Winter 2026 - Volume 29, Issue 1

Distance learning has always carried the burden of proof. From the early days to the rapid pivot during COVID-19, online programs have been asked to demonstrate rigor, integrity, and student success in ways that traditional classrooms rarely are. Meanwhile, academic dishonesty has clearly existed as long as education itself.

The arrival of artificial intelligence has merely amplified an ancient dilemma in education. The true question is whether DL administrators and ed leadership will lead with clarity, intention, and confidence, rather than reacting with fear.

As the research continues to show comparable student outcomes between online and face-to-face modalities, then our focus must shift from defensiveness to design. And most importantly, we must continue reframing the narrative.

Online learning is neither inferior nor a loophole. It is affordable access to degree completion. Students show this by enrolling in one or more online classes in a given semester and by transferring to institutions with more online or hybrid opportunities.

And the core issue, as it was 30 years ago, remains trust.

Our upcoming Distance Learning Administration Conference in July will no doubt continue to wrestle with AI policy, detection tools, and institutional guidelines. But in Jekyll Island and across the world, we must focus on trusting the modality, our faculty, our students, and to continue providing critical evidence and research. As always, our strategies must include building enduring relationships with skeptics in our common quest for an educated and workforce-prepared citizenry.

Peace to All,

Melanie N. Clay, Ph.D.
OJDLA Editor-in-Chief

February 16, 2026