From the Editor's Desk                                       

Hope your 2015 is off to a great start. Here at the Journal of Educators Online (JEO) we are busier than ever and are enjoying bringing you important new research on topics related to online teaching, learning and administration. We are also happy to be able to offer an international academic publishing venue for scholars that is rigorous and yet also free and open access. JEO is committed to carrying forward the legacies of interdisciplinary online learning into the future and will endeavor to continue to strive for excellence to publish articles that provide quality scholarly contributions to the fields of eLearning, blended, and mobile learning.

2014 was a blockbuster year for JEO; we received 89 submissions and published our first Special Issue of JEO. Our acceptance rate for this January 2015 issue was 22% and our impact factor was 3.2 (2013). We are delighted with the JEO’s progress and we hope to continue to work with you to address topics of importance to educators, students, and administrators.

We had so many excellent submissions this round that we expanded the number of published articles to eight and we will again consider publishing another special issue so that more authors may have the opportunity to share their research. We will keep you informed and will send out a call for manuscripts in the near future. Once again, we would like to thank you for your support and invite your submissions and your feedback.
With the new year we thought it would be a good time to look at some new concepts, or at least look at some concepts from new viewpoints. This issue looks at some familiar themes, of recruitment, retention, and class size with the perspectives of online practitioners, but this time we’re also taking a look at some additional topics, such as developing communities, engagement in flipped instruction, and developing graphic teaching methods.

The first article, Examining Sense of Community among Medical Professionals in an Online Graduate Program, examines the concept of community among online graduate students in a medical program and assesses the merits of building communities online. The second article, Building a Conceptual Framework for Online Educator Dispositions, presents a conceptual framework that addresses the underlying dimensions of educators’ dispositions and presence and provides research on effective online instructional practice. The third article, Minimizing Attrition in Online Degree Courses, addresses a topic that affects all higher educator institutions—attrition and offers some ways to minimize attrition in online courses. The fourth article, The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom, discusses flipped instruction and effects of a study on student engagement in a high school Mathematics class. In the fifth article, Predictors of Enrolling in Online Courses: An Exploratory Study of Students in Undergrad Marketing Courses, undergraduate marketing students are studied to see if there could be predictions of future enrollments in those courses. The sixth article, An Examination of the Relationship between Online Class Size and Instructor Performance, examines another important topic, class size, and instructor performance in online courses. The seventh article, Professional Development: Designing Initiatives to Meet the Needs of Online Faculty, looks at online faculty and what might best serve the needs for faculty in terms of professional development. Last, the eighth article continues the tradition of closing this issue of JEO with a concept paper on the use of graphics and semiotic tools in “A Picture Tells the Story: The Power of 3 Teaching Method.”

We thank you for your support in making the Journal of Educators Online (JEO) an important contributor to academic research and look forward to your submissions and collaborations through 2015 and the years ahead.

Ruth Gannon Cook
Editor

Journal of Educators Online is published at www.thejeo.com in January and July of each year.  If you have a scholarly paper you would like considered for peer review publication, please contact the editor, Ruth Gannon Cook at rgannonc@depaul.edu.  Committed to excellence, the Journal of Educators Online is disseminated online without charge as a contribution to the body of research on topics related to online education and as a useful resource for educators, students, administrators and policy makers in all disciplines.

The Journal of Educators Online, Volume 12, Number 1, January 2015