Editors of the Journal of Online Learning Research, Mary Rice (Editor-in-Chief) and Michael Barbour (Associate Editor) and will provide in-depth information on how to submit a research article to the Practitioner's Corner. If this sounds like something that you might be interested in pursuing, take advantage of this opportunity to meet and talk with the editors. Join us for an informal conversation about crafting your work for the Practitioner Corner section. Editors will answer questions about the journal, discuss the submission and review processes, and provide attendees with advice on how to increase the likelihood of publication.

1. Meet the Editors:
Publishing About
Educational Technology
Research and Practice
Mary Rice, JOLR Editor-in-Chief, maryrice@unm.edu
Michael Barbour, JOLR Associate Editor, mbarbour@touro.edu

2. Issues in publishing about
K-12 online, hybrid, and distance learning
• The historical unreflective filtering of online learning
research from higher ed in K-12 settings
• The conflation and confusion of terms for online, hybrid,
and distance learning (and more recently remote education)
• The lack of attention to vulnerable/historically underserved
populations
• The inarticulation or misarticulation of conceptual frames
and theories of learning as they pertain to the K-12 online
learning context
• The lack of coordination between K-12 online school
educators, educator preparation, and research efforts
The purpose of the
Journal of Online
Learning Research is
to address these
issues and make
space for accessible
information about
K-12 online learning
in its various forms.

3. What is the Journal of Online Learning
Research?
• Academic journal sponsored by SITE and AACE.
• Published 3 times per year
• Index in Google Scholar, LearnTechLib, and others
• 100% No Fee Open Access
• The journal focuses on K-12 online, hybrid, and distance learning
• Many of our authors are educational leaders studying their own contexts,
but articles also come from collaborations between academic researchers
and schools

4. What are the sections of JOLR?
• General section—empirical (research question-driven) articles where data
was collected and analyzed. Articles are usually 6-8,000 words.
• International section—shorter perspectives on practice specifically from
scholars outside of the U.S. Articles are usually 3-5,000 words.
• Practitioner corner—shorter illustrations of problem, data collection,
analysis, action, and evaluation from educational leaders, digital learning
organizations, and more. Articles are usually about 1,000-3,500 words.
• Special issues—guest editors develop a call, review proposals, invite
authors, and help finalize the issue

5. Simplified View of the Process
Submission Review
First
Decision
Revision
Final
Decision
Copyediting Layout Publication

6. Practitioner Corner
Practitioner’s personal experiences with teaching & learning can provide valuable information about the contexts to which some
researchers expect their findings to apply. Articles in this section should present detailed explanations & reflections on
educational innovations. Ideally, these articles document problems posed in specific contexts, strategies tried, outcomes, &
reflections on learning. Taken together, these articles should reveal trends in educational needs & everyday factors that influence
K-12 distance, online, & blended learning. Articles in this section should go beyond “Did it work?” to explore how interventions
function & the boundaries of their scalability (i.e., how could it be or what is stopping it from being implemented elsewhere?).
Articles in this section should contain a structured abstract using the format presented below. The body of the manuscript need
not conform to the structure of the abstract.
• Context. Briefly summarize the context in which the intervention was implemented.
• Problem. Briefly state the practical learning or performance gap addressed by the intervention or other strategy & how the
present intervention addresses the problem in a novel way
• Intervention. Briefly describe the strategy or intervention, specifying why it addresses the practical problem & was thought to
improve upon previous approaches
• Outcomes. Briefly describe what happened to BOTH educational process & outcomes when the intervention was implemented
• Lessons Learned. Briefly summarize lessons learned that other educators could use when attempting to address a similar
practical problem – note this is not a summary of impact, but a reflection on what was learned about implementing the
strategy
Articles in this section must be at least 1000 words but should be no more than 3500 words. Articles submitted to this section will
not be sent through a traditional blind review process but will undergo an editorial review or a review by a topical expert.

7. Practitioner Corner
• This was our problem…
• This is what we tried…
• We collected this bit of data (either systematically or
anecdotally)…
• Based on that data decided that…
• Based on what we learned, this is what we'd suggest others
do from the start…

8. https://www.aace.org/pubs/jolr/
Mary Rice, Editor-in-Chief
maryrice@unm.edu
Michael Barbour, Associate Editor
mkbarbour@gmail.com
How can we help you get started?