Meet the Editors: Publishing About Educational Technology Research and Practice

Abstract: Take advantage of this opportunity to meet & talk with the editors of the Journal of Online Learning Research (JOLR). We envision this as an informal conversation about crafting your work for JOLR or potentially other venues. Of particular interest may be a new section inJOLR, the Practitioner Corner, which is focused on explanations & reflections on educational innovations. These articles should reveal trends in educational needs & everyday factors that influence K-12 distance, online, and blended learning. Articles in the Practitioner Corner section should go beyond “Did it work?” to explore how interventions function and the boundaries of their scalability. Editors will answer questions about the journals, discuss the submission & review processes, & provide attendees with advice on how to increase the likelihood of publication.

Bio: Mary F. Rice is an Assistant Professor of Literacy for the College of Education and Health Sciences at the University of New Mexico in Albuquerque. She is a former classroom teacher of English language arts, ESL, and reading support. She has been involved with K-12 distance, online, and blended learning since 2013 as a researcher, evaluator, teacher, and teacher educator. Mary’s research focuses on the relational aspects of designing, delivering, and doing of inclusive and accessible online learning among educators, parents, and students. Mary has worked with individuals in online learning in most U.S. states and several countries. She was named an Emerging Scholar by the Online Learning Consortium in 2018 and has been honored with awards from organizations such as the American Educational Research Association and the Initiative for Literacy in the 21^st Century. Mary is the managing editor of Online Learning Journal, the Editor-in-chief of the Journal of Online Learning Research, and an editorial board member for journals such as Distance Education, Studying Teacher Education, and the Journal of Adolescent and Adult Literacy.

Michael K. Barbour is a Professor of Instructional Design and Director of Faculty Development for the College of Education and Health Sciences at Touro University California. He has been involved with K-12 distance, online, and blended learning for over two decades as a researcher, evaluator, teacher, course designer, and administrator. Michael’s research focuses on the effective design, delivery, and support of K-12 distance, online, and blended learning; including how regulation, governance, and policy can impact effective learning environments. His background and expertise has resulted in invitations to testify before legislative committees and consult with departments of education around the world.