Welcome to the twelfth issue! This issue contains three papers representing the areas of online learning objects, expectations of online mid-career students and effective online instructor feedback, all written in an easy to read style you will find useful.

• Credence Baker’s The Impact of Instructor Immediacy and Presence for Online Student Affective Learning, Cognition, and Motivation examines the relationship between instructor immediacy (verbal and non-verbal interactions) and instructor presence (virtual visibility of the instructor) on student affective learning, cognition and motivation. Credence’s key findings suggest that though all constructs are statistically related, it is instructor presence that significantly predicts student affective learning, cognition and motivation. A must read!
• David Bradbard and Cara Peter’s Web Accessibility Theory and Practice: An Introduction for University Faculty contributes to the important field of web site accessibility by focusing on faculty web pages. David and Cara offer a detailed review of the literature and conclude with practical insights to help faculty make their personal web sites accessible according to US law.

Journal of Educators Online is published at www.thejeo.com in January and July of each year.  If you have a high quality paper you want considered for peer review publication, please contact the editor, Matt Elbeck at melbeck@troy.edu.  Committed to excellence, the Journal of Educators Online is disseminated online without charge as a high quality and useful resource for educators, students, administrators and policy makers in all disciplines.

The Journal of Educators Online, Volume 7, Number 1, January 2010