From the Editor's Desk                                       

It is the intention of the JEO to continue to provide readers with free open access to important seminal research contributed by academics from all over the world. JEO is committed to carrying forward the legacies of interdisciplinary online learning into the future of research and online learning. The papers published in JEO serve as benchmarks of quality scholarly contributions to the fields of eLearning, blended, and mobile learning, and continue across academic disciplines, national and virtual borders.

We have continued to receive an exceptional number of manuscript submissions this year resulting in the publication of six papers in this issue that address factors of importance to educators, students, and administrators. This issue looks at perspectives of online learning from several lenses focused on several studies of online doctoral programs, one study on undergraduate online engineering programs, and one comparison of the effects of geographic distance on distance education. Motivation and critical thinking are also discussed, this time from an international perspective in the article by Dr. Whicadee. The issue closes with a concept paper on building conceptual frameworks for online teachers.

The first article looks at retention of doctoral students in online programs and poses there are strategic enhancements that can increase doctoral student retention. The next article also addresses retention of doctoral students, this time looking at factors internal to the students which can have strong effects on their success. The third article looks at studentsí learning behavior, motivation and critical thinking from an international perspective. The fourth article studies self-regulation and how learning skills and online activities, in this study for engineering students, are affected by studentsí mastery of their time and commitments. The fifth article supports research of other studies in its findings that geographic distance does not have pervasive negative effects for students taking online courses. The last article follows the JEO custom of presenting a concept paper, in this case building a conceptual framework for online educator dispositions.

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 11, Number 3, July 2014