Spring 2020 - Volume 23, Issue 1
- Adjunct Faculty Participation in the Centralized Design of Online Courses
- Learning Strategies for Faculty During a Learning Management System Migration
- Determining Carnegie Units: Student Engagement in Online Courses Without a Residential Equivalent
- The Linguistic Deception of the Phrase Best Practices: A Critical Analysis of Articles Discussing “Best” Practices in Online Learning
- Exploring Factors that Impact Faculty Decisions to Teach Languages Online: Is It Worth the Individual Return on Investment?
- Instructional Design Leadership and Management Competencies: Job Description Analysis
- Peeking Under the Hood: A Reflective Case Study of a Unique MOOC Collaboration
- Librarian Integrated Workflows to Enhance Course Design & Development
From the Editor
I hope this letter finds you well in this time of uncertainty and angst. Most of us in distance learning administration are working to support a new world overnight that includes a mass entrance into online learning, changes in proctored exam requirements, and training and supporting students in a multitude of situations.
All of this is going on during a time in which we don't know when the storm will pass, and what the impact will be on our health, finances, and future.
Yet, thus far I have seen new levels of resilience come out in our teams, faculty and students. What is delivered to students suddenly thrust online will be imperfect, but it does present a brand-new opportunity for lessons that we can take with us to a brighter day. And what I have learned from the past is that distance learning administrators are willing to share their wisdom and resources as generously as they are able. It reminds me in some ways of our earliest days 20 or more years ago (except we were a couple of decades younger). Please take time to take exceptionally good care of yourself in spite of your heavy load, and ask your friends for help as needed.
I wish you health and peace.