Journal of Online Learning Research and Practice
ing . Due to the extensive length , it is taking the place of the two to three pieces typically included in the Articles section of the journal .
In the From the Field section , Dr . Jill Drake , Associate Vice President for Academic Affairs and Professor in the College of Education at the University of West Georgia is featured in 3 Questions for an Online Learning Leader . Dr . Drake makes recommendations for ensuring that course assessments meet the various needs of online , diverse undergraduate and graduate students ; shares perspectives about digital tools and strategies that may help college students who struggle with math instruction primarily offered online ; and discusses technology considerations for teacher education programs .
Dr . Norman Rose ’ s book review of CommLab India ’ s ( 2019 ) eLearning Design and the Right Brain of provides an overview of the book ’ s premise , structure , and content . Dr . Rose emphasizes the book ’ s focus on the shift to holistic left / right brain integration with the right-brain receiving more attention when designing coursework . He describes the multiple approaches to engage learners through the author ’ s six right-brain aptitudes .
In this issue ’ s media review , Dr . Michael Cottam explains how Principles of the Agile Manifesto may serve as a lens through which universities plan and execute difficult and complex migration of a learning management system . He explains the importance of stakeholder input , collaboration , flexibility , and more .
This issue provides a range of practices and tools for university constituents to consider . Articles capture examples , theory , and experience from the field . As always , I hope you extract discussion points that you may share with your own students , colleagues , or supervisors to prompt new directions in discourse , research , and practice .
Enjoy ! Dr . Kathleen J . Tate , Editor-in-Chief of Journal of Online Learning Research and Practice
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