Internet Learning Volume 4, Number 1, Spring 2015 | Page 5

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
asserts that because the knowledge-learning-power paradigm is changing, the tendency is
that it is the unlearning that aids in relevant knowledge-power extraction.
Any compilation of articles within an academic journal tends to embrace various ontological
and epistemological beliefs and assumptions. For example, each article within this issue
came to me in the form of a manuscript--along with other manuscripts representing personal
and institutional studies and experiences. Were the commonalities easy to spot? Upon first
receiving these articles in manuscript form, I immediately noticed keywords such as,
immediacy, faculty and student perceptions of quality, teacher/instructor presence, and
transforming research into professional development. These common threads seem to
indicate a common denominator and a research focus on faculty. Perhaps this focus is the
result of a shift in scholarly research that reflects the notion that now that we know more
about students’ perception of online learning, it’s time to shift our focus to the instructor.
Although I may receive input from colleagues that this implication is far too general, I do
indeed notice patterns between all of the articles disseminating perceptions, outcomes, and
experiences and shared on a global scale that continue to provide our respective societies
with rich, much--needed knowledge.
Respectfully,
Dr. Melissa Layne, Editor-in-Chief for Internet Learning Journal
**The figures labeled as Interactive may be viewed by downloading the Internet Learning
Journal app from the iOS App Store.
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