: Problems and Prospects

  Kundu, A. (2018). Blended Learning in Indian Elementary Education: Problems and Prospects. Journal of Online Learning Research, 4(2), 199-227. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Accessibility and Usability of Preferences in Blended Learning for Students with and without Disabilities in High School

  Alvarado-Alcantar, R., Keeley, R. & Sherrow, B. (2018). Accessibility and Usability of Preferences in Blended Learning for Students with and without Disabilities in High School. Journal of Online Learning Research, 4(2), 173-198. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Preparing Teachers to Use Universal Design for Learning to Support Diverse Learners

  Evmenova, A. (2018). Preparing Teachers to Use Universal Design for Learning to Support Diverse Learners. Journal of Online Learning Research, 4(2), 147-171. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Learning to Serve Students with Disabilities Online: Teachers’ Perspectives

  Crouse, T. & Rice, M. (2018). Learning to Serve Students with Disabilities Online: Teachers’ Perspectives. Journal of Online Learning Research, 4(2), 123-145. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Describing Online Learning Programs and Practices that Serve Diverse Learners

  Rice, M., Deschaine, M. & Mellard, D. (2018). Describing Online Learning Programs and Practices that Serve Diverse Learners. Journal of Online Learning Research, 4(2), 117-121. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).