From the Editor's Desk
Each issue of the Journal of Educators Online (JEO) we try to bring you important new research on topics related to online teaching, learning and administration. We continue doing so via open-access to all scholars without any fees for publishing or for journal subscriptions. It is important to be able to offer an international academic publishing venue for scholars that is rigorous and committed to carrying forward the legacies of interdisciplinary online learning into the future. We will endeavor to continue to strive for excellence providing quality scholarly contributions to the fields of blended, and mobile and e-learning.
Over the past six years I have thoroughly enjoyed my contribution as Editor of the Journal of Educators Online (JEO). I will be stepping down as editor at the end of this year (2016) and look forward to handing over the journalís leadership to the next editor who will have the opportunity to take the journal to even higher levels of scholarship global reputation. I need your interest and help to bring on board our next editor. As Editor you have the respect and prestige of the International academic community which means that an academic who aspires to achieve promotion to higher echelons of academic higher administration or full professor status should consider applying for this position. Applicants will be reviewed by the Executive Committee of the Journal and a final decision will be based on their recommendation. Please e-mail your letter of application and attach a current vita to Matt Elbeck, Executive Editor, Journal of Educators Online (JEO), email@example.com
The Articles in this Issue
We begin this issue with a topic of growing interest to all educators, that of incivility in higher education. The article by Drs. Michelle and James Bartlett, a Case Study on the Impact of Technology on Incivility in Higher Education, addresses some of the concerns raised by growing incivility by students in online courses and provides insight into understanding the views of students and perceptions of the causes, impact, and ways to decrease incivility.
The second article, A Desire for Growth: Online Full-Time Facultyís Perceptions of Evaluation Processes, looks at another issue of interest to both faculty and academic administrators, that of evaluation. Authors DeCosta, Bergquist, Holbeck, and Greenberger examine online faculty membersí perceptions of evaluation processes and question the existing evaluation scales used for online education. This qualitative study examines online faculty perceptions of the tools and processes used to evaluate their teaching.
The third article addresses a subtopic not often covered in JEO, that of online education in secondary education. In Emporium Model: The Key to Content Retention in Secondary Math Courses the authors pose that a model called ďThe math emporium modelĒ developed by Virginia Tech in 1999 was used as a part of the Program in Course Redesign in their school district that had significantly higher retention of the content knowledge emporium section sample. The authors suggest that the findings of their study point to models, such as the emporium model, can improve both memory retention and mastery of subject matter, in this case, Mathematics, and should be researched further.
The Impact of Mobile Learning on ESP Learnersí Performance is the fourth article in this issue. The study investigated whether using mobile phone applications have an impact on ESP learnersí performance in learning vocabulary and grammar skills. The results showed that using mobile phone applications to teach a foreign language skill or subskill is fruitful and does impact learnersí comprehension of vocabulary and grammatical rules.
The fifth article deviates slightly from solely academic articles by addressing community in a faith-based university. Understanding Factors that Contribute to the Sense of Community in an Online Doctoral Program: A Phenomenological Study looks at community across the spectrum of academic, social, and spiritual realms. The results of this study could help faculty and administrators better understand the online student experience and sense of community in online higher education.
Continuing the language focus discussed earlier in article four, the sixth article, Online and Face-to-Face Language Learning: A Comparative Analysis of Oral Proficiency in Introductory Spanish, looks at questions of spoken mastery of second language. The authorsí research comparatively assessed undergraduate studentsí oral proficiency in online and face-to-face Spanish classes. The sample consisted of 90 undergraduate students, both online and face-to-face, who completed the Versant test at the end of the two semester sequence of Introductory Spanish. The authors discuss that, while there was no significance in learning modes, spoken mastery and other factors should be further studied.
The last article, Logic Models as a Way to Support Online Students and Their Projects, is a concept piece that deviates from articles previously covered in JEO in that it covers the topic of modeling student expectations by using logic models, but it also includes, for the first time, an appendix that shares the authorís thoughts in situ. The author assesses logic models to see if they can support students with models of project expectations. The authorís goal is to see if these models help students better understand and demonstrate understanding throughout this project so that they can use logic modeling for reflecting on the outcomes of this and future projects.
Once again, thank you for making the Journal of Educators Online (JEO) an important contributor to academic research globally. We look forward to your continued support and invite you to send us your submissions for future issues of JEO.
Ruth Gannon Cook
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
firstname.lastname@example.org. 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.
of Educators Online, Volume 13, Number 2, July 2016