Journal of Online Learning Research and Practice Volume 7, Number 2, 2019 | Page 4

Journal of Online Learning Research and Practice • Volume 7, Number 2 • 2019
Editor’s Preface
Kathleen J. Tate, Ph.D.
I
am pleased to present the first issue of Journal of Online Learning Research and
Practice. The title change from Internet Learning reflects the journal’s scope
and purpose with more clarity. The goals are to attract more readers and potential
authors and to increase the journal’s visibility.
Within this issue, you will find book and media reviews, perspectives from
the field, and practice-based articles. Pieces feature descriptions of an online university
converting course materials to Open Educational Resources (OERs) on
a large scale, the process of a traditional university creating animated scenarios
to support teacher education majors in learning classroom management more
interactively, and considerations for effective faculty practices in online forum
discussions.
Drs. Rodriguez and Lotze write about their university’s wide restructuring
of its undergraduate course materials to OERs discussing the processes, interdepartmental
collaborations, and preliminary results of course conversions. Brannum
and Drumhiller (2017/2018) cited the United Nations Educational, Scientific,
and Cultural Organization’s (UNESCO’s) definition of OERs as including “any
type of educational materials that are in the public domain or introduced with an
open license” (p. 41). Research on OERs’ impact on student learning outcomes is
increasing, but the body of literature continues to be somewhat sparse. In a recent
study, Springer (2019) concluded, “data seem to suggest that student learning is
significantly improved when the course is taught with a customized OER” and
that “results suggest that student learning outcomes were not negatively affected
by the use of OER.” Considering the impact of moving from physical to electronic
texts, Cramer and Douglas (2018/2019) found “that students assigned electronic
or physical course materials were equally likely to be successful on different types
of assessments, as well as with overall completion of the course” (p. 10). Rodriguez
and Lotze add depth to the conversation by sharing detailed considerations that
may help other institutions successfully transition to OER environments for the
benefit of constituents, including students.
Like OERs, another timely topic in the area of learning objects is the use of
animation for active learning exercises. Various studies examine the use of animation
in higher education (Chan, 2015; Taylor, Pountney, & Malabar, 2007; Vernon
& Peckham, 2002; Wishart, 2017). Drs. Tripp and Seals and doctoral student Robertson
Bassy delineate their project to create animated scenarios and shift away
from paper-based scenarios to support preservice teachers in applying classroom
management methods to solve and prevent K-12 behavioral incidents. Their Spectrum
education tool is interactive, cross-platform independent, and supported on
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doi: 10.18278/jolrap.7.2.1